Authors: Mikael Quennerstedt, Dillon Landi and Ashley Casey
Abstract
In 1983, Judith Placek published “Conceptions of success in teaching:
Busy, happy, and good?” Placek’s arguments have been picked up
widely in research and are often used as a catchphrase to represent
bad teaching. Our purpose in this paper is to revisit Placek’s argument
and “update” it for modern times. We first contextualize “Busy, Happy,
and Good” by exploring the sociopolitical “setting” in which it came
from and examine the literature to investigate how the concept has
been used. We then outline three challenges physical education faces
regarding success in teaching. Lastly, we propose a framework using
a revised version of Placek’s concept that engages in the complexities
of student learning. In doing so, we discuss five learning “bodies”: (a)
Moving Body, (b) Thinking Body, (c) Social Body, (d) Emotional Body,
and (e) Cultural Body, and propose educational aims that can guide
successful teaching across diverse movement cultures and reposition
Placek’s arguments as more positive outcomes of physical education.
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