Primary Physical Education in Scotland

Carse, Nicola; Jess, Michael; Keay, Jeanne

doi:10.4324/9781315545257-17

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…, 2016). However, the inclusion of PE within primary ITE programmes is recognised as important since it contributes to student understanding of movement in the formative (early) years (Carse et al. , 2017).…”

Section: Part 1: Scene Setting: Pe In Primary Teacher Education and P...mentioning

confidence: 99%

“…A lack of confidence (Randall, 2016) seems to prevail in qualified primary teachers, due to factors including length of time since university placement (Haydn-Davies et al, 2010), lack of input during university programme (Thorburn and Jess, 2008;Harris et al, 2012) or limited opportunities for practice during placements (Randall et al, 2016). However, the inclusion of PE within primary ITE programmes is recognised as important since it contributes to student understanding of movement in the formative (early) years (Carse et al, 2017). In Scotland, following the extensive roll out of the Basic Moves Programme (Jess and QRJ 23,3 Collins, 2003;Kirk et al, 2018) around four hundred primary school teachers have gained expertise in PE.…”

Section: Introductionmentioning

confidence: 99%

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An investigation of how physical literacy is enacted in primary physical education

Bartle

2023

QRJ

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PurposeThis research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).Design/methodology/approachPE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.FindingsOnto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.Originality/valueBroader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.

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Section: Part 1: Scene Setting: Pe In Primary Teacher Education and P...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An investigation of how physical literacy is enacted in primary physical education

Bartle

2023

QRJ

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“…An ideal educational environment should equip learners with holistic competences which promote physical, cognitive, social and emotional learning for effective engagement with the 'real' world (Carse et al 2017). Learning settings are social contexts in which educators interact with learners for knowledge construction and dissemination (Rolymos 2018).…”

Section: Vygotsky's Socio-interaction Theorymentioning

confidence: 99%

“…All learners have the right to meaningful learning experiences and opportunities in schools (Department of Basic Education [DBE] 2015). Physical Education (PE) consistently receives positive acclaim as a contributor to young learners' holistic development (cognitive, physical, social, affective and psychomotor) by promoting learners' physical activity (PA), especially in their formative years (Carse, Jess & Keay 2017). Often the words 'physical education' and 'physical activity' are used interchangeably, yet they differ in important ways.…”

Section: Introductionmentioning

confidence: 99%

The delivery of primary school physical education in South African public schools: The perceptions of educators

Roux

2020

SAJCE

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Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons.Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa.Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure.Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semi-structured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes.Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools.Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes.

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Study on the Enhancement of Teaching Innovation Ability of Physical Education Teachers in Colleges and Universities in the Context of Specialization and Innovation Integration

Zhang,

Wang

2024

Applied Mathematics and Nonlinear Sciences

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Incorporating specialization into innovation and entrepreneurship programs has proven to be an effective strategy for advancing this education in higher education institutions. This study firstly proposes the teaching mode of “integration of specialization and innovation” in sports colleges and universities, and on the basis of this, selects the evaluation indexes for the improvement of teaching innovation ability of physical education teachers, and prepares relevant questionnaires. Then, the weights of the indicators of the progress of teaching innovation ability were determined by the CRITIC method. The samples were evaluated and cluster analyzed for the improvement of the teaching innovation ability of physical education teachers. The study indicates that physical education teachers’ overall capacity for teaching innovation is moderate. While their teaching skills are highly developed, their innovation skills are generally lacking, with 75.94% of teachers receiving a medium or poor rating in innovation. Four categories emerged from the analysis: innovative, double-weak, teaching-focused, and teaching innovation. Notably, 66.31% of the teachers excelled either in teaching enhancement or innovation. In addition, physical education teachers’ teaching innovation ability enhancement = 0.452 + 0.258*professional ability + 0.206*teaching environment + 0.184*professionalism + 0.156*professional knowledge. The study is conducive to fully utilizing the potential of physical education teachers and enhancing their teaching innovation ability in colleges and universities.

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Primary Physical Education in Scotland

Cited by 7 publications

References 9 publications

An investigation of how physical literacy is enacted in primary physical education

An investigation of how physical literacy is enacted in primary physical education

The delivery of primary school physical education in South African public schools: The perceptions of educators

Study on the Enhancement of Teaching Innovation Ability of Physical Education Teachers in Colleges and Universities in the Context of Specialization and Innovation Integration

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