Research within physical education (PE) utilising the\ud occupational socialisation framework indicates that\ud the childhood phase of socialisation is the most\ud powerful phase of socialisation. However, for most\ud teachers working with pupils experiencing special\ud educational needs (SEN), the childhood phase often\ud lacks direct experience of SEN and thus ceases\ud to exist as a socialising force. Consequently, the\ud higher education and workplace phases form a ‘salvaged’\ud phase upon which to base pedagogical\ud approaches (Pugach). In light of this dichotomy, the\ud aims of this case study were to (1) examine how one\ud PE head of department (HOD) in a specialist social\ud and emotional behavioural difficulties (SEBD) school\ud taught year 9 pupils games; (2) identify factors\ud that led to such instruction and (3) consider the\ud influence of the three phases of occupational socialisation\ud on her pedagogical approaches. Data collection\ud methods consisted of formal and informal\ud interviews and lesson observations. The data were\ud inductively analysed, and themes were drawn from\ud this process. Using a systematic learning approach,\ud lessons were game orientated based around pupil\ud decision-making and limited technical practice.\ud Factors influencing this practice were her exploratory\ud outdoor activity experiences and the nature of\ud the pupils. In contrast to Pugach, this research indicates\ud that the childhood phase of socialisation can\ud provide an ‘apprenticeship of observation’ for those\ud teaching PE to pupils experiencing SEBD. That such\ud perceptions can be strongly held suggests that prior\ud examination of the childhood biographies of those\ud recruited to PE teacher training and/or PE teachers\ud teaching pupils who experience SEBD appears\ud warranted

This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi-structured interviews and non-participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem-solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus

Recognizing the limited research examining physical education teachers’ pedagogical practices for pupils experiencing social, emotional and behavioural issues, this case study sought to examine how a male teacher with a high performing sports background taught games to such pupils and identify those factors that led to such practices. Occupational socialization was used to explore how childhood experiences of physical education and high performance sport, higher education and the workplace influenced his teaching and learning approaches in a special school setting. Data were collected by conducting three semi-structured interviews, eight videoed lesson observations and a self-reflective journal. Inductive data analysis identified that the twin aims of developing life skills and transferability of such skills beyond physical education were said to be achieved by developing pupils’ emotional resilience and encouraging appropriate social behaviour. The influence of the teacher’s family, his high performing sporting background, the needs of the pupils and the school’s policies impacted on developing such resilience and social behaviour. Two suggestions are offered as a result of these findings. Firstly, prior examination of childhood values should be undertaken for those wishing to teach physical education to pupils experiencing social, emotional and mental health issues. Secondly, given this study contradicts research findings that teachers with high performing sport backgrounds emphasize the development of pupils’ practical performance, research examining the impact of such sportspersons on physical education pedagogy in different educational settings appears warranted.

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