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
"...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?
"Finally, given that the goal of instruction and practice— whether in the classroom or on the field—should be to facilitate learning, instructors and students need to appreciate the distinction between learning and performance and understand that expediting acquisition performance today does not necessarily translate into the type of learn- ing that will be evident tomorrow." … Continue reading Performance and Learning in PE
"How you view the nature of the world and change - either as stable 'things' and 'entities' or as a 'flowing river' and a 'flaming fire' - ultimately influences how you choose to lead and manage change." - Iverorth and Hallencreutz (2016) Physical Education is resistant to change, or so it is said. A raft … Continue reading 10 thoughts on PE curriculum change.
A week does not go by without some big claim being made about the positive developmental benefits of PE. PE will sort out children's behaviour, better prepare children for the work place and create a fit and healthy nation. This week's big claim is that PE will improve children's academic achievement. These claims are misleading … Continue reading PE is an empty vessel
Physical Education is not inherently good. Children and young people will not automatically improve their movement, health, academic success or their pro-social behaviours just by participating in the subject. To achieve that we need to become more intentional with how we shape PE, what we fill it with and how we offer it. To ensure … Continue reading 20 mistakes I’ve made in my 20 years of teaching PE.
The view we have of children shapes what type of PE, school sport and school based physical activity (PESA) we provide. In a deficit based approach we see children as either at risk of becoming broken or already broken. We see their bodies, their movement and their character as something that requires fixing, and that … Continue reading A strength based approach to PESA
PE positions developing children's behaviours as either one of its main outcome or as a means to achieving other valuable aims. Either way PE openly promotes itself as 'the' subject that can enhance grit, or resilience, or cooperation or any number of 'education through movement' outcomes. A 2016 Brookings Report categorises these into 4 domains … Continue reading Making the abstract concrete.
"Personally relevant learning: Helping children make connections between PE and other pursuits outside of school is important in promoting children's ongoing commitment to an active lifestyle..." Fletcher, T., Chróinín, D. N., Gleddie, D., & Beni, S. (Eds.). (2021). Meaningful Physical Education: An Approach for Teaching and Learning. Routledge. Meaningful Physical Education (MPE) is both a vision … Continue reading What is “personally relevant learning” in PE?
"While knowledge and skills are essential for children to learn and the pedagogical practices employed are essential in this provision, skills and knowledge are only meaningful to the lived reality of a student if they are connected to how the student understands and feels about self in a way that actually makes a difference to … Continue reading Alignment