'Deep' and 'Shallow' Meaning in Physical Education? Prof. Øyvind Standal (Pt2) - Meaningful Sport Series

<p>In Norwegian educational discourse, 'shallow' and 'deep' learning are buzzwords that refer to two types of learning - memorizing facts vs making connections to previous knowledge structures and different contexts. While these forms of learning have been conceptualised in 'hard' school subjects, what could they look like in physical education? Can we make a link from 'deep' and 'shallow' learning to 'deep' and 'shallow' meaning in PE?</p> <p>These and other interesting questions - such as, should sport and PE always aim to be fun? - are tackled in this second part of our conversation with Øyvind Standal, a Professor at the Faculty of Education and International Studies at Oslo Metropolitan University, Norway.</p> <p>Prof. Standal has published extensively on physical education, especially in relation to the philosophy of physical education and phenomenology, embodiment, skills and habits. He is the author of the book <a href='https://www.routledge.com/Phenomenology-and-Pedagogy-in-Physical-Education/Standal/p/book/9781138308664'>Phenomenology and Pedagogy in Physical Education</a> (Routledge, 2015).</p> <p>We are partly building on Part 1 of our conversation, so it is a good idea to start with that: <a href='https://paresearcher.podbean.com/e/standal/'>https://paresearcher.podbean.com/e/standal/</a> </p>