Old borders, new borders, no borders : sport and physical education in a period of change
Deutscher übersetzter Titel: | Alte Grenzen, neue Grenzen, keine Grenzen : Sport und Sportunterricht in einer Phase des Wandels |
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Herausgeber: | Tolleneer, Jan; Renson, Roland |
Veröffentlicht: | Oxford: Meyer & Meyer Sport (Verlag), 2000, 439 S., Lit. |
Ausgabe: | 1. Aufl. |
Format: | Literatur (SPOLIT) |
Publikationstyp: | Monografie |
Medienart: | Gedruckte Ressource |
Dokumententyp: | Sammelband |
Sprache: | Englisch |
ISBN: | 1841260525, 9781841260525 |
Schriftenreihe: | International Society on Comparative Physical Education and Sport : Conference, Band 11 |
Schlagworte: | |
Online Zugang: | |
Erfassungsnummer: | PU201202000799 |
Quelle: | BISp |
Abstract
Old borders, new borders, no borders presents forty contributions on comparative and international aspects of sport and physical education. All papers were presented at the eleventh conference of the International Society for Comparative Physical Education and Sport (ISCPES), which took place in Leuven (Belgium) 8-13 July 1998. In part one, Disciplines crossing borders, comparative and cross-cultural studies are confronted with historical and geographical research. The second part, Countries getting closer, deals with the dialectics between globalization and localization in sport and between diversity and congruence in physical education. Comparative-historical contributions on various topics and from different countries comprise the content of part three, The past explaining the present. Differences and changes in sport participation and in Sport for All initiatives are included in part four, Sports challenging the world, in which sport and fitness are presented as dynamic cultural phenomena. The fifth part, The world confronting physical education gives answers from different perspectives to the question: what are the consequences of all these developments for the educational system? How can global Olympism on the one hand and local alternatives on the other hand be balanced? Should school curricula and especially teacher education programs be reconstructed as a part of a new theoretical, practical and political domain? How can traditional physical education keep pace with the new movement culture of the 21th century? Some answers to these questions are provided and discussed in this publication. Verl.-Information