Across the full range of human movement studies and their many sub-disciplines, established institutional practices and forms of pedagogy are used to (re)produce valued knowledge about human movement. Pedagogy and Human Movement explores this pedagogy in detail to reveal its applications and meanings within individual fields. This unique book examines the epistemological assumptions underlying each of these pedagogical systems, and their successes and limitations as ways of (re)producing knowledge related to physical activity, the body, and health. It also considers how the pedagogical discourses and devices employed influence the ways of thinking, practice, dispositions and identities of those who work in the fields of sport, exercise and other human movement fields. With a scope that includes physical education, exercise and sports science, sports sociology and cultural studies, kinesiology, health promotion, human performance and dance, amongst other subjects, Pedagogy and Human Movement is the most comprehensive study of pedagogical cultures in human movement currently available. It is an invaluable resource for anybody with an interest in human movement studies.

This book offers a perfect balance of knowledge base, pedagogy, and curriculum content, delivered with practical learning tools and activities, so you can help your students develop movement skills that foster healthful habits. Including engaging KinetiKidz characters that demonstrate technically correct form for 121 movement elements and that help children move more, feel good, and think better.

Contemporary 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 pluralistic, and dynamic/organic perspectives of human movements and moving humans. Examples of such research can be found in disciplines such as; physical education and pedagogy, ethnography, philosophy, and sociology. Learning Movements: New Perspectives of Movement Education provides the societal and epistemological background for these new approaches and will be essential in disseminating this knowledge to movement educators, academics and researchers as well as professionals within education, sports, health and fitness, dance, outdoor activities, etc., and that it will spearhead new and inclusive practices within these settings.

Tertiary text introducing the socio-cultural dimensions of exercise, physical education, physical recreation and sport. Covers psychological, pedagogical, philosophical, sociological and historical aspects. Includes Australian and NZ examples, ideas for assessment tasks, a bibliography and an index. May be used with the companion volume, 'The Biophysical Foundations of Human Movement'. Also available in hardback. The authors teach in the department of human movement studies at the University of Qld.

This book proposes alternative ways of looking at human movement and brings into question the traditional role of the human-movement profession as an agent of social and cultural reproduction. The authors argue that the profession has traditionally shaped physical activities in schools and communities in disempowering ways and has adversely influenced how people view their bodies, apply physical activities to their lives, and use and understand the knowledge in the field. To raise awareness of the possibilities of postmodernism for human movement, the contributors employ a critical postmodern conceptualization of the profession to explore the conflicts within it; to ask what can be done to strengthen it; to investigate how professional relations and meanings can be constructed within a new realm of justice, freedom, and equity; and to discuss the professional and civic principles to which the profession should subscribe. Contributors include Linda Bain, Robert Brustad, Cathy Ennis, Larry Fahlberg and Lauri Fahlberg, Don Hellison, Alan Ingham, David Kirk, George H. Sage, Sue Schwager, Richard Tinning, and Gerd von der Lippe.

Nonlinear pedagogy is a powerful paradigm for understanding human movement and for designing effective teaching, coaching and training programs in sport, exercise and physical education. It addresses the inherent complexity in the learning of movement skills, viewing the learner, the learning environment and the teacher or coach as a complex interacting system, with the constraints of individual practice tasks providing the platform for functional movement behaviours to emerge. This is the first book to explain this profoundly important new approach to skill acquisition, introducing key theoretical ideas and best practice for students, teachers and coaches. The first section of the book offers a general theoretical framework to explain processes of skill acquisition and the learning of movement skills. The book then defines nonlinear pedagogy, and outlines its key principles of practice. It offers a thorough and critical appraisal of the optimal use of instructional constraints and practice design, and discusses methods for creating challenging and supportive individualised learning environments at developmental, sub-elite and elite levels of performance. Every chapter contains cases and examples from sport and exercise contexts, providing guidance on practice activities and lessons. Nonlinear Pedagogy in Skill Acquisition is an essential companion for any degree level course in skill acquisition, motor learning, sport science, sport pedagogy, sports coaching practice, or pedagogy or curriculum design in physical education.

For kinesiology professionals, qualitative movement diagnosis (QMD) is a critical skill in helping individuals improve performance or reduce the risk of injury. Qualitative Diagnosis of Human Movement: Improving Performance in Sport and Exercise, Third Edition With Web Resource, focuses on the processes behind movement observation, assessment, and diagnosis, emphasizing how to recognize and correct errors in human movement. This unique text teaches anyone working in human movement–related professions how to integrate and apply knowledge from the fields of kinesiology, allied health, and engineering to help clients, patients, or athletes improve their movement performance or move with a lower risk of injury. Well received by scholars worldwide, the previous editions, formerly titled Qualitative Analysis of Human Movement, broke new ground as the first texts devoted to QMD. The third edition continues building on that foundation with a new title, Qualitative Diagnosis of Human Movement, to better reflect the diagnostic and corrective aspects of this critical skill. Following are other improvements to this edition: • A web resource replaces the CD-ROM from the previous edition and contains more than 70 all-new video clips and follow-up questions to provide real-life examples to practice movement diagnosis. • Expanded coverage of the use of video and computer technology shows readers how to use modern tools to aid in observation and evaluation of movement. • An additional 80 new sources of research relevant to QMD illustrate the extent to which this area of study has taken hold in the kinesiology field. As in previous editions, Qualitative Diagnosis of Human Movement, Third Edition, organizes research-based knowledge into a simple theoretical structure supplemented with numerous examples of application. It introduces a four-task interdisciplinary model of QMD—preparation, observation, evaluation and diagnosis, and intervention—and summarizes the development of this approach and the perceptual factors relevant to movement diagnosis. Readers are then led through a series of tutorials that provide real-world examples. These practice scenarios will help readers better understand the process from beginning to end as they review photos in the book in QMD Practice sections (with accompanying video in the web resource or video-enhanced e-book), and then perform their own movement diagnosis by viewing video from the web resource or video-enhanced e-book in QMD Explorations. In addition, a chapter titled Theory-Into-Practice Situations provides case studies spanning a variety of movement, fitness, and sport settings. These case studies are featured in both the book and the web resource as printable forms that offer readers support in developing their own plan to assist the subject in the case study. Several other features such as QMD Technologies and QMD Demonstration sideboxes add more tools to show students how QMD can help clients in real-world sessions. For instructors, an image bank containing the book’s prominent figures, tables, and photos is available for use in delivering lectures. Qualitative Diagnosis of Human Movement, Third Edition, provides students, teachers, and researchers with a practical diagnostic framework, tutorials to guide them through the QMD process, advice on capturing relevant information from motor performances, and descriptions of intervention strategies. The updated edition and the unique web resource are invaluable tools capable of sharpening the skills of even experienced diagnosticians. This text will assist readers in integrating their knowledge of all kinesiology subdisciplines in order to develop or improve their skills in QMD and better serve their clients, patients, and athletes.