Description
Book SynopsisContemporary ways of understanding human movements, specifically movement learning, are heavily dominated by individualistic, dualistic and mechanistic perspectives. These perspectives are individualistic in the sense that in research as well as in educational practice movements/movers are typically decontextualized, they are dualistic in the sense that the body is taken to be inhabited', even governed,' by a rational mind which is not itself a part of that body; and they are mechanistic in the sense that movements and movement learning can be calculated'.
This approach has supported the dominance of a westernised and predominantly white, masculinised and heteronormative view of able bodies, embodiment and movements. Hence, it has contributed to marginalise not only other approaches and perspectives and individuals.
New research has evolved, including new approaches and these held perspectives have been challenged by social and culturally sensitive, holistic as well as
Table of Contents
1. Introduction to New Perspectives of Movement Learning
2. Metaphors of Movement Learning
3. Movement Learning in Educational Contexts
4. Beyond Molecularization: Constructivist, Situated and Activity Theory Approaches to Movement Learning
5. A Phenomenological Perspective of Movement Learning
6. A Phenomenographic Perspective of Movement Learning
7. Foucault’s Poststructuralist Approaches to Understanding Movement Learning
8. A Transactional Understanding of Movement Learning
9. Practising Movement
10. Symbolic Interactionism And Movement Learning
11. Teaching and Learning Running Differently: A Phenomenographic Approach to Movement Education
12. Movement Learning and Pupils’ Artistic Expression Analysing Situated Artistic Relations in Physical Education
13. An Emotional Journey: The Significance of Aesthetic Experience for Motor Learning
14. Tangible tricks and transitions in skateboarding
15. The Ecstatic Pump and the Logic of Pain. Learning Processes and Embodiment in Fitness Culture
16. Conclusion
