|Top 10 read posts in 2020||Top 10 read posts written in 2020|
|4 domains of learning in Physical Education (2015)|
Physical Education is a contested subject and will always remain to be so. Should we PE Teachers focus on the physical, or should we focus on the education? A Twitter survey of PE Teachers on what makes a good student of PE suggests that the education is held in higher regard than the physical.
|How fundamental are fundamental movement skills? A review of a debate carried out in the academic literature between two perspectives on fundamental movement skills, and just how fundamental they are. It leads me to a position between the two camps – that PE needs to assist in developing motor competence, but that needs to sit within a pedagogy of meaning making.|
|4 domains of learning in Physical Education – Refined (2016) This post explores how I tried to develop a coherent and clear language around four learning domains within Physical Education so that both teachers and pupils could understand. This is an ongoing process in developing a holistic curriculum within PE.||School Sport – time to blur the boundaries? The dominate approach to school sport is an achievement model, requiring formal participation, where the fundamental principle that gives action meaning is competition and ranking against others. This posts reviews the academic literature and offers some more inclusive alternatives.|
|What is a ‘constraints led approach’? (2016) A constraints led approach is a relatively new approach to skill acquisition. By manipulating constraints in highly specific and systematic way we can educate a performers attention to perceptual information or encourage them to come up with a different movement solution.||A Tactical Games Approach – Revisited Returning to an older post on rugby, I have attempted to refined thinking and practice. This has been done by drawing on the work of Mitchell et al (2013) and elements of gamification.|
|A Models Based Approach to PE: Cooperative Learning (2016) An overview of how I have tried to move away from a traditional DEP (demonstrate, explain and practice) style of teaching athletics to one that was underpinned by the benchmarks of cooperative learning.||At arms length A brief review of the literature that critiques the design and implementation of secondary school PE curriculums that focus on multi-activity and sports techniques. If we want PE to have personal relevance for the children we teach, changing this might be a positive step forward for all involved.|
|A bluffers guide to non-linear pedagogy (2016)|
In 2016 I was reading a lot and part of my reading brought me to non-linear pedagogy. This is an attempt to get my head round the basics and collect a number of resources such as academic literature, video, lesson plans and commentary on the approach by PE teachers and sports coaches as a future reference source.
|The role of gamification in problem solving. Reflecting on an early post that gamification is solely for improving motivation within PE. This reviews a new piece of research on gamification and looks at the similarities of structure of a classic article on scaffolding for learning.|
|Meaningful Experiences in PE: Guiding Principles (2018) I’m increasingly convinced that for the children ito become physical educated they need to find meaning in forms of movement. These are my guiding principles to attend to the creation of meaningful experiences within physical education.||Physical Literacy: Can we teach it? As physical literacy gains traction in health and education policy around the world, it is being discussed more and more in schools. This tries to clarify my thinking on whether it is something we can teach within PE.|
|The physically educated person (2019) Whilst there is a lot of talk about physical literacy, my own personal belief is that we should use the term ‘the physically educated person’ not just in PE but beyond.||Harm Free PE The teaching of physical education to 30 children is a complex endeavour. To absorb that complexity and make good choices, we must develop and be guided by sound principles.|
|Game Sense as Explicit Guided Discovery (2019) Game Sense have become my go to games-based approach when teaching or coaching, mainly due to its flexibility and adaptability to meet the needs, demands and priorities of the young people in front of me.||A continuum of experiences in PE The experience of PE can play a considerable role in meeting its espoused purpose of promoting life long movement. We need to be attentive to the types of experiences we offer to the young people in PE.|
|What does success look like in Physical Education? (2015) Successful PE can be measured and analysed in multiple ways. I think it is up to us, to be honest and clear about that, and to explore the underlying assumptions and misconceptions that might arise. ||Movement as a way of enriching life How we frame movement to people is important. Advocating PE’s place in the curriculum is not the same as advocating a place for movement in child’s life. We need to be aware of what frames we use and what impact they might have.|
|Does PE really develop Team Work? (2015) During my MA in Educational Leadership I came across academic literature on group work and teamwork within organisations, this led to me thinking about the statement that PE develops teamwork and perhaps what we just naturally accept as an outcome of PE might be a myth.||At the crossroads A reflective post that questions the type of questions we ask young people in PE, school sport and school based physical activity. The questions we ask can expose our values and tell the young people what we value in them.|
Once again thank you to those who have read, commented, challenged and critique. The investment of your time into my understanding and development is greatly appreciated. Wishing you all the best for a healthy, happy and prosperous 2021.