초청리뷰논문 Philosophical inquiry in physical education and sport pedagogy: A multidimensional review of its traditions, practices, and prospects Euichang Choi* Seoul National University [Purpose] [Methods] [Results] [Conclusions] Key words:

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Table 1. Main Themes in Sport Pedagogy Research Handbook of Physical Education (2006) Theoretical perspectives in physical education research Cross-disciplinary contributions to research on physical education Learners and learning in physical education Teachers, teaching and teacher education in physical education Physical education curriculum Difference and diversity in physical education Sport Pedagogy: An Introduction to Teaching & Coaching(2011) Pedagogy in physical education and youth sport Children and young people; Diverse learners in physical education and youth sport Being a professional teacher or coach in physical education and youth sport Routledge Handbook of Physical Education Pedagogies(2017) Designing & conducting physical education research Curriculum theory and development Curriculum policy and reform Adapted physical activity Transformative pedagogies in physical education Analyzing teaching Educating teachers effectively from PETE to CPD The role of student and teacher cognition in student learning Achievement motivation.

Table 2. Main Themes in PE Curriculum Handbook of Physical Education(2006) Sport Pedagogy: An Introduction to Teaching & Coaching(2011) Routledge Handbook of Physical Education Pedagogies(2017) Curriculum construction and change Critical health pedagogy Designing effective programs Youth sport Youth sport policy Curriculum reform and policy Health-related physical activity Very young learners Equity and inequity Adventure education Disabling experiences of PE Adapted physical activity Teaching dance Social class Gender sexuality Sexuality Disaffected youth Obesity Race and ethnicity Young people and ethnicity Migration background Disability Looked after children Measurement Girls Boys and masculinity Social class Assessment Gender Mentoring Professional learning in communities of practice

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