東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Narrative inquiry into the lives of ...

Leiss, Jodie.

FindBook

Google Book

Amazon

博客來

Narrative inquiry into the lives of physical education teachers: In pursuit of physical literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Narrative inquiry into the lives of physical education teachers: In pursuit of physical literacy./
作者:	Leiss, Jodie.
面頁冊數:	187 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10127424
ISBN:	9781339854618

Narrative inquiry into the lives of physical education teachers: In pursuit of physical literacy.
Leiss, Jodie.

Narrative inquiry into the lives of physical education teachers: In pursuit of physical literacy. - 187 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--Kansas State University, 2016.

This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers and their understanding of what it means to be physically literate as well as investigate into the thoughts of physical education teachers about the concept of comprehensives school physical activity programs. According to Whitehead (2010), physical literacy is a disposition to capitalize on the human embodied capability, wherein an individual has the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activity throughout a lifetime. Development of the debate regarding physical literacy was stimulated by the study of existentialist and phenomenological philosophers, such as Sartre and Merleau-Ponty, who articulate a particular stance towards the nature of our mind and body connection. Merleau-Ponty's (1945/2010) philosophy facilitated the gain of knowledge regarding 1) how stories of physical education teachers help promote physical literacy in schools; 2) how physical education teachers perceive the mind/body connection; and 3) how physical education teachers understand what it means to be physically literate.

ISBN: 9781339854618Subjects--Topical Terms:

635343
Physical education.

Narrative inquiry into the lives of physical education teachers: In pursuit of physical literacy.
LDR:03083nmm a2200277 4500 001 2115552
005 20170323101041.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339854618
035 $a (MiAaPQ)AAI10127424
035 $a AAI10127424
040 $a MiAaPQ $c MiAaPQ
100 1 $a Leiss, Jodie. $3 3277206
245 1 0 $a Narrative inquiry into the lives of physical education teachers: In pursuit of physical literacy.
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Advisers: Jeong-Hee Kim; Sally Yahnke.
502 $a Thesis (Ph.D.)--Kansas State University, 2016.
520 $a This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers and their understanding of what it means to be physically literate as well as investigate into the thoughts of physical education teachers about the concept of comprehensives school physical activity programs. According to Whitehead (2010), physical literacy is a disposition to capitalize on the human embodied capability, wherein an individual has the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activity throughout a lifetime. Development of the debate regarding physical literacy was stimulated by the study of existentialist and phenomenological philosophers, such as Sartre and Merleau-Ponty, who articulate a particular stance towards the nature of our mind and body connection. Merleau-Ponty's (1945/2010) philosophy facilitated the gain of knowledge regarding 1) how stories of physical education teachers help promote physical literacy in schools; 2) how physical education teachers perceive the mind/body connection; and 3) how physical education teachers understand what it means to be physically literate.
520 $a The contributions to the thought and practice of physical education as a result of this study will highlight 1.) physical literacy is embodied in adapted physical education; 2.) the role of physical education teachers is not just teaching and moving the body, but to help students learn better; 3.) A stressed mind affects the body, and having a healthy body helps students learn better; 4.) A new role of physical education teachers is to bridge the gap between physical education and the classroom by providing ideas to classroom teachers regarding brain breaks. 5.) Teacher education programs need to highlight reflective practices that help future physical educators draw upon knowledge from their own life experiences to enrich their teaching; 6.) Physical education teachers should collaborate with public health officials to implement comprehensive school physical activity programs.
590 $a School code: 0100.
650 4 $a Physical education. $3 635343
690 $a 0523
710 2 $a Kansas State University. $b Curriculum and Instruction. $3 1043547
773 0 $t Dissertation Abstracts International $g 77-12A(E).
790 $a 0100
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10127424