Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking?

Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts.

Topics covered include:

• sport education and critical thinking
• dance as critical inquiry
• media analysis
• understanding cultural perspectives
• student-led research and curriculum
• reflective coaching practice.

The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.

Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking?

Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts.

Topics covered include:

• sport education and critical thinking
• dance as critical inquiry
• media analysis
• understanding cultural perspectives
• student-led research and curriculum
• reflective coaching practice.

The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.

Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking?

Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts.

Topics covered include:

• sport education and critical thinking
• dance as critical inquiry
• media analysis
• understanding cultural perspectives
• student-led research and curriculum
• reflective coaching practice.

The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.