Ongoing adaptation as a feature of complexity : further thoughts and possible ideas for pedagogy in physical activity

The purpose of this chapter is to trace the progression, over time, of theoretical pedagogical thinking found in textbooks produced for physical educators. As a means of providing a framework for identifying and assessing various theories, Richard Light's (2008) comments on behaviourism, constructivism and complicated and complex learning theories will provide a basis for this search. The nature of learning theories as they have been circulated in textbooks designated for physical education professionals, students and the general public from selected decades over the last 100 years will be examined. Although recommended physical activities and exercises are an important part of many physical education textbooks, it is not within the scope of this chapter to examine these, nor to determine if the theories advanced by the authors are, in fact, applied in the practical activities that they suggest. Three questions will be discussed as a conclusion to this chapter: Is there evidence that theoretical thinking in physical education textbooks has changed over time? Does complex learning theory appear as an aspect of theoretical thinking in physical education textbooks? Is there a future for physical education textbooks?