Physically fit or physically literate? Children with special educational needs understanding of physical education

The role of physical literacy within physical education (PE) has become a widely debated topic in recent years. Its role in educating children about physicality through embodiment, skill acquisition and reading the environment is argued to be of great benefit to children. However, whether children understand the role of PE in the development of these competencies is not clear, and this is even truer for children who have special educational needs (SEN). Drawing on qualitative phenomenological data from 30 children in key stages 2 and three (7 to 14 years of age) who have SEN, this paper explores notions of physical fitness and physical literacy as understood by children in PE lessons. It aims to gain insight into the ways that children understand the purpose of PE, and places these perceptions within a physical literacy framework, using the National Curriculum for PE (NCPE) as a foundation. Findings demonstrate that children with SEN perceive PE as a means for improving physical fitness, whereas concepts surrounding physical literacy appear to be lost. The paper concludes by making recommendations for factoring physical literacy components more forcibly into the PE curriculum, and through initial teacher training and continued professional development

Controversial Issues: Identifying the Concerns and Priorities of Student Teachers

The theoretical framework of this article considers the significant place of education in the socialisation and enculturation of children. This requires that student teachers develop critical pedagogies as a means of promoting equity, pupil voice and democratic structures in schools. Key to this is Cole’s concept of ‘isms’ and ‘phobias’, and the need to prepare student teachers to address them, and to evaluate both formal and hidden curricula. This article outlines the findings of a small-scale study that explored student teachers’ views on elements of issues-based education, the content of their training courses, and their personal priorities and apprehensions. It involved student teachers in eight universities in England during 2008‑09. This article outlines the full range of responses to the survey and students’ reasons for their priorities. The findings provide a context for providers of initial teacher education to consider the content and focus of their programmes

The Ebb and Flow of Environmental and Sustainability Education in UK Schools

This chapter describes and reflects upon the recent history and contemporary situation regarding Environmental and Sustainability Education (ESE) in the UK. It discusses how ESE is practised and understood in schools and other educational institutions and describes influencers (e.g. policy) on the practice and conceptualisation of ESE. While the focus is on the situation in England, the chapter also refers to publications and policy about ESE in Wales, Scotland and Northern Ireland; in so doing the chapter illustrates what may be known as the ‘green school movement’ elsewhere. A picture emerges of multi-directional influences including policy, public opinion, civil society organisations and businesses, academic research and schools. To illustrate this varied landscape, the chapter includes three case studies, one from policy, one from school-based practice and one from civil society. The chapter concludes with commentary on the influence of the Sustainable Development Goals, wellbeing and nature connectedness and the potential of social media to shape ESE in schools in the future