Understanding physical education teachers’ day-to-day practice

McMillan, Paul

doi:10.4324/9781315625492-11

Cited by 4 publications

(3 citation statements)

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“…Secondly, amidst general concerns over the loss of fidelity on how some course practices are enacted it needs to be recognized that there are likely to be inspirational examples of learning, teaching and assessment in examination awards. Macmillan (2017) found through a detailed qualitative research study of high ability teachers in physical education that while direct teaching was evident there were also instances of teacher-guided practice, learner-led practice, teacherlearner negotiated practice, and learner-initiated practice. This degree of variation is at odds with many strands of physical education research and calls for researchers to identify and track practitioners who have broad teaching repertoires, who use novel in-the-moment practices and who can thrive on minimal policy guidance.…”

Section: Regression Fidelity and Uncertain Futures: Examination Awarmentioning

confidence: 99%

‘When an old cricketer leaves the crease’: bittersweet reflections on examination awards in physical education

Thorburn

2017

Sport, Education and Society

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The paper reflects on the development of examination awards in physical education from a predominantly autobiographical research perspective. The paper draws on experiences and reflections from inside examinations as a teacher, part of the policy and implementation process and document author and outside examinations as a researcher of the aspirations of awards and policy enactment in schools in Scotland. This combined perspective proceeds via a largely chronological appraisal of school and national policy developments allied to analysis from a wider academic review of progress. Despite early enthusiasm by students and many teachers the review highlights the problems of announcing policy rather than engaging with the ongoing detail of policy problems. This approach has led to variable progress and a lack of boldness in making learning suitably personalized with closer connections between practice and theory informing teaching and assessment. Furthermore, through the adoption of rote learning and assessment procedures, teachers have become complicit in affirming that while greater educational goals are achievable their particular practices are unlikely to realize these goals. In order to avoid further regression it is argued that examination awards need to unlock practice problems through engaging with research evidence which assists in understanding better the complex components of authentic practice, practice and theory integration and how increased use of digital technologies can personalize learning and enliven teaching and assessment. Without this occurring, examinations in Scottish physical education represent something akin to a pyrrhic victory, where expanding policy provision has left behind rather underwhelming learning gains and where teachers' sense of agency is curtailed by a messy combination of difficult to rectify professional concerns.

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Section: Regression Fidelity and Uncertain Futures: Examination Awarmentioning

confidence: 99%

‘When an old cricketer leaves the crease’: bittersweet reflections on examination awards in physical education

Thorburn

2017

Sport, Education and Society

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“…The focus on pedagogy within the context of PE has an extensive history of development (Thorburn, 2017). Over the years, such development has led to many discussions regarding the ways in which pedagogy is conceptualised and practiced (McMillan, 2017). Whilst it is not the intention of this paper to revisit this debate, it is important to highlight how our exploration of the pedagogical discourse within the analysed curricula has uncovered different approaches.…”

Section: Main Findingsmentioning

confidence: 99%

A comparative analysis of discourses shaping physical education provision within and across the UK

Gray

Sandford

Stirrup

et al. 2021

European Physical Education Review

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Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the four nations of the UK, we identified those curriculum documents from each context that were written to directly inform physical education teachers’ curriculum planning and enactment. We firstly identified those discourses evident in each document to understand how physical education is conceptualised within each curriculum, before engaging in a dialogical process that converged around how physical education is constructed similarly or differently within and across curricula. We found some variation in relation to how the concept of health is articulated. With the exception of the curriculum in Wales, we also found that performance discourses related to developing motor competencies for sports continue to dominate as the main purpose of physical education. Finally, there are several points of divergence in relation to how much agency or guidance teachers are afforded within each curriculum. The intention of this research is to initiate dialogue across each of the four nations, creating opportunities for learning so that, collectively, teachers can build capacity to contribute to future curricula and pedagogies in physical education.

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“…More recently, Fitzpatrick and Russell (2015) proposed that some critical pedagogues assume there is only one 'best' form of critical pedagogy, and go about imposing their approach on oppressed and marginalized youth in order to 'save' them. McMillan (2017), meanwhile, expressed his disapproval of critical pedagogy's negativity and failure to support its critique of physical education with evidence and in so doing judging teachers unfairly. On a similar note, Enright, Hill, Sandford and Gard (2014) bemoaned critical pedagogy's preoccupation with 'what is broken', and engaging in 'deficit scholarship'.…”

Section: Introductionmentioning

confidence: 99%

Quis Custodiet Ipsos Custodes? On Being Critical About Critical Pedagogy in Physical Education

Kirk

2019

Movimento

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Um contínuo desafio para a pedagogia crítica da Educação Física tem sido o de como prosseguir adiante com sua agenda em circunstâncias de precariedade, ao mesmo tempo em que evita muitas armadilhas, como doutrinação, utopismo e arrogância, o que pode diminuir sua efetividade tanto quanto sua reputação. Este artigo considera a possibilidade de ser crítico em relação à própria pedagogia crítica, ao mesmo tempo em que permanece inflamado pela causa da justiça social através da Educação. Até hoje, ela parece ser suficiente para pedagogos críticos em Educação Física regularem a si mesmos, mas tem falhado em produzir qualquer concordância sobre como a pedagogia crítica pode responder, por exemplo, ao crescimento da precariedade. Valendo-se do artigo de Burbules, que reflete sobre ser crítico na pedagogia crítica, cinco chaves de leitura emergem desta análise. Eu considero como nós deveríamos ser autoconscientes e autocríticos no âmbito da pedagogia crítica em Educação Física e, ao fazer isso, abordar seus desafios crescentes e, de fato, enfrentar a questão segundo a qual “quem vigia os próprios vigilantes”?

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Understanding physical education teachers’ day-to-day practice

Cited by 4 publications

References 0 publications

‘When an old cricketer leaves the crease’: bittersweet reflections on examination awards in physical education

‘When an old cricketer leaves the crease’: bittersweet reflections on examination awards in physical education

A comparative analysis of discourses shaping physical education provision within and across the UK

Quis Custodiet Ipsos Custodes? On Being Critical About Critical Pedagogy in Physical Education

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