Steven A. Stolz

TL;DR: In this article, the authors reviewed and revisited the TGfU premise and considered its relevance to games and sport teaching in physical education (PE), and outlined the basis for the conceptualisation of the TGFU; and argued that the TG-U premise needs to be revisited in order to explore and rethink its relevance so that pedagogy in PE again becomes a central and practical issue.

TL;DR: In this paper, the main aims of education concerns student learning, which is an indisputa-mentionable goal of education, and psychology has made a significant contribution to this area of education.

TL;DR: In this paper, the authors argue that a person's essential being is not confined to their rationality but involves an embodied dimension, and that physical education has the potential to provide a multitude of experiences and opportunities for students to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community committed to that practice.

TL;DR: In this article, the authors argue that physical education has lost meaning for some students because our embodied relationship with the world is not an external or contemplative one, and that the cognitive aspects of our perceptual experience in isolation from the personal meaning gained when looked at from the "inside" or participatory perspective of the moving agent.

TL;DR: In this article, the authors argue that embodied learning should be the foundational cornerstone of physical education programs, and they draw upon MacIntyrean views on the goods which are internal to practice and extend thinking on how these goods could merge with the diverse aims and intentions informing the curriculum.