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 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
"...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
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