Pedagogical principles of learning to teach meaningful physical education

Abstract

Background: Concerns that current forms of physical education teacher education (PETE) are not adequately providing teachers with the tools necessary for working with the realities and challenges of teaching physical education in contemporary schools has led some scholars to advocate for an approach that prioritises meaningfulness in physical education. There is, however, little empirical evidence of how future teachers might be taught to facilitate meaningful physical education experiences. Purpose: This paper describes a pedagogical approach to PETE to support pre-service teachers (PSTs) in learning how to facilitate meaningful experiences in physical education. We aim to contribute new understanding through sharing pedagogical principles that support PSTs' 'Learning About Meaningful Physical Education' (LAMPE). Participants and setting: The research team consisted of three physical education teacher educators: Tim and Déirdre who implemented LAMPE pedagogies and Mary who acted as meta-critical friend (pseudonyms used for the review process). Results from the LAMPE innovation reported here are taken from implementation across four semesters of two academic years 2013-2015. Déirdre implemented LAMPE in an introduction to teaching physical education course for pre-service generalist elementary teachers. Tim implemented the approach in an undergraduate developmental games course for future physical education teachers. A total of 106 PSTs participated in the research. Data collection and analysis: Data included teacher educator reflections and non-participant observer data from 33 individual lessons, over 7 hours of transcribed teacher educator Skype conversations, 8 'turning point' documents, 15 sets of PST work samples, and transcripts of individual (n = 10) and 9 focus group interviews (n = 18 participants) with PSTs. Data were analysed inductively. Triangulation of multiple data sources and an expert member check supported trustworthiness of the LAMPE approach and data analysis. Findings: We share five pedagogical principles that reflect how PSTs were supported to learn how to facilitate meaningful physical education experiences. Pedagogies included planning for, experiencing, teaching, analysing, and reflecting on meaningful participation. Implementing pedagogies aligned with these five pedagogical principles helped participants learn why meaningful participation ARTICLE HISTORY

Multi-Teaching Styles Approach and Active Reflection: Effectiveness in Improving Fitness Level, Motor Competence, Enjoyment, Amount of Physical Activity, and Effects on the Perception of Physical Education Lessons in Primary School Children

“…The pedagogical principles guiding the lesson planning in the IG's PE program were inspired by Chróinín, et al [34], and were divided into five key points: (i) promote social interaction with a positive participation among students; (ii) stimulate and involve students in activities which are suitable for them (neither too difficult, nor too easy); (iii) increase motor competence by involving opportunities for motor learning and fitness improvement during each activity and by providing information and engaging in reflection about physical exercises usefulness and their practice outside the school context; (iv) develop a positive, fun and enjoyable setting based on satisfaction in improving and learning new skills; (v) experience a pleasant experience during PE lessons as a result of a positive children's engagement and commitment (mastery climate).…”

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

“…As indicated initially, I see hope for physical education in, for example, activist, appreciative, paradoxical and participatory approaches (Enright, Hill, Sandford, & Gard, 2014;Enright & O'Sullivan, 2010;Larsson et al, 2014;Luguetti et al, 2017;Oliver & Hamzeh, 2010;Oliver & Kirk, 2016). Other apt examples are the work on meaningful physical education (Fletcher, Ní Chróinín, Price, & Francis, 2018;Ní Chróinín, Fletcher, & O'Sullivan, 2018), social justice (Azzarito, Macdonald, Dagkas, & Fisette, 2017), or pedagogical cases such as those introduced by Armour (2014). But also at a policy level in Australia and Scotland, new curricula show promise (Carse, Jess, & Keay, 2018;Jess, Atencio, & Thorburn, 2011;Macdonald, 2013;McCuaig, Quennerstedt, & Macdonald, 2013;Thorburn, 2017;Thorburn & Horrell, 2014).…”

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

“…On the other hand, it has been suggested that the PE teacher is not receiving adequate tools to face contemporary challenges in the school environment [45]. This can be observed in many items of the present study, where PE professionals and students blame the lack of continuing education opportunities.…”