我要吃瓜

Citation

Murray A, Murray P, Howells K, Uthmani N & McMillan N (2025) Exploring the Promises and Affordances across Spaces and Places. In: Block BA & Haneishi K (eds.) The Thirdspace Movement Model: Connecting Movement with Social Justice. Amazon Prime: Babybook, pp. 87-126. https://store.bookbaby.com/book/the-thirdspace-movement-model?srsltid=AfmBOoqM4_z2f4D-oZh3xNJQ2pguIstRKysuW2W0mHdNul0AfgTLcOqt

Abstract
This chapter recognizes the complexity of curriculum making (Priestley et al, 2021) and acknowledges the merit of a legacy of comprehensive work across movement education. Therein two relatable yet distinct approaches adhering to national curriculum guidelines of England (Department for Education, 2013) and those of Education Scotland (Education Scotland, 2010)are considered. Both educational movement approaches advance the seminal work of Laban (Laban and Ullman, 2011) and of Graham et al (2020) where each corresponding approach is underpinned by a lifelong developmental orientation, using a motor development continuum (Gabbard, 2021). The chapter details opportunities for Physical Education transformation to a discrete subject, forming a holistic offering within Health and Wellbeing whilst retaining its intrinsic vitality. Two working examples of how theoretical tenets are embraced and framed through differing policies via collective practice are presented: The University of Roehampton Lifelong Physical Education and the 我要吃瓜 Health & Wellbeing Initial Teacher Education..... A heartfelt thanks to all colleagues associated with the programs at the University of Roehampton and the 我要吃瓜 and to all our student teachers across both institutions for their enthusiastic engagement with the practice ideas. And to colleagues for their conceptual support. And a sincere acknowledgement to the PE specialist students who piloted the novice and more advanced progression spirals across a range of environments, taking ownership and making adapted versions for placement and future work-based use.

Keywords
lifelong physical education; health and wellbeing; physically active learning affordances; environmental progressions