Making physical education relevant: increasing the impact of initial teacher training

Capel, Susan; Blair, Richard

doi:10.1080/14748460701241444

Cited by 20 publications

(40 citation statements)

References 91 publications

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“…This is seen to limit early teacher's in their exploration of the more problematic nature of teaching PE (Capel and Blair, 2007;Eames et al, 2011) and gives limited recognition to 'why aspects are being taught, focusing more on the 'what' and 'how'' (Williams, 2012, p. 47). Furthermore, Kelly, Hickey and Tinning (2000, p. 293) contend that developing PE pedagogy has 'no choice but to recognise the uncertain nature of truth-telling that characterises processes of reflexive modernization'.…”

Section: Towards An Acceptance Of Uncertainty and Contingencymentioning

confidence: 99%

“…Secondary features which emerged from the programme encouraged trainees to problematise their own practice, to focus not only on the what and how of practice but also on the why, and, to systematically develop skills of critical and reflective practice. These are elements of practice that have been argued as lacking in both teacher training (Capel and Blair, 2007) and, teacher professional development (Chappell, 2014;.…”

Section: The Risk-taking Professional Development Programmementioning

confidence: 99%

“…Such a dynamic context, invariably entails frequent changes to the professional development knowledge, continuing needs of training PE teachers and PE teachers more generally. Additionally, it is argued that teachers, both training and once established, would be best placed to apply such models to their own context and be encouraged to take a problematic approach to teaching and learning in PE (Capel and Blair, 2007;Jess, Atencio and Thornton, 2008). By being critically reflective and problematising knowledge, teachers are enabled to 'challenge traditional content and teaching approaches so that physical education becomes more relevant to young people' (Capel and Blair, 2007, p. 28) thus reducing alienation and encouraging the underpinning value of lifelong participation in physical activity.…”

Section: Towards An Acceptance Of Uncertainty and Contingencymentioning

confidence: 99%

“…This study was undertaken in settings described as uncertain , with continual curriculum and policy changes (Kirk, 2004;Jess, Atencio and Thornton, 2008;Armour et al, 2017), and one where there is a call for the problematisation of knowledge to meet the ever-changing environment and needs of those children taught in schools today (Capel and Blair, 2007;Eames et al, 2011). An environment which may be more relevant to young people, enhancing learning and encouraging a value on lifelong participation in physical activity.…”

Section: Context Of the Studymentioning

confidence: 99%

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Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

Whitehouse¹

2018

EDULEARN Proceedings

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This study adopted an interpretive qualitative approach, using narrative inquiry to understand the experiences of early career physical education (PE) teachers who took 'risks' during their training year, and who had been teaching in schools. Narrative interviews were conducted with nine PE teachers who had engaged with a Risk-Taking Professional Development Programme (PDP) during their training year and who had been teaching for between two months and five years. Interviews explored the meanings, definitions and influences that participants ascribed to risk taking from their memories of the training year and once they began teaching in schools.The focus of the study emerged because in my role as a PE teacher trainer, I designed the Risk-Taking PDP to challenge trainee PE teachers to reflect critically upon their teaching and pupil learning and, move beyond their comfortable practices. Inspiration was taken from the Office for Standards in Education outstanding descriptor at that time, to 'Take risks when trying to make teaching interesting, be able to deal with the unexpected and grab the moment' (Ofsted, 2008, p. 1). The Risk-Taking PDP became a core component of the PE Teacher Training course in one UK Higher Education Institution (HEI) and was delivered to over 100 PE trainee teachers.An interpretive analysis located overlapping and interlocking themes which closely represented illuminative epiphanies (Denzin, 2001). Findings revealed that risk-taking became a central component of teachers' practice during the training year. It encouraged critical reflection and developed trainee confidence. Epiphanic moments experienced by participants highlighted that adaptation, negotiation and resilience formed over time as crucial aspects of risk-taking. Once qualified and teaching in schools, key influences affected PE teachers' willingness to take risks. These included; performativity measures, time, pupil behaviour and the influence of the subject community. Risk-taking was found to support personal and professional growth and, when influences in schools were positive, engagement with innovation and creativity continued. This led to further growth and learning for both teachers and pupils.ii This study provides new knowledge to inform the continuation of the Risk-Taking PDP and offers new insights for PE Initial Teacher Education and Training (ITET) practices.Furthermore, this study reaffirms the views of Clandinin and Connelly (2000) who argue for narrative being a three-dimensional space where temporality, sociality and place (context) influence thinking and learning and also, those of Dewey (1938) where experience and learning is transactional and always in relation to others and the social context. This study proposes a fourth dimension to risk-taking, a visional dimension where teachers visualise an 'ideal' situation and, is represented through the abstract conceptualisation of risk-taking holding a four-dimensional metaphorical space. This is represented through a geometrical shape, the Tesseract. This ...

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Section: Towards An Acceptance Of Uncertainty and Contingencymentioning

confidence: 99%

Section: The Risk-taking Professional Development Programmementioning

confidence: 99%

Section: Towards An Acceptance Of Uncertainty and Contingencymentioning

confidence: 99%

Section: Context Of the Studymentioning

confidence: 99%

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Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

Whitehouse¹

2018

EDULEARN Proceedings

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“…A concern is that student teachers and their school mentors often have limited understanding and ability to implement teaching skills to create an effective learning environment (pedagogical knowledge) (Tindall and Enright, 2013). Moreover, it has been suggested that many (student) teachers' have only a basic content knowledge of the different activities or sports (Capel and Blair, 2007;Siedentop, 2002). As a result, student teachers often focus largely on the acquisition of sport techniques (Capel, 2007).…”

Section: Factors Influencing Teachers' Interpretation and Delivery Ofmentioning

confidence: 99%

(Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games

Jayantilal

O’Leary

2016

European Physical Education Review

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The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the factors that encouraged his use of the DIM. Data were collected from interviews and lesson observations. Inductive data analysis showed that while the teacher presented a ‘full version’ of the DIM, his limited content knowledge impacted on the use of the model in teaching cricket. Factors influencing his use of the model were a sporting perspective, a Post Graduate Certificate in Education mentor and the ability and behaviour of the students. These factors reinforced his undergraduate learning and subsequent use of the DIM. It is suggested that the comparable backgrounds of many PE student teachers may make the DIM an apt model to learn in undergraduate and postgraduate PE courses. However, effective use of the model requires students to be taught and to possess in-depth content knowledge of the game(s)/activities being taught and learned.

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Going pro: Point of view cameras in adventure sports research

French

2016

Journal of Outdoor and Environmental Education

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The role of the adventure sports coach was first identified by Collins and Collins (2012) who suggested that the sports coaching process is significantly different in an adventurous context. Whilst there is a growing body of literature surrounding coaching pedagogy (Hay, Dickens, Crudginton & Engstrom, 2012), investigation of Going Pro coaching pedagogy within adventure sports is less common. Video ethnography is a well-documented field, with a broad base in the literature across many fields of study, and as technology progresses, new applications of that technology become apparent and require investigation. This paper details the development of a new method of data capture for qualitative analysis in the field of adventure sports research/adventure sports coaching pedagogy, using point of view (POV) video cameras as the primary means of data capture. Ethical and philosophical concerns are considered with a brief evaluation of the technique and suggestions for future use and development.

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Making physical education relevant: increasing the impact of initial teacher training

Cited by 20 publications

References 91 publications

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

(Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games

Going pro: Point of view cameras in adventure sports research

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