Effective teacher learning in primary school physical education : an analysis of school-based collaborative professional learning as a strategy for teacher professional development

This thesis analyses the use of Collaborative Professional Learning (CPL) as a learning strategy for teachers' Continuing Professional Development (CPD) within primary Physical Education (PE) in England. Underpinning this research are the researcher's own experiences of teaching PE in a primary school and the problems faced as a result of inadequate initial teacher training and professional development in PE. The review of literature provides an overview of CPD and PE-CPD, examines both historical and current models of provision, and considers national and international criteria for effective and ineffective CPD. CPL has been identified as a key feature of effective CPD provision, thus the fieldwork phase of this research aimed to establish whether and how CPL could be used to enhance teachers' professional learning in primary PE. The fieldwork was divided into two phases. In the first phase, observations, interviews and questionnaires were employed to identify how primary teachers in two case study schools teach and learn within PE. In the second phase, knowledge gained from the earlier fieldwork and also the literature review was used to design two `models' of PE-CPD, based around athletics, to be delivered in the two schools over the course of a school term (3 months). Both models included the provision of resources, an athletics scheme of work with accompanying lesson plans and weekly sessions where the teachers were shown the skills necessary to teach athletics (throwing, jumping, running). Sessions within each model of provision were designed to reflect the principles of constructivist learning theory and employed school-based CPL as a tool for learning. The impact of each model upon the teachers' learning was evaluated through interviews, questionnaires and, in one school, observation of subsequent athletics lessons. The data from both phases of the research were analysed using a constructivist version of grounded theory (Charmaz, 2000). Whilst the two models of CPD were rated as effective and changed the ways in which PE was taught in the two schools, the teachers struggled to learn collaboratively. Three potential reasons for this are identified: teachers did not have the necessary PE subject knowledge about athletics to share with their colleagues; Communities of Practice (Wenger, 1998) within which the teachers could collaborate did not exist for primary PE in these two schools; the researcher didn't actively attempt to cultivate a Community of Practice and for CPD providers, this may be an essential step in maximising collaborative learning in PE-CPD. In addition, Wenger's (1998) social theory of learning is used as an analytical tool to further illustrate the personal, structural and practical barriers to CPL that existed in the two case study schools. Three tentative recommendations are made that would act as useful starting points for future research: in order to embed teachers' learning within the school context, teachers' `free' time should be restructured to facilitate CPL within Communities of Practice; timetables could be restructured to encourage team teaching; and lesson planning or planning schemes of work needs to be recognised as an opportunity for collaboration. Finally, in considering these findings in the context of the aims and structure of the new National PE-CPD Programme for England, it is-suggested that if the programme is to deliver its ambitious aims, it may need to be more radical than is currently the case.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Achieving 'high quality' physical education: an intervention in a city school

High quality physical education (PE) should be an aspiration for all schools and is considered to be important for many reasons, not least because it may help young people to make informed lifestyle choices and encourage lifelong participation in physical activity (Kirk, 2005). Moreover, the introduction of the Physical Education School Sport and Club Links Strategy with the government’s target of “increasing the percentage of school children who spend a minimum of two hours a week on high quality physical education and school sport…’ (DfES & DCMS, 2004) has further highlighted the desire for and importance of participation in high quality physical activity and PE. It was within this context that researchers at Loughborough University were approached by a local 11-18 city school and specialist sports college to guide them in their attainment of high quality PE. Following a preliminary meeting with the PE staff, it was agreed to conduct a research project on facilitating high quality teaching and learning in gymnastics. Gymnastics was chosen because it was an area where some teachers at the school lacked confidence and where existing planning and activities were considered to be relatively uninspiring. The project has now been extended to another activity area (athletics) with a view to identifying key principles that contribute to high quality across all areas. This article, however, focuses on the initial research

Strengthening ‘the foundations’ of the primary school curriculum

The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum

The role of physical activity/sport in tackling youth disaffection and anti-social behaviour

The purpose of this paper is to examine the existing evidence about the impact of sport/physical activity programmes on positive youth development in the context of education. The issue of youth disaffection is topical and a number of authors and policy makers have acknowledged that physical activity/sport may be an effective way of helping to address the problem. As a result, a number of initiatives aimed at re‐engaging disaffected or disadvantaged young people through physical activities have been developed and implemented in schools in the UK. Two such initiatives, the HSBC/Outward Bound project and Youth Sport Trust/BSkyB ‘Living For Sport’ programme, are discussed within this paper, and key findings from the monitoring and evaluation of each initiative are presented. Over a period of three years, more than 7000 pupils have been engaged in these programmes, and complete data sets have been collated for over 50% and 90% of Sky Living For Sport and HSBC/Outward Bound participants respectively. The findings suggest that both of these projects have had a positive impact on the behaviour and attendance of large numbers of pupils, and that engagement in lessons and relationships with both teachers and peers have improved and can be sustained. The findings also demonstrate, however, that impact is highly individualised and context‐specific in many cases, and that positive impact is more likely to be sustained when some or all of the following project features are in place: effective matching of pupil needs with the specific project objectives; locating project activities outside of the ‘normal’ school context; working closely with pupils to choose activities, set targets and review progress; establishing positive relationships between project leaders/supporters (mentors) and pupils; and giving pupils the opportunity to work with and for others

‘Intensive mothering’ in the early years: the cultivation and consolidation of (physical) capital

Growing pressure on parents to equip their children with the skills required for future success, coupled with an increased focus on providing quality learning experiences in the early years, has contributed to an upsurge in the enrolment of young children in formal (often privatised) activities. Moreover, in response to growing societal concerns over the perceived risks of obesity and sedentary lifestyles, parents are often acutely aware of the importance of providing plentiful physical activity opportunities for their children within this enrichment context. In this paper, the tendency for parents to provide copious developmental opportunities is referred to as ‘intensive mothering’ and is explored through the theoretical lens of Bourdieu, specifically his concepts of habitus and capital. This paper reports on a small-scale study undertaken within the UK, which sought to explore the impact of social class on access to early years’ provision as well as parental attitudes towards physical activity and the provision of preschool physical development opportunities. Data were generated through a questionnaire (disseminated via early years settings) as well as three in-depth interviews with ‘middle-class’ parents and were analysed to draw out key themes relating to the cultivation and consolidation of (physical) capital. The data indicate that many parents perceive a ‘responsibility’ to aid their children's physical development and demonstrate a willingness to facilitate the acquisition of physical capital via the provision of play equipment, privatised classes and additional (informal) physical activity opportunities. Moreover, they suggest that ‘middle-class’ parents, in particular, articulate the need to invest heavily in enrichment activities, influenced by their own experiences, tastes and values. It is argued that ‘intensive mothering’ is illustrative of the reproduction of a class-based habitus and can be perceived as an attempt to maintain or improve social position through the cultivation, consolidation and, ultimately, conversion, of appropriate capital

Facilitating high quality physical education and high quality gymnastics: an intervention in a city school

High quality physical education should be an aspiration for all schools and is considered to be important for many reasons, not least because it may help young people to make informed lifestyle choices and encourage lifelong participation in physical activity (Kay, 2005; Kirk, 2005; Haydn-Davies, 2005; Morgan, Kingston & Sproule, 2005). Moreover, the introduction of the Physical Education School Sport and Club Links Strategy in 2003 (DfES & DCMS, 2004) and then the Physical Education and Sport Strategy for Young People in 2008 (www.teachernet.gov.uk/pe/) further heightened and highlighted the importance of regular participation in high quality physical activity, physical education and school sport. At the core of both strategies has been the drive to increase young people’s participation in high quality physical education and school sport

Achieving ‘High Quality’ physical education: an intervention to facilitate high quality teaching and learning in gymnastics in a city school

Following the government‟s target of “increasing the percentage of school children who spend a minimum of two hours a week on high quality sport within and beyond the curriculum from 25% in 2002 to 75% by 2006”, the Department for Education and Skills (DfES) and the Department for Culture, Media and Sport (DCMS) published a guide in 2004 entitled „High Quality PE and Sport for Young People‟. The purpose of the document was to describe what „high quality‟ physical education is and to provide guidance in order to help schools (and sports clubs) achieve it. Using this publication as a guide, an intervention to facilitate high quality teaching and learning within gymnastics in a city school in the East Midlands of England is currently being undertaken

Young people's knowledge and understanding of health, fitness and physical activity: issues, divides and dilemmas

Critical discourse analysis was used to explore and discuss data on young people’s knowledge and understanding of health, fitness and physical activity, selected from a wider study which focused on the role of secondary schools in effectively promoting physical activity. A mixed methods approach was utilised, involving an online survey to teachers in all state secondary schools in the UK (n  = 603 responding schools) and case studies centred on eight randomly selected state secondary schools from nine Government regions across England. Within each case study school, teacher interviews and pupil focus groups were conducted involving 17 teachers and 132 children aged 12–15 years, respectively. The healthism discourse was evident in the way young people talked about health, fitness and physical activity and two key themes emerged, these being: (i) issues with young people’s knowledge and understanding of health, fitness and physical activity in the form of reductive, limited and limiting conceptions; conceptual confusion; a preoccupation with appearance, weight, fat, shape and size; limited progression in learning; and complexities in understandings; and (ii) divides between young people’s health knowledge and health behaviour, and dilemmas underpinning these divides. Improved understanding of issues with young people’s knowledge and understanding of health, fitness and physical activity and of divides and dilemmas regarding associated behaviours should assist in developing critical pedagogies which challenge the dominance and stability of the healthism discourse and more effectively promote healthy, active lifestyles amongst young people

Ability to be active: exploring children’s active play in primary schools

This paper presents findings from an innovative multi-method study which sought to examine the impact of toys and toy substitutes on children’s physical activity levels in two UK primary schools. Accelerometers were used to record the physical activity levels of 52 Year 3 pupils (aged 7-8 years) during four separate 30-minute play sessions and, for comparison, during other periods of the school day (breaks, lunch-times and PE lessons). Qualitative data were generated through observations, field notes and semi-structured focus groups with pupils. The findings suggest that a relatively short session of unstructured active play with toys or toy substitutes can make an important contribution to a child’s daily level of physical activity. Moreover, they reveal that children’s enjoyment of play sessions and their creative, physical and social competence are also important influences on their engagement in, and with active, play. Some implications for policy, practice and future research are discussed

An intervention to facilitate 'high quality' physical education - from gymnastics to athletics

The summer edition of Research Matters included a short article on facilitating ‘high quality’ physical education and ‘high quality’ gymnastics in a city school (see Cale et al., 2011). The article provided a summary of the first phase of a research project which aimed to: i) facilitate high quality teaching and learning in physical education, and ii) identify key principles that contribute to high quality outcomes and which could be applied across the physical education curriculum. This article follows on and presents a summary of phase 2 of the research, which focused on athletics, as well as of the key findings and recommendations from the project overall