Celebrating the Insecure Practitioner. A Critique of Evidence-Based Practice in Adapted Physical Activity

Sport, Ethics and Philosophy 2 (2):200-215 (2008)
Over the past decade there has been a trend within adapted physical activity (APA) to question the hegemony of the medical understanding of disability. This debate has consequences for professional practice, which some argue should be regarded as a learning situation with a pedagogical orientation. The concept of evidence-based practice and research has spread from its origin in medicine to other allied health fields and education. In this article I discuss the limitations of applying evidence-based practice to a pedagogical approach to APA. More specifically, I use the Aristotelian notion phronesis to show that professional practice of APA is essentially characterized by an indeterminacy that cannot be eradicated through the technological thinking inherent in evidence-based practice
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DOI 10.1080/17511320802223527
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References found in this work BETA
Shaun Gallagher (1992). Hermeneutics and Education. State University of New York Press.
David Carr (2003). Rival Conceptions of Practice in Education and Teaching. Journal of Philosophy of Education 37 (2):253–266.

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