As physical educators’ we are well versed in thedesirability of ‘warming up’ appropriately. On contemplating our researchendeavours it may be apt to consider ‘blogging’ in such light. Pondering overfragments of ideas, will as Ashley demonstrates, allow us to ‘run’ with ourmusings and ‘choreograph’ them into something ‘communicable’. In his seminaltome, ‘the sociological imagination’, C. Wright Mills (1959) explicates asimilar working process and I’ve found him to be a useful research companion.
Despite the raison detre of physical education being‘movement’, I believe (our collective work stands as testament) we can standaccused of being ‘static’. To free ourselves from this impasse, we all, in ourown ways, argue the need for critically ‘reflexive’ practitioners. I think theword ‘critical’ is important here. As socialisation research attests, most PEteachers are reflective in so far as they ‘mirror’ the practices of their past.This ‘apprenticeship’ for many is positive and our task is to develop a‘curiosity’ around what ‘positive’ means. Namely, who is privileged and/oroppressed by such practice(s).
Mr rigid the inflexible is berating me to hurry up and getchanged – oh the irony!