Journal of Advances in Education Research
On the Centrality of Physical/Motor Activities in Primary Education
Download PDF (291.3 KB) PP. 24 - 33 Pub. Date: February 15, 2019
Author(s)
- Evangelia Krevetzakis
Teacher of Physical Education, Crete, Greece Doctoral Candidate, University of the Aegean
Abstract
Keywords
References
[1] Ausubel, D., Novak, J., & Hanesian, J. (1978). Educational psychology: A cognitive view. New York: Holt, Rinehart & Wilson.
[2] Berlucchi, G., & Aglioti, S. (1997). The body in the brain: Neural bases of corporeal awareness. Trends in Neurosciences, 20, 560–564.
[3] Bidell, T., & Fischer, K. (1993). Beyond the stage debate. In R. Sternberg, & C. Berg (Eds.) Intellectual development (pp. 98–142). Cambridge, MA: Cambridge University Press.
[4] Blakemore, C. (2013). Movement is essential to learning. Journal of Physical Education, Recreation & Dance, 74(9), 22-25.
[5] Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
[6] Burton, L., &. VanHeest, J. ( 2007). The importance of physical activity in closing the achievement gap. Quest, 59, 212-218.
[7] Clark, A. (1997). Being there: Putting brain, body, and world together again. Cambridge, MA: MIT Press.
[8] Clark, A. (1999). Embodied, situated, and distributed cognition. In W. Bechtel, & G. Graham (Eds.) A companion to cognitive sciences (pp. 506–517). Malden, MA: Blackwell.
[9] Cone, P., Werner, P., Cone, L., & Woods, A. (1998). Interdisciplinary teaching through physical education. Champaign, IL: Human Kinetics.
[10] Devis-Devis, J. (2006). Socially critical research perspectives in physical education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 37-58). Thousand Oaks, CA: Sage.
[11] Dourish, P. (2001). Where the action is: The foundations of embodied interaction. Cambridge, MA: MIT Press.
[12] Damasio, A. (1996). Descartes’ error: Emotion, reason and the human brain. London: Papermac.
[13] Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. Chicago: University of Chicago Press.
[14] Epelboim, J. (1997). Deictic codes, embodiment of cognition, and the real world. Behavioral and Brain Sciences, 20, 746.
[15] Fielden, S. (1995). The magical kingdom of movement. Hawaii: Edu Kinesthetics. future benefits of interdisciplinary studies. ESSAI, 7(1), p.26.
[16] Fogarty, R. (1991). The mindful school: How to integrate the curricula. Iri/Skylight Training & Publishing.
[17] Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
[18] Gardner, H. (1993). Multiple intelligences. The theory in practice. New York: Basic Books.
[19] Gardner, H. (1997). Extraordinary minds: Portraits of four exceptional minds and the extraordinary minds in all of us. New York: HarperCollins.
[20] Glenberg, A. (1999). Why mental models must be embodied. In G. Rickheit & C. Habel (Eds.), Mental models in discourse processing and reasoning (pp. 77–90). New York: Elsevier.
[21] Golden, H. ( 2013). Integrating academics with physical education: how can it realistically be done? VAHPERD Journal, 34(2), 12-15.
[22] Hadzigeorgiou, Y. (1997). Relationships, meaning, and the science curriculum. Curriculum and Teaching, 12 (2), 83-89.
[23] Hadzigeorgiou, Y. (2001). Some thoughts on the notion of purposeful learning. The Educational Forum, 65 (4), 316-325.
[24] Hadzigeorgiou, Y. (2002). The utilization of sensorimotor experiences for introducing young children to molecular motion: A report of a pilot study. Physics Education, 37, 239–244.
[25] Hadzigeorgiou, Y. (2005). On humanistic science education. ERIC DOCUMENT (ED506504).
[26] Hadzigeorgiou, Y. (2015). Imagination and learning science. In R. Gunstone (Ed.), Encyclopedia of science education, 480-483.
[27] Hadzigeorgiou, Y. (2016). Imaginative science education: The central role of imagination in science education. Cham, Switzerland: Springer.
[28] Hadzigeorgiou, Y. (2017). Implications of R.S. Peters notion of ‘cognitive perspective’ for science education. Educational Philosophy and Theory, 49 (10), 1016-1028.
[29] Hadzigeorgiou, Y., & Savage, M. (2001). Α study of the effect of sensorimotor experiences on the retention and application of two fundamental physics ideas. Journal of Elementary Science Education, 13(2), 9–21.
[30] Hadzigeorgiou, Y., & Fotinos, N. (2007). Imaginative thinking and the learning of science. Science Education Review 6 (1), 15-23.
[31] Hadzigeorgiou, Y., Anastasiou, L., Konsolas, M. & Prevezanou, B. (2009). A study of the effect of preschool children’s participation in sensorimotor activities on their understanding of the equilibrium of a balance beam. Research in Science Education, 39, 39–55.
[32] Hadzigeorgiou, Y. & Schulz, R. (2014). Romanticism and romantic science: Their contribution to science education. Science & Education, 23(10), 1963-2006.
[33] Hadzigeorgiou, Y., & Stamatis, P. (2017). How relevant is R.S. Peters concept of education to science education? Interchange, 48(1), 1-18.
[34] Hannaford, C. (2005). Smart moves: Why learning is not all in your head. Great Rivers Books.
[35] Harri, R., Marttinen,J. McLoughlin,G., Fredrick III, R., & Novak, D. (2017). Integration and Physical Education: A Review of Research. Quest, 69, 37-49.
[36] Haynes, C. (Ed.) (2002). Innovations in interdisciplinary teaching. Westport, CT: Oryx.
[37] Ito, M. (1993). Movement and thought: identical control mechanisms by the cerebellum. Trends in the Neurosciences, 16, 448–450.
[38] Jacobs, H. (1989). Interdisciplinary curriculum: Design and implementation. Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314.
[39] Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum.
[40] Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: University of Chicago Press.
[41] Jones, C. (2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies," ESSAI: Vol. 7, Article 26. Available at: http://dc.cod.edu/essai/vol7/iss1/26
[42] Kaittani, D., Derri, V., & Kioumourtzoglou, E. (2016). Interdisciplinary learning in education. A focus on physics and physical education. Sport Science 9, 22-28.
[43] Kirkendall, D. R. (1985). Effects of physical activity on intellectual development and academic performance. Washington, DC: American Academy of Physical Education.
[44] Klein, J. (1996). Crossing boundaries: knowledge, disciplinarities and interdisciplinarities. Charlottesville: University Press of Virginia.
[45] Kretschmann R. (2018) Values and value education in physical education. In A. Schneider, J., K?hler, & F. Schumann (Eds.) Fairplay im sport. Angewandte Forschung im Sport (pp. 69-82). Wiesbaden: Springer.
[46] Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic Books.
[47] Lengel, T., & Kuczala, M. (Eds.) (2010). The kinesthetic classroom Teaching and through movement. Thousand Oaks, CA Corwin Press.
[48] Lock, M., & Farquhar, J. (Eds.) (2007). Beyond the body proper. Reading the anthropology of material life. Durham, NC: Duke University Press.
[49] McNamee, M. (1998). Education, philosophy and physical education: analysis, epistemology and axiology. European Physical Education Review, 4 (1): 75–91.
[50] Mak, B., & Vera, A. (1999). The role of motion in children’s categorization of objects. Cognition, 7, 11–21.
[51] Markman, A., & Dietrich, E. (2000). In defense of representation. Cognitive Psychology, 40, 138–171.
[52] Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105–119.
[53] Pellegrini, A., & Bohn, C. (2005). The role of recess in children’s cognitive performance and school adjustment. Research News & Comments, January/February 2005. Available on line: http://www.creativitypost.com/ education/the_benefits_of_movement_in_schools#_ftn3.
[54] Piaget, J. (1971). Genetic epistemology. New York: Norton.
[55] Popeska, B., & Jovanova–Mitkovska, S. (2016). Integration and correlation concepts in physical education. Research in Kinesiology, 44, 262-269.
[56] Port, R., & van Gelder, T. (1995). Mind as motion. Explorations in the dynamics of cognition. Cambridge, MA: MIT Press.
[57] Ratey, J. (2002). User’s guide to the brain. Perception, attention, and the four theatres of the brain. Vintage.
[58] Ratey, J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. New York: Little, Brown and Co.59. Rohrer, D., & Pashler,
[59] (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39, 406–412.
[60] Rohrer, D., & Pashler, H. (2012). Learning styles: Where’s the evidence? Medical Education, 46, 634-635.
[61] Rovegno, I., & Dolly, J. (2006). Constructivist perspectives on learning. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 242-261). Thousand Oaks, CA: Sage.
[62] Sandford, R., & Rich, E. (2006). Learners and popular culture. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 275-291). Thousand Oaks, CA: Sage.
[63] Seitz, J. (1993). I move.... therefore I am. Psychology Today, 26, 50–55.
[64] Seitz, J. (2000). The bodily basis of thought. New ideas in Psychology, 18, 23–40.
[65] Stefanich, G., & Hadzigeorgiou, Y. (2001). Models and applications. In G. Stefanich (Ed.), Science teaching in inclusive classrooms (pp. 61-90). Cedar Falls, IA: Woolverton.
[66] Tishman, S., & Perkins, D.N. (1995). Critical thinking in physical education. Journal of Physical Education, Recreation and Dance, 66(6):24-30.
[67] Thelen, E., Schoner, G., Scheier, C., & Smith, L. B. (2001). The dynamics of embodiment: A field theory of preservative reaching. Behavioral and Brain Sciences, 24, 1–34.
[68] Varela, F., Thompson, E., & Rosch, E. (1991). The embodied mind. Cambridge, MA: MIT Press.
[69] Watson, A., , Timperio, A., Brown, H., , Best, K., &, and Hesketh, K. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. International Journal of Behavioural Nutrition & Physical Activity, 14, 114. https://doi.org/ 10.1186/s12966-017-0569-9
[70] Whitmer, R. (2014). Instruction in motion brings PE into classroom. Available on line: https://www. districtadministration.com/article/instruction-motion-brings-pe-classroom
[71] Wilson, M. (2001). The case for sensorimotor coding in working memory. Psychonomic Bulletin and Review, 8, 44–57.