Sport Pedagogy Is Part Of Sport Science
Sport is a form of human movement behaviour for which and through which one can educate. Sport pedagogy is on one side special and applied pedagogy and on the other side theory field of sport science. It deals with functional (unintended) and intentional (planned) possibilities and limitations of education for and through movement, play, and sport. Sport pedagogy deals with teaching and learning of all age groups, without discrimination in regard to gender, race, religion or socioeconomic status.
Teaching and learning inside and outside of state institutions are studied. Target groups for sport pedagogy are individuals with a low level of performance (e.g., adapted physical education groups) as well as individuals who are talented and motivated for engagement in top level athletics (e.g., training groups). Curriculum theory of sport on one side and instructions theory of sport on the other side provide information for developing an optimal educational practice oriented towards movement play, and sport from a theoretical point of view.
The following issues are examples representing the body of knowledge of sport pedagogy : historical perspective of sport pedagogy; self understanding and nature of sport pedagogy; anthropological foundations; curriculum theory of sport; instruction theory of sport; comparative aspects of sport pedagogy.
GRUPE & KURZ (1983, 351-352) define sport pedagogy as follows:
“The science …, which is concerned with the relationship between sport and education. There is agreement that sport pedagogy should provide theoretical foundations for the practice of sport: this practice is educational, supports human development and enriches life. … Furthermore, the fact that people can learn and develop themselves throughout their life, … requires that adultsseniors, and handicapped people should be include in the issues of sport pedagogy.
… Sport pedagogy has to view sport in a broader context of the meaning of movement, body, play, performance, health and leisure-time for the human being. … Therefore, work in education has to consider, e.g., the various unplanned and rather hidden socialisation influences on the attitudes towards body, movement, play and sport”.
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