ABSTRACT
The term pedagogy (pronounced with a hard “g”, and then a soft “g”) has become ubiquitous in the field of kinesiology and sport pedagogy is now firmly established as a credible academic sub-discipline. Notwithstanding the fact that our European colleagues had been employing the concepts of pedagogy and sport pedagogy for many years (see Crum, 1986; Haag, 2005), the English speaking world of PE has only relatively recently embraced the terms. However, increased usage does not necessarily equate with coherent or shared understandings of what the terms mean. Accordingly, the purpose of this chapter is to do some “languaging” (Postman, 1989; Kirk, 1991) in order to shed some light on the meanings of pedagogy and sport pedagogy and in so doing perhaps stimulate further consideration of their use in HMS. I will argue for a notion of pedagogy that is generative in enabling us to think about the process of knowledge (re)production across the many sub-disciplines of the field of HMS, including but not limited to sport pedagogy. Finally I will consider the notion of pedagogical work as providing a useful concept for analyzing the contribution of sport pedagogy to understandings related to how we come to know about physical activity, the body, and health.
