Conveners
Hauptvortrag 3: Sport Pedagogy – Past, Present, and Future
- Fiona Chambers
Description
More than a decade has passed since the evolution and revolution of the concept of sport pedagogy. Initially mooted by Tinning (2008), three events occurred which cemented its place in the world of academia. The first was an edited book: ‘Sport Pedagogy: An introduction for teaching and coaching (Armour, 2011). Here, sport pedagogy is defined as a subdiscipline of sport science (and related areas of study) with three complex dimensions (knowledge in context, learners and learning, teachers and teaching/coaches and coaching) which increase in complexity as they interact to form each pedagogical encounter (ibid). The second event involved the Association Internationale des Écoles Supèrieure d’Éducation Physique (AIESEP) specialist seminar at the University of Birmingham from which emanated a Position Statement: ‘Sport (& Exercise) Pedagogy’: (Re)Defining the Field’ (AIESEP, 2012). Finally, the third event - the 2014 Sport Education and Society Special Edition – New Directions for Research in Physical Education and Sport Pedagogy. It was here that Armour and Chambers unpacked the concept in considerable detail in their article: ‘Sport & Exercise Pedagogy’. The case for a new integrative sub-discipline in the field of Sport & Exercise Sciences/ Kinesiology/Human Movement Sciences’. Since then, academic researchers have been ‘playing’ with the concept of sport pedagogy. Ten years on, it seems prudent to pause and to gauge the status and contribution of sport pedagogy research globally. Therefore, this overview will explore the role of academic genealogy and terroir in shaping emergent sport pedagogy research themes in various regions of the world. Acknowledging that the world is in polycrises, the theme of design fiction and possible futures for sport pedagogy will also be interrogated to suggest its future direction and particularly its potential unique contribution to Society 5.0 (Deguchi et al, 2018).
