Introduction

Researchers into physical education, sport in schools and general education point out that ‘curriculum theorists within physical education have not been particularly helpful in providing teachers with definitions and conceptual frameworks for thinking in productive ways about the affective dimension in general and affective outcomes in particular.’ (Gibbons and Bressan, 1991: 79). This book is an attempt to rectify that deficiency by providing an analytical framework within which to locate these aspects of sport and physical education.