Balancing prescription with teacher and pupil agency: spaces for manoeuvre within a pedagogical model for working with adolescent girls

Abstract

This paper explores the possibilities of using a pedagogical model for working with adolescent girls in physical education as a means of balancing the challenge of external prescription from outside the school with teacher and pupil agency. We report data from a study involving four schools in Glasgow. We note that the national curriculum for Scotland, Curriculum for Excellence, is a broad and bold type that provides teachers with 'spaces for manoeuvre' in order to shape local curricula that best meet the needs and interests of girls. This is particularly the case in physical education, which in the Basic General Education phase for 12-15 years olds there is no well-established assessment regime. We identify four spaces for manoeuvre for teachers and pupils within an activist model: new forms of communication based on authorising pupil voice; offering choices and opening up learning possibilities; the co-construction of a safe class environment; and opportunities to rethink traditional structures based on the multi-activity curriculum form. We conclude that an activist pedagogical model provided teachers and pupils with spaces to explore alternative practices to traditional forms of physical education.

‘Go for it Girl’adolescent girls’ responses to the implementation of an activist approach in a core physical education programme

“…There is no-one-size-fits-all activist programme. We conclude, nonetheless, that there is sufficient evidence in this and other previously published studies to make a strong claim that an activist approach represents, following Stenhouse (see Kirk, Lamb, Oliver, Ewing-Day, Loch and Smedley, 2018), not a prescription for the curriculum, but instead a provisional specification that is 'worth putting to the test of practice'.…”

‘Four goals for three players’: using 3 vs. 3 small-sided games at school

“…Table 3 shows that the ANOVA and bonferroni post-hoc test related to physiological aspects showed significantly great differences for (i) minimum Hr (measured in bpm) between third and fourth grade students (26% [133-107]; p = 0.04; d = 1.1), as well as between fourth and sixth grade students (32% [107-139]; p = 0.01; d = 1.4), which both have a very large effect size; (ii) average Hr (measured in bpm) between fourth and sixth grade students (26% [178-174]; p = 0.003; d = 1.60); and (iii) maximum speed (measured in km/h) between third and sixth grade SD -standard deviation, CV -coefficient of variance, DT -distance travelled Figure 2. Means of the most important variables collected by Polar Pro TM students (3% [9][10][11][12], p = 0.02; d = 1.01), as well as between fourth and sixth grade students (4% [8][9][10][11][12]; p = 0.007; d = 1.90).…”

“…distance travelled) loads among students is a complex process because of SSGs included inside a holistic approach (e.g. pedagogical models) [11]. This indicates that teachers should not be focused only on students' demands but also on the methodological aspects, such as the type of sport, the group organization, or the methods used to motivate pupils, among others.…”

Quis Custodiet Ipsos Custodes? On Being Critical About Critical Pedagogy in Physical Education

“…Pedagogical models seek to manage the tension between external and internal (to the school) contributions to pedagogical development by providing a design specification, with a structure of main idea, critical elements and learning aspirations, to guide the co-construction of school-based programmes. Examples of the testing of these design specifications for practice can be found for example in Kirk et al, (2018), and Luguetti et al, (2017).…”