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This book was written at a time of great change in
educational policy and practice in England and
Wales. Recent legislative changes to the curriculum
require that critical thinking is now fostered for
all pupils in every curriculum area. Changes in the
subject area of Physical Education (PE), have given
rise to a new PE curriculum that has at its core,
conceptual understanding of practical activity
areas in a structure that maximises pupils thinking
and acknowledges how critical thinking permeates
this dynamic subject. With a dearth of research into
thinking in PE, the book explores critical thinking
in the context of school PE lessons and the
instructional factors that foster or constrain it.
This book seeks to make a unique contribution to the
debate into what constitutes critical thinking in PE
and illuminates practice in both primary and
secondary schools. Its conclusions will be of value
to policy-makers and practitioners in advancing
knowledge of critical thinking in Physical Education.
educational policy and practice in England and
Wales. Recent legislative changes to the curriculum
require that critical thinking is now fostered for
all pupils in every curriculum area. Changes in the
subject area of Physical Education (PE), have given
rise to a new PE curriculum that has at its core,
conceptual understanding of practical activity
areas in a structure that maximises pupils thinking
and acknowledges how critical thinking permeates
this dynamic subject. With a dearth of research into
thinking in PE, the book explores critical thinking
in the context of school PE lessons and the
instructional factors that foster or constrain it.
This book seeks to make a unique contribution to the
debate into what constitutes critical thinking in PE
and illuminates practice in both primary and
secondary schools. Its conclusions will be of value
to policy-makers and practitioners in advancing
knowledge of critical thinking in Physical Education.