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Critical thinking: Ensuring the 'education' aspect is evident in physical education

Abstract

`Health and Physical Education in the New Zealand Curriculum' (Ministry of education, 1999) has embedded within it a pedagogy that is focused around a critical learning dimension. Clearly, teachers of physical education will need to become familiar with teaching and learning processes associated with this. In this paper we explore the relevance of three particular paradigms associated with social inquiry in physical education, and argue that the critical paradigm has the potential to move physical education forward into the future. An existing model for teaching critical thinking is examined, and an alternative model proposed. The proposed model provides a process that teachers ...

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