ABSTRACT
This chapter describes two major criticisms of the literature on phenomenology and physical education. In The Theory and Practice of Husserl's Phenomenology, Reeder offers the following definition: Phenomenology is a philosophical movement based upon a self-critical methodology for reflectively examining and describing the lived evidence which provides a crucial link in our philosophical and scientific understanding of the world. The methodology that Husserl developed and practised has three phases: retention, bracketing and eidetic reduction. The point here is that a minimum requirement for utilizing phenomenology in the context of physical education must be that the work interprets its basic concepts accurately. Kirk's alternative is a models-based physical education approach, in which different models such as sports education and health-based physical education are used to create a programme that pupils would consider both coherent and relevant. Kirk argues that physical literacy can be one such model, but that at present, it remains a philosophy in search of a pedagogical model.
