The Impact of National Curriculum Physical Education on the Teaching of Health‐Related Fitness: A Case Study in One English Town

Curtner‐Smith, Matthew D.; Kerr, Iain G.; Clapp, Anthony J.

doi:10.1080/1740898960010107

Cited by 12 publications

(1 citation statement)

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“…focused units of work in PE, integration through activity areas (such as athletics, gymnastics, games), and delivery within other areas of the curriculum) was the most common mode of delivery. The discrepancy in the findings may be that, whilst the teachers in Harris" (1995Harris" ( , 1997) and Cale"s (2000) studies reported that health-related learning was planned to be delivered through PE activity areas, this may not have been occurring in practice to the extent that it was planned to, as was found by Curtner -Smith, Kerr and Clapp (1996). In other words, PE teachers" intentions and actions may not always match up.…”

Section: Discussioncontrasting

confidence: 48%

Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools

Harris

2013

Physical Education and Sport Pedagogy

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This item was submitted to Loughborough's Institutional Repository (https://dspace.lboro.ac.uk/) by the author and is made available under the following Creative Commons Licence conditions.For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ 1 Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools Jo HarrisLoughborough University, Loughborough, UK j.p.harris@lboro.ac.uk 2 Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of healthrelated fitness knowledge amongst physical education teacher education (PETE) students which is a concern given that there are high expectations of PE to promote healthy, active lifestyles. In addition, international literature reveals a number of problematic issues associated with health-related teaching, learning and professional development in PE. Exploration of health-related experiences within the PETE process and consideration of the extent to which they address these previously identified issues was considered worthy of study because of PETE"s potential to influence the health-related teaching of the students and to ultimately impact on the health-related knowledge and behaviour of the pupils they go on to teach.Purpose: To explore PETE students" health-related physical education (HRPE) knowledge, perceptions and experiences during a PETE programme.Participants and setting: Purposive selection of physical education (PE) students on a one year postgraduate secondary PETE programme at one University in England, working in partnership with up to sixty schools.Research design: Case study.Data collection: A qualitative approach founded on the interpretive paradigm was used, utilising a questionnaire completed by 124 PETE students. Data analysis:Responses to the open-ended questions were analysed by means of the generation of themes using constructivist grounded theory methods.Findings: At the outset of their programme, PETE students" knowledge of how active children should be was limited and confused. Their initial perceptions of the learning associated with promoting healthy, active lifestyles in PE were at variance with what they experienced in schools during their training. These experiences were diverse, the most common structure being discrete units of study with no health-related learning evident within the rest of the PE programme. The focus of the HRPE learning was predominantly physiological with minimal attention to physical activity recommendations or monitoring. Most students experienced school-based HRPE programmes which 3 they considered not particularly effective in promoting healthy, active lifestyles amongst young people.Conclusion: It would seem that PETE is not adequately preparing future PE teacher...

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Section: Discussioncontrasting

confidence: 48%