If the knowledge we teach in PE divorces the mind from body, thought from action, reason from meaning and the individual from the environment, at the very best we can only ever nurture a physically educatedmind but never a physically educated person. Adapted from Arnold (1991). In OFSTED's recent AfPE webinar on PE and the … Continue reading PE as a ‘knowledge rich’ subject
Why do people fail to control themselves and continue to do what they know is not good for them? This is something that Jonathan Haidt ponders in The Happiness Hypothesis. Reflecting on his lack of willpower with regard to desserts and inadequate theories of rational choice and information processing, he creates the metaphor of The … Continue reading The Elephant and The Rider
This post is a personal reflection on Meaningful PE (MPE). MPE is a pedagogical approach to PE instruction designed with the aim of helping teachers to explicitly prioritise meaningful experiences for students. This is an attempt to update and clarify some of my own thinking (which is incomplete). One of the questions that always comes … Continue reading Implementing the features of Meaningful PE
"“When movement is experienced as joy, it adorns our lives, makes our days go better, and gives us something to look forward to. When movement is joyful and meaningful, it may even inspire us to do things we never thought possible.” - Scott Kretchmar Top 10 read posts in 2020Top 10 read posts written in … Continue reading Drowning in the Shallow 2020-in-review
In my previous school the crossroads was where entry into the school dissected with the exit, but more than that it was a place of ritual for school sport. Rituals of meetings, greetings, departures and journeys. Also rituals of questions and reflections. Without fail, the first question that a player was met with as they … Continue reading At the crossroads
In the last few week I've had numerous conversations about school sport. Due to Covid-19 it has been missing and schools want it back. But why? Whether it was a Headteacher of small primary school in rural Somerset, a Head of PE in a large inner city comprehensive, a Director of Sport in an all … Continue reading School Sport – time to blur the boundaries?
A Tactical Games Approach to teaching Games The tactical games approach aims to improve children's understanding of the game by combining tactical awareness and skill execution. It does that by placing them in a modified game situation with a tactical problem to solve. The rationale for a tactical games teaching in PE and school sport … Continue reading A Tactical Games Approach – Revisted
"skills are not practiced diligently; old habits are never relinquished; new habits are not developed; attitudes are not changed; nobody is inducted into any one of the many movement subcultures that are asking for new members; learning plateaus are never encountered because they are never reached; and advanced challenges are never met. Much of the … Continue reading At arms length
How can we improve the provision of PE? My initial response to that question as a novice teacher was what could I add. What new sports can I include in the curriculum that children might enjoy? What new initiatives, like the Daily Mile, can I implement that will get children moving more? What new teaching … Continue reading Harm Free PE
Fundamental Motor Skills (FMS) are observable patterns of motor behaviours composed of basic locomotor activities such as running and jumping, manipulative activities such as throwing and catching, and stability activities such as balancing on one foot or walking on a narrow beam (Goodway et al, 2020). The development of FMS is considered important as a … Continue reading How fundamental are fundamental movement skills?