Sport and physical activity are an important part of the educational foundation for physical education. A particular interest is the criticism of Siedentop (1994) on the classic model of multi-activity in physical education and Siedentop’s alternative proposition in the form of sports education. As long as the proposed activities are enjoyable and satisfying, sport can play a positive role in teaching physical education that is suitable for promoting sports activities as a moral practice, also with the help of critical pedagogy. The emphasis is on sport; as stated in contemporary sociological and philosophical analyses of physical education (Ozoliņš & Stolz, 2013) sometimes sport has not considered as an appropriate educational mean. Sport activity is an important aspect, although not the only one, for physical education. Siedentop's sporting education model can have an educational value within school physical education. Despite these assumptions, the power and influence that characterize professional sport and its massive diffusion through the media is such as to make it difficult to reach the aims for sports education. Sport is not sustainable as a human practice when it is dominated only by the pursuit of the exterior goods of wealth and fame. If this material vision of sport will not stop inevitably sport stops being a good practice and turns into a simple form of entertainment. Physical education has a strategic role to support sport as a moral practice and has all the pedagogical tools to do. Whether the community of physical education has the mentality and the will to face this challenge is another matter.
|Translated title of the contribution||[Autom. eng. transl.] Sports education, critical pedagogy and learning theory: towards a justification for physical education and sport for young people|
|Number of pages||8|
|Journal||PEDAGOGIA E VITA|
|Publication status||Published - 2017|
- attività fisica
- physical activity