Physical Education: primary matters, secondary importance (original) (raw)
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Physical education in primary schools: holding on to the past or heading for a different future?
This paper reports on research undertaken by Pétrie, jones, and McKlm (2007)' during 2006, as part of a Ministry of Education funded evaluation ofthe Impacts of professional learning on currlcular and co-currlcular physical activity. While the evaluative research explored physical activity In the broadest sense, this paper concentrates specifically on the aspect ofthe research that focussed on physical education [PEj as a curriculum subject. The paper provides a snapshot of how PE ¡s understood and practised by generallst teachers In ten primary schools. It then identifies some of the factors that contribute to interpretations and delivery of PE, and Issues that need to be addressed If PE is to move beyond the past and towards an alternative future. This article has been published in the journal: Journal of Physical Education New Zealand. Used with permission.
Moving primary physical education forward: start at the beginning
Education 3-13, 2016
Moving primary physical education forward: start at the beginning This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers' personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either 'very important' or 'important', while almost 40% perceived it to be of 'limited' or 'very limited importance'. 'Staff', 'time' and 'subject status' were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.
Routledge Handbook of Primary Physical Education
Routledge, 2017
The Routledge Handbook of Primary Physical Education goes further than any other book in exploring the specific theoretical and practical components of teaching PE at the primary or elementary school level. As the most comprehensive review of theory, research and practice in primary PE yet published, it represents an essential evidence-based guide for all students, researchers and practitioners working in this area. Written by a team of leading international primary PE specialists from academic and practitioner backgrounds, this handbook examines the three discourses that dominate contemporary PE: health, education and sport. With case studies from twelve countries, including the UK, USA, Canada, Australia, New Zealand, Norway, Spain and South Korea, it provides a truly international perspective on key themes and issues such as: • primary PE pedagogy, policy and curriculum development • assessment and standards • child development • diversity and inclusion • teacher training and professional development. Offering an unprecedented wealth of material, this handbook is an invaluable reference for any undergraduate or postgraduate degree programme in primary physical education or any primary teacher training course with a physical education element.
European Physical Education Review, 2017
In recent years, primary physical education has received increased attention across a range of political, professional and academic contexts. Much of this attention has largely been due to a growing perception that formative physical education experiences have the potential to address many of the concerns regularly raised about children’s health and wellbeing, physical activity levels and sport participation. Consequently, there are now a number of stakeholders from a range of political, sporting, health, commercial and community groups with a vested interest in primary physical education, all with differing and sometimes contradictory views about its purpose. This paper suggests that the diverse interests of these stakeholders has led to a disconnect within primary physical education. Therefore, we propose that a shifting perspectives agenda is required. Accordingly, we highlight the need for key stakeholders within primary physical education to collectively work together and take ...
Understanding Primary Physical Education
Routledge, 2015
In order to become a more effective practitioner every teacher needs to have a sound understanding of the theoretical, social and historical context in which their work takes place. Understanding Primary Physical Education goes further than any other textbook in exploring the development of Physical Education teaching at the primary and elementary level, drawing together important research from across the educational and sociological literature. The book goes beyond everyday teaching practice at an operational level to encourage students, trainee teachers and researchers to develop a critical understanding of policy, process and practice in primary Physical Education. By rooting everyday documents and everyday issues in a broader, connected educational and developmental landscape, this book challenges casual assumptions and encourages a better, more thoughtful teaching practice. It is an essential companion for any degree level course in primary Physical Education.
Moving beyond Sport in Primary Physical Education
2017
Introduction The language and actions of sport are enduring historical features of primary physical education (Jess, McEvilly and Carse, 2016). Whilst this chapter will draw primarily from examples of primary physical education the UK, research which reports from other parts of the world suggest the issues I will raise here are global in nature (Hardman and Marshall, 2006). In England, for example, discourses concerning national sporting success, combating sedentary lifestyles and reducing obesity are now prominent within primary physical education (Griggs, 2015; Petrie, 2016). Indeed, promoting health and long-term adult participation though competence in sport has become an increasing preoccupation within the subject (cf. (DfEE/QCA, 1999; DfE, 2013; Larsson and Redelius, 2008; Svendsen and Svendsen, 2016). For primary aged pupils this involves very distant, long term goals and overlooks their immediate and ongoing understandings of different sports and physical activities (Ward, 2...
An Introduction to Primary Physical Education
An Introduction to Primary Physical Education, 2012
Physical Education is a core component of the primary school curriculum. The primary years are perhaps the most significant period for motor development in children, a time during which basic movement competencies are developed and which offers the first opportunity for embedding physical activity as part of a healthy lifestyle. This is the first comprehensive introduction to the teaching of PE in the primary school to be written exclusively by primary PE specialists, with primary school teaching experience. The book highlights the importance of PE in the primary curriculum and the key issues facing primary teachers today, such as inclusion, training needs and the development of creativity. Central to the book are core chapters that examine each functional area common to many primary PE syllabi – including games, dance, gymnastics, athletics and outdoor learning – and give clear, practical guidance on how to teach each topic. Rooted throughout in sound theory and the latest evidence and research, this book is essential reading for all students, trainee teachers and qualified teachers looking to understand and develop their professional practice in primary Physical Education.