Experiences and perceptions of physical education

Medcalf, Richard; Marshall, Judi; Hardman, Ken; Visser, John

doi:10.1080/13632752.2011.569409

Cited by 7 publications

(24 citation statements)

References 43 publications

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“…This exploratory study was conceived in response to two interrelated issues. First, there is little research investigating the occupational socialisation of PE teachers within SEN (Young, 2008) and SEBD in particular (Coates and Vickerman, 2008;Medcalf et al, 2011). Second, despite the ever-increasing collection of research examining the influence of occupational socialisation influencing mainstream (student) teachers' use of TGfU (see, for example, Graca and Mesquita, 2003;Light and Butler, 2005;Li and Cruz, 2008;Lund et al, 2008), no such study has been conducted within SEBD education.…”

Section: The Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

“…Medcalf et al (2006) suggest that the unpredictable nature of the PE environment may provide greater opportunities for pupils to explore physical, cognitive and social learning than in classroom-based subject areas. Varied sensory settings in PE are considered to be therapeutic, providing opportunities for pupils with SEBD to explore and express emotional states, thereby reducing disruptive behaviour (Fox and Avramidis, 2003;Chilvers and Cole, 2006;Medcalf et al, 2011). Greater on-task learning and improved pupil behaviour following PE lessons have also been reported (Medcalf et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…They can be disruptive, interfering with their peers and refusing to engage with the teacher. Such disruptive behaviour often dominates the perceptions of teachers, concealing the child's underlying emotional difficulties and the need for pupil-centred teaching (Medcalf et al, 2011). Despite the individual nature of teaching pupils with SEBD, Visser et al (2002) propose that the general characteristics of perceived 'good' practice should include a relaxed atmosphere, positive reactions to behavioural issues and the use of a range of learning approaches.…”

Section: Introductionmentioning

confidence: 99%

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The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

O’Leary¹,

Longmore²,

Medcalf³

2014

Support for Learning

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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

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Section: The Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

O’Leary¹,

Longmore²,

Medcalf³

2014

Support for Learning

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“…Although research examining the effects of Physical Education (PE) on pupils experiencing social and emotional behavioural difficulties (SEBD) is limited, it is suggested the variable nature of the PE environment may provide greater scope for such pupils to explore physical, cognitive and social learning than other subject areas (Medcalf, Marshall and Rhoden, ; QCA, ). Alternating sensory environments within PE are considered therapeutic allowing pupils with SEBD to explore and express emotional states potentially reducing negative behaviour (Chilvers and Cole, ; Fox and Avramidis, ; Medcalf, Marshall and Hardman et al., ). Moreover, improved pupil behaviour and greater on‐task learning following PE lessons have also been reported (Medcalf et al., ).…”

Section: Introductionmentioning

confidence: 99%

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

O’Leary

Longmore

Medcalf

2014

Research in Spec Educ Needs

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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

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Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues

O’Leary

Longmore

Medcalf

2019

European Physical Education Review

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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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Experiences and perceptions of physical education

Cited by 7 publications

References 43 publications

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues

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