Using discursive strategies, playing policy games and shaping the future of physical education

Swabey, Karen; Penney, Dawn

doi:10.1080/13573322.2011.531962

Cited by 9 publications

(5 citation statements)

References 11 publications

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“…For example, performance-based sport is the key content in the National Curriculum of England and Wales (Evans & Penney, 1995; Houlihan & Green, 2006) and Australia (Swabey & Penney, 2011). Similarly, Ding, Li, and Wu (in press) report that sport is a central component of the Chinese National Physical Education Curriculum.…”

Section: The Present Comes Around: Testing Curricular Prototypesmentioning

confidence: 99%

“…A different outcome occurred in the Ministry of Education in Australia as the result of a 1992 Senate inquiry into Physical and Sport Education (Swabey & Penney, 2011). Physical education scholars used established professional and crisis discourses in strategic ways to increase the skill-oriented learning focus in the Australian National Physical Education Curriculum.…”

Section: In the Future Will Traditional Sport Curricula Continue?mentioning

confidence: 99%

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What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education

Ennis

2014

Kinesiology Review

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As typically taught, sport-based, multiactivity approaches to physical education provide students with few opportunities to increase their skill, fitness, or understanding. Alternative curriculum models, such as Sport Education, Teaching Games for Understanding, and Fitness for Life, represent a second generation of models that build on strong statements of democratic, student-centered practice in physical education. In the What Goes Around section of the paper, I discuss the U.S. perspective on the origins of alternative physical education curriculum models introduced in the early and mid-20th century as a response to sport and exercise programs of the times. Today, with the help of physical educators, scholars are conducting research to test new curricular alternatives or prototypes to provide evidence-based support for these models. Yet, the multiactivity, sport-based curriculum continues to dominate in most U.S. physical education classes. I discuss reasons for this dogged persistence and propose reforms to disrupt this pervasive pattern in the future.

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Section: The Present Comes Around: Testing Curricular Prototypesmentioning

confidence: 99%

Section: In the Future Will Traditional Sport Curricula Continue?mentioning

confidence: 99%

What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education

Ennis

2014

Kinesiology Review

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“…Research and literature in both education and physical education has provided enhanced understandings of the complex and non-linear nature of policy processes in education and specifically PE, (Ball, 1992; Swabey and Penney, 2011; Penney and Evans, 1999) and of the impact that constant change has on teachers (Timperley et al, 2007; Wylie, 2007). Yet, we remain in a situation whereby relatively little research has specifically engaged with primary PE policy contexts.…”

Section: Introductionmentioning

confidence: 99%

Primary teachers, policy, and physical education

Petrie

lisahunter

2011

European Physical Education Review

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This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and improved national achievement outcomes. This article examines the contemporary educational policy landscape, and the effect constantly shifting policy initiatives have on teachers’ work in physical education in primary schools. Key themes characterizing primary PE teaching/teachers’ situation currently centre on pressures to adhere to policies that have stricter accountability measures, the utilization of ‘external providers’, limited time for teacher learning and what appears to paralysis by policy. Discussion considers possible alternative approaches to the development of policy that would arguably better support teachers of physical education in primary schools.

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“…At the same time, this research sought to extend a line of critical policy scholarship in PE that has drawn on work in education policy sociology and in so doing, highlighted an ongoing need to pursue how particular understandings, that play a central role in framing (and limiting) teaching and learning in PE, continue to be legitimated in political, policy and professional settings (e.g. Evans and Davies, 1986; Penney and Evans, 1997; Swabey and Penney, 2011). This research acknowledged that the ways in which notions of ‘ability’ in PE are represented in and legitimated by policy texts, but also understood and enacted in schools, continue to have a profound influence on pedagogical practices, experiences and identities in PE (Evans, 2004; Hay and Macdonald, 2010; Penney and lisahunter, 2006).…”

Section: The Practice Of Ability Grouping In Schoolsmentioning

confidence: 99%

Setting and within-class ability grouping

Wilkinson

Penney

Allin

2015

European Physical Education Review

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Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE). The purpose of this paper is to explore ability grouping in PE in North East of England schools. Specifically, the paper examined the prevalence of setting and within-class ability grouping in PE, the contexts of its use, how sets and within-class ability grouping were established, and the rationales used to justify decisions about setting and within-class ability grouping in the subject. Data were collected via a web-based survey. The electronic survey was sent to 194 PE Heads of Department from North East of England schools catering for pupils in Key Stage 3 (ages 11–14) and/or Key Stage 4 (ages 14–16). The results indicated that setting is embedded in the organisational and pedagogical practices of PE in many secondary schools. Ability also served as a basis upon which to organise pupils within mixed-ability and setted PE lessons. A variety of other factors, including friendship and behaviour, were also reported as factors influencing grouping of pupils in PE lessons. Our discussion directs attention to issues arising for policy and practice in PE and points to the merits of further exploration and analysis of between-class and within-class grouping practices in the subject.

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Using discursive strategies, playing policy games and shaping the future of physical education

Cited by 9 publications

References 11 publications

What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education

What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education

Primary teachers, policy, and physical education

Setting and within-class ability grouping

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