Making the tacit explicit.

“That moderation visit didn’t go so well. In the debrief session the student teacher asked me what I would have done to improve the lesson. This question was about how I would have responded, in real time, to what was unfolding. It was clear that the student teacher wanted me to provide a model as … Continue reading Making the tacit explicit.

Start with Who

An incident from a Year 9 parents evening many years ago continues to inform my thinking and practice. I was just about to leave when a parent popped their head around the door to see if one of my colleagues was still there. They had already left, but I offered to talk to her about … Continue reading Start with Who

PE as a ‘knowledge rich’ subject

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

The Elephant and The Rider

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

Implementing the features of Meaningful PE

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

At the crossroads

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

A Tactical Games Approach – Revisted

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

At arms length

"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

Harm Free PE

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

How fundamental are fundamental movement skills?

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?