Do no harm mindsets

"Discovering you were wrong is an update, not a failure, and your worldview is a living document meant to be revised." - The Scout Mindset by Julia Galef How can we ensure that experience of PE does no harm? One way is to improve our ethical decision making, which requires a shift in mindset in … Continue reading Do no harm mindsets

Drowning in the Shallow 2022-in-review

Top 10 read posts in 2022Top 10 read posts written in 202220 mistakes I’ve made in my 20 years of teaching PE (2022) This was a reflection back on my career in PE teaching and teacher education to date and what mistakes I have made and to ensure that I don't make similar ones in … Continue reading Drowning in the Shallow 2022-in-review

3 distinctions PE Teachers should know

When we reduce things down to its simplest level the PE Teacher has only two things they have any control over to influence children's learning in PE and making it a meaningful experience. The first is the type of tasks and practices they design for children to participate in. The second is their teaching behaviours … Continue reading 3 distinctions PE Teachers should know

TARGETing the motivational climate in PE

"A mastery motivational climate is created when the teacher organises tasks that are multidimensional, designed for variety and enjoyment, and are differentiated to meet the needs of all learners. Additionally, a mastery climate is achieved when the teacher encourages the students to make decisions; when groups are of mixed ability, varied and co-operative; and when … Continue reading TARGETing the motivational climate in PE


"Intentional questioning: I frequently hear coaches advised to "ask more questions" without much further guidance. What kind of questions? When? If a session plan says, "I'll use questioning here," it's probably incomplete. Questions for what purpose? Yes we want players to think. Yes, questioning can do that. But what do we want them to think … Continue reading Questioning

What’s your PE Jigsaw Puzzle?

A metaphors can act as bridge between common concrete experience and an abstract experience that it is trying to describe. Teaching PE is a continuous act of making professional judgements about the why(s), how(s) and what(s) of physical education (Quennerstedt, 2019). This is a fundamental but challenging part of a PE teachers job. It requires … Continue reading What’s your PE Jigsaw Puzzle?

Physical Literacy: Ecological Dynamics

"Physical literacy does not emerge in isolation, not is a phenomenon that we can 'will' ourselves to develop or self-coach. It is a physical journey through continuous interactions with our surroundings and the communities we live in." Rudd et al, 2021 There is increasing political recognition of the importance of physical literacy (PL) in England. … Continue reading Physical Literacy: Ecological Dynamics

Best Bets in PE

"...those who want to improve their practice but think that educational research is a waste of time are likely to get nowhere because, unless they are very lucky, they will spend time improving aspects of their practice that do not benefit their students." William (2016) How do we improve the quality of teaching in PE … Continue reading Best Bets in PE

Rethinking ‘a broad and balanced’ PE curriculum

I dislike the guiding principles of 'broad' and 'balanced' when it comes to thinking about the PE curriculum and the selection of activities and sports within it. They are vague, they don't help the design process and they don't really apply to an individual subject but to a school curriculum (for a nice critical perspective … Continue reading Rethinking ‘a broad and balanced’ PE curriculum

Why movement?

"...where before movement was valued simply as a tool that promoted health and enjoyment, it must now be respected as a fundamental human tradition, a site for meaningful living." Kretchmar (2000) What is unique about Physical Education? Not just the uniqueness of its content but also its medium for learning (Griggs and Randall, 2022)? These … Continue reading Why movement?