Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education

Penney, Dawn, Brooker, Ross, Hay, Peter and Gillespie, Lorna (2009) Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education. Sport, Education and Society, 14 4: 421-442. doi:10.1080/13573320903217125

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Author Penney, Dawn
Brooker, Ross
Hay, Peter
Gillespie, Lorna
Title Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education
Journal name Sport, Education and Society   Check publisher's open access policy
ISSN 1357-3322
Publication date 2009
Sub-type Article (original research)
DOI 10.1080/13573320903217125
Volume 14
Issue 4
Start page 421
End page 442
Total pages 22
Editor J. Evans
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2010
Language eng
Subject C1
930301 Assessment and Evaluation of Curriculum
130210 Physical Education and Development Curriculum and Pedagogy
Abstract This paper identifies 'quality' as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of 'quality PE'. Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms.
Keyword Quality physical education
Curriculum
Pedagogy
Assessment
Productive pedagogies
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2010 Higher Education Research Data Collection
School of Human Movement and Nutrition Sciences Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 31 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 39 times in Scopus Article | Citations
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Created: Mon, 23 Nov 2009, 21:24:45 EST by Deborah Noon on behalf of School of Human Movement and Nutrition Sciences