The 10 Most Read Posts of 2016
Written last year, this post looks at the responses from other teachers on what makes a good student of PE. Through the lens of the four domains of learning (physical, social, affective and cognitive) it striking that the physical domain is hardly mentioned. This worries me slightly as I believe movement and developing movement competency should be at the heart of any good PE programme.
As youth coaches do we just focus on the X’s and O’s and the wins and loss columns or do we also take the time to develop sportsmanship in our players?
A key part of a successful games based approach to learning in questioning. This post synthesises two pieces of research that focus on what makes effective questioning and offers a practical framework for teachers and coaches to use.
An introductory post to a constraints led approach to teaching and coaching movement and sport, with links to further reading and research for those interested in finding out more about this method.
Demonstrates the power of Twitter when it is at it’s best. The conversation, dialogue and sharing of ideas, philosophies and practices regarding questioning that one tweet generated is phenomenal.
Is a post on the implementation of a narrative based assessment framework within my PE department. It offers a individual case study and some pros and cons to trying something different than your typical standards or criterion based assessment procedure.
Again written last year, this post explores the changes I have made to my coaching style, after receiving some quite heavy criticism from a former player. It is always evolving but this acts as a signpost to the changes I have made and the questions I still want to try and answer in my approach.
This questions the standard expectation that in PE all students are expected to make continuous incremental progress through their time with us. This approach to target setting, assessment and reporting offers does not take into account the complexity of the biological, social and physiological development of a child, especially through puberty.
Non-linear pedagogy is a learner-centered approach to skill acquisition. An umbrella term for teaching and coaching that uses task and environment design to develop skill acquisition. This post is essential a way to get my thoughts together on this methodology and bring some clarity when implanting the principles in my teaching and coaching.
I am lucky (or not) to keep getting feedback on my teaching and coaching from past pupils. A reflective conversation about the changing approach to my coaching and a reminder of some of the more terrible things I have done in the pursuit of winning.
Thank you to those of you who have not only read and shared but have also commented, challenged and critiqued. Your time to interact and willingness to engage has been most grateful and has helped to shape my thinking with regards to PE and Youth Sport. Wishing you all the best for a healthy, happy and prosperous 2017.