The Provision of Physical Education in Primary Initial Teacher Training Courses in England and Wales

Carney, Claire; Armstrong, Neil

doi:10.1177/1356336x9600200107

Cited by 20 publications

(12 citation statements)

References 1 publication

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“…Research has been performed in the area of student teachers' attitudes (Morgan et al, 2001(Morgan et al, , 2002 and perceived subject knowledge/competence to deliver the primary school PE curriculum (Carney and Armstrong, 1996;Davies and Haines, 2001;Morgan, 1997). Results of these studies reinforce the fact that students' prior experiences do affect their perceived confidence and competence to teach certain NCPE activities.…”

Section: Projected Concerns Towards Gymnastics In the Pe Curriculummentioning

confidence: 99%

An investigation into the perceived level of personal subject knowledge and competence of a group of pre-service physical education teachers towards the teaching of secondary school gymnastics

Sloan

2007

European Physical Education Review

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The future of physical education (PE) depends on the quality of emerging committed professionals and their ability to teach across the different activity areas contained within the National Curriculum for Physical Education (NCPE). It is a role that requires extensive subject knowledge and perceived competence in the ability to use it effectively. Subject knowledge is identified as one of the professional standards to be met by students seeking the award of Qualified Teacher Status (QTS). It is, however, an area frequently highlighted by students as the main source of concern throughout the process of Initial Teacher Training (ITT). This in turn can affect students' perceived confidence and competence to teach certain activities. One of the activity areas constantly highlighted as causing concern among pre-service PE teachers is gymnastics. This is often attributed to the fact that many trainees enter ITT with an impoverished background in this area. The purpose of the study was to examine the perceived level of personal subject knowledge and competence to teach gymnastics among trainees completing the School Based Experience (SBE) sections of a one-year secondary Post-Graduate Certificate in Education (PGCE) PE course.

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Section: Projected Concerns Towards Gymnastics In the Pe Curriculummentioning

confidence: 99%

An investigation into the perceived level of personal subject knowledge and competence of a group of pre-service physical education teachers towards the teaching of secondary school gymnastics

Sloan

2007

European Physical Education Review

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“…However, even when the development of a child's movement skills is completely within the control of the class teacher, it will be likely that both the initial and in-service training of that teacher will have been inadequate in terms of the amount of time given over to physical education (Carney & Armstrong, 1996).…”

Section: Primary Educationmentioning

confidence: 96%

“…In addition to these concerns, the trend of using sport specific coaches or development officers to deliver the physical education programme in place of the class teacher may result in the concentration on very technical, sport specific skills before more fundamental movement skills have been acquired. However, even when the development of a child's movement skills is completely within the control of the class teacher, it will be likely that both the initial and in-service training of that teacher will have been inadequate in terms of the amount of time given over to physical education (Carney & Armstrong, 1996).…”

Section: Primary Educationmentioning

confidence: 99%

Children With Movement Difficulties: Primary Education and the Development of Performance Indicators

Stafford¹

2000

British J Special Edu

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IntroductionThe children Whereas, in the past, resources were directed to only those children with the most obvious and severe of impairments, today children who display impairments of a much less obvious nature receive both medical and educational attention in line with a more positive view of health and human development. As a consequence, this article focuses on the difficulties, recognised for some time, facing children who exhibit impairment in terms of their capacity for co-ordinated movement:

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“…Literature over the last decade including Evans, Penney, and Davies (1996), Gilbert (1998), Harrison (1998), Oxley (1998), Davies (1999), Revell (2000), Speednet (2000), Warburton (2001) and Wright (2004) have all served to highlight that the National Curriculum for Physical Education (NCPE) in England and Wales (DfEE/QCA 1999b) is being delivered ineffectively in primary schools. The root of the problem has been identified repeatedly as the lack of preparedness of wave after wave of primary and junior school teachers to teach PE (Williams 1985;Morgan 1997;Caldecott, Warburton, and Waring 2006b), with a lack of time given to the subject during teacher training (PEA 1984;Williams 1985;Carney and Armstrong 1996;Morgan 1997;Clay 1999;Warburton 2001), which has reduced significantly as a greater focus has been placed upon the training of core subjects (Ofsted 1998).…”

Section: Support Domain-specific Knowledgementioning

confidence: 99%

‘What you risk reveals what you value’: fostering creativity in primary physical education

Griggs

2009

Education 3-13

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Creativity has become a buzzword in UK culture in the twenty-first century and is in increasing demand across many spheres. In education, its usage is often generic and has become ever more widespread as it has found its way into a plethora of government documentation pertaining to primary schools over the last decade. However, with a continued focus upon a performativity discourse, creativity continues to be underdeveloped in primary schools, even in areas such as Physical Education (PE), which has great potential for fostering creativity due to an endless range of movement possibilities. Using Nicholson's model (Enhancing creativity, in R. J. Sternberg, Ed., Handbook of creativity; Cambridge, Cambridge University Press, 1999) for creative enhancement, this paper examines key issues that concern the development of creativity within primary PE and seeks to construct some 'real' recommendations for how this could manifest itself in practice.

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The Provision of Physical Education in Primary Initial Teacher Training Courses in England and Wales

Cited by 20 publications

References 1 publication

An investigation into the perceived level of personal subject knowledge and competence of a group of pre-service physical education teachers towards the teaching of secondary school gymnastics

An investigation into the perceived level of personal subject knowledge and competence of a group of pre-service physical education teachers towards the teaching of secondary school gymnastics

Children With Movement Difficulties: Primary Education and the Development of Performance Indicators

‘What you risk reveals what you value’: fostering creativity in primary physical education

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