2024-03-28T17:24:53Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2237852020-04-23T07:28:30Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
O'Donovan, Toni M.
author
Kirk, David
author
2012-05-15
The first interactions between teachers and pupils in physical education often take place in the changing rooms, and, as such, the changing rooms are a useful place to begin an exploration of the processes and practices of negotiation in physical education. Pupils are generally required to change their clothing for physical education lessons, an activity consistently identified as negatively experienced by many young people, and particularly girls (Kay, 1995; Flintoff & Scraton, 2001); hence the changing rooms are an important location to consider in determining young people’s engagement with physical education. Throughout this paper, I foreground the naturally occurring interaction between teachers and pupils in the changing rooms of one suburban UK secondary school. This is supplemented by interviews with three teachers and pupils in year 7 (aged 11 12 years) throughout the Spring term. The paper examines how the young people attempted to modify participation requirements in a way that allowed them to pursue their own agendas, and yet also comply with the school, department and teacher rules. Throughout the paper, a consideration of the way in which the teachers held the pupils accountable for their attendance and dress in physical education is present. The orderliness of interaction sequences highlights the ritual nature of pupil teacher talk in the changing room. The analysis of naturally occurring talk is interspersed with a consideration of how the teachers understood the young people’s changing room behaviour.
O'Donovan, T.M. and Kirk, D.(2007)'Managing classroom entry: an ecological analysis of ritual interaction and negotiation in the changing room', 12(4) pp.399-413 Sport, Education and Society
1357-3322
1470-1243
10.1080/13573320701600647
http://hdl.handle.net/10547/223785
Sport, Education and Society
physical education
changing rooms
Managing classroom entry: an ecological analysis of ritual interaction and negotiation in the changing room
oai:uobrep.openrepository.com:10547/2238032020-04-23T07:28:30Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Dyson, Ben
author
Campbell, Anne
author
2012-05-15
This paper reports on the pedagogical changes that I experienced as a teacher engaged in an action research project in which I designed and implemented an indirect, developmentally appropriate and child‐centred approach to my teaching. There have been repeated calls to expunge – or at least rationalise – the use of traditional, teacher‐led practice in physical education. Yet despite the advocacy of many leading academics there is little evidence that such a change of approach is occurring. In my role as teacher‐as‐researcher I sought to implement a new pedagogical approach, in the form of cooperative learning, and bring about a positive change in the form of enhanced pupil learning. Data collection included a reflective journal, post‐teaching reflective analysis, pupil questionnaires, student interviews, document analysis, and non‐participant observations. The research team analysed the data using inductive analysis and constant comparison. Six themes emerged from the data: teaching and learning, reflections on cooperation, performance, time, teacher change, and social interaction. The paper argues that cooperative learning allowed me to place social and academic learning goals on an even footing, which in turn placed a focus on pupils’ understanding and improvement of skills in athletics alongside their interpersonal development.
Casey, A., Dyson, B., and Campbell, A. (2009)'Action research in physical education: focusing beyond myself through cooperative learning', Educational Action Research, 17(3) pp. 407-423.
0965-0792
1747-5074
10.1080/09650790903093508
http://hdl.handle.net/10547/223803
Educational Action Research
action research
cooperative learning
physical education
curricular change
Action research in physical education: focusing beyond myself through cooperative learning
oai:uobrep.openrepository.com:10547/2238012020-04-23T07:28:30Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Pope, Stacey
author
Kirk, David
author
2012-05-15
The experiences of female sports fans have been largely marginalised in academic research to date and little research has examined the formative sporting experiences of female spectators. This article draws on 51 semi-structured interviews with three generations of female fans of one (men's) professional football club (Leicester City), to consider the extent to which sports participation at school and elsewhere influences female football fandom, and also explores the influence of the family in channelling young females into or away from sport. We begin by examining the extent to which women had opportunities to experience football at school and how the type of school they attended affected these opportunities. We consider continuities and discontinuities between each generation's experiences by examining the influence of sexist teachers, the ubiquity of what the women viewed as ‘body conscious girls’ and the effects of peer pressure. Finally, we examine the ways in which families obstructed or facilitated young females’ interest in football, and the importance of mainly male role models within and beyond the family. We conclude with some reflections on feminist praxis and its relevance for young people's formative sporting experiences.
Pope, S, and Kirk, D. (2012) 'The role of physical education and other formative experiences of three generations of female football fans', Sport, Education and Society, 2012:1
1357-3322
1470-1243
10.1080/13573322.2011.646982
http://hdl.handle.net/10547/223801
Sport, Education and Society
sport
gender
physical education
football fans
fandom
The role of physical education and other formative experiences of three generations of female football fans
oai:uobrep.openrepository.com:10547/2237992020-04-23T07:28:33Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Harvey, Stephen
author
Kirk, David
author
O'Donovan, Toni M.
author
2012-05-15
The purpose of this paper is to consider four pedagogical applications within the Sport Education model to examine the ways in which a young person can become a literate sports person and develop ethical behaviour through engagement in physical education and youth sport. Through a systematic review of the Sport Education research literature we present evidence to suggest that although notions such as inclusion, responsibility and ownership, personal and social development and social justice are part of the architecture of this pedagogical model, our findings show that rather than simply being caught, ethical conduct must be taught. Consequently, in the final part of the paper, we present four pedagogical applications within Sport Education that physical education teachers as well as youth sport practitioners and administrators may find useful to promote ethical development: (1) ethical contracts; (2) sports panels; (3) modified games; and (4) awards and rewards.
Harvey, S., Kirk, D., and O'Donovan, T.M. (2011)'Sport Education as a pedagogical application for ethical development in physical education and youth sport', Sport, Education and Society, 2011, pp.1-22
1357-3322
1470-1243
10.1080/13573322.2011.624594
http://hdl.handle.net/10547/223799
Sport, Education and Society
sport education
pedagogical application
ethical development
physical
Sport Education as a pedagogical application for ethical development in physical education and youth sport
oai:uobrep.openrepository.com:10547/2237972020-04-23T07:28:30Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Dyson, Ben
author
2012-05-15
The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11—12. Data collection included: teacher and pupil evaluations of skill, pupil reflections on the lessons, pupil interviews, teacher field journal and the documentation and course materials from the unit of work. Data analysis was conducted using inductive analysis and constant comparison (Denzin and Lincoln, 1994; Lincoln and Guba, 1985). The results of this research reinforce the concept that the implementation of any new pedagogical approach is time-consuming and highly labour intensive (Fullan, 1999). The conceptual shift the teacher/researcher made to relinquish control to students was one of the most difficult, but important, outcomes of this action research process.
Casey, A. and Dyson, B. (2010) 'The implementation of models-based practice in physical education through action research', European Physical Education Review, 15(2), pp. 175-199.
1356-336X
10.1177/1356336X09345222
http://hdl.handle.net/10547/223797
European Physical Education Review
self-study
action research
cooperative learning
models-based practice
teaching games for understanding
TGfU
The implementation of models-based practice in physical education through action research
oai:uobrep.openrepository.com:10547/2238112020-04-23T07:28:33Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Harvey, Stephen
author
O'Donovan, Toni M.
author
2012-05-15
The discourse of competitive sport is, and has been, a defining feature of physical education for many years. Given the privileged and dominant position competition holds in physical education curricula, it is concerning that competitive physical education remains steeped in traditional pedagogies and that these pedagogies are constrained by teachers’ everyday philosophies rather than any explicit understanding of pedagogy or the needs of pupils. This in turn affects pupils’ experiences of physical education and specifically the type and form of activities that are offered to pupils. Physical education teachers’ biographies generally show a profound attachment to sport, and in particular competitive sport, and the value of competitive sport is significant in the lives and identities of physical education recruits. However, there is a paucity of research specifically in relation to in-service and pre-service physical education teacher's beliefs about competition and its place in physical education. It is well documented that the implicit theories that pre-service, beginning and experienced teachers hold influence their reactions to teacher education and their teaching practice, with their beliefs acting as a filter through which a host of instructional judgements and decisions are made. Thus, it is important to understand pre-service physical education teachers’ (PSTs’) beliefs about competition. Thirty five (16 men, 15 women, 4 unknown) PSTs completed a reflective journal alongside their participation in a University-based module focused on models-based practice. The data generated were analysed using the procedures and techniques of grounded theory which revealed five major themes grouped in the discussion under the sub-categories of: (1) defining competition; (2) learning through competition; (3) competitive physical education and the sporting pathway; (4) competition needs to be got out of children; and (5) a little competition. The discussion challenges how we transform traditional views of competition and the competitive practices that alienate some young people from physical education.
Harvey, S. and O'Donovan, T.M. (2011) 'Pre-service physical education teachers' beliefs about competition in physical education', Sport, Education and Society
1357-3322
1470-1243
10.1080/13573322.2011.610784
http://hdl.handle.net/10547/223811
Sport, Education and Society
physical education
competition
Pre-service physical education teachers' beliefs about competition in physical education
oai:uobrep.openrepository.com:10547/2241972020-04-23T07:28:32Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Kirk, David
author
Griffin, Linda
author
2008-01
In this article, we were interested in how young people learn to play games within a tactical games model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) in terms of the physical-perceptual and social-interactive dimensions of situativity. Kirk and MacPhail’s (2002) development of the Bunker-Thorpe TGfU model was used to conceptualize the nature of situated learning in the context of learning to play an invasion game as part of a school physical education program. An entire class of 29 Year-5 students (ages 9–10 years) participated in a 12-lesson unit on an invasion game, involving two 40-min lessons per week for 6 weeks. Written narrative descriptions of videotaped game play formed the primary data source for the principal analysis of learning progression. We examined the physical-perceptual and social-interactive dimensions of situated learning (Kirk, Brooker, & Braiuka, 2000) to explore the complex ways that students learn skills. Findings demonstrate that for players who are in the early stages of learning a ball game, two elementary, or fundamental, skills of invasion game play—throwing and catching a ball—are complex, relational, and interdependent.
MacPhail, A., Kirk, D., and Griffin, L.(2008)'Throwing and Catching as Relational Skills in Game Play: Situated Learning in a Modified Game Unit', Journal of Teaching in Physical Education, 27(1), pp. 100-115.
0273-5024
1543-2769
http://hdl.handle.net/10547/224197
Journal of Teaching in Physical Education
TGfU
tactical games model
teaching games for understanding
situated learning
physical education
sport education
Throwing and catching as relational skills in game play: situated learning in a modified game unit
oai:uobrep.openrepository.com:10547/2255782020-04-23T07:28:41Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Hastie, Peter A.
author
2012-05-23
Background: Despite the support in primary education that student-designed games enhance student contextualisation of skills and tactics, there has been little support in secondary education, nor any empirical research exploring these claims. This paper attempts to rekindle these beliefs and explores the use of student-designed games in an English secondary school. Aim: To provide a detailed account of classes of secondary students designing their own games, and to investigate their responses to the games-making process. Method: Two classes of boys (aged 14–16) at a school in England participated in the study. Each class was divided into three teacher-selected teams and attended one lesson per week, each lasting 40 minutes, for seven weeks. Lessons were adapted to give students four phases of development: a 2-week library-based planning and wiki construction phase; a 1-week outdoor modification and wiki update phase; three weeks of trials of the games with a wiki refinement phase; and a 1-week game and wiki finalization phase. In this time frame the pupils involved were challenged to design an invasion game that would be played in a subsequent unit. Data consisted of: teacher post-teaching reflections, interviews between a professor-researcher and the on-site participants, observations and analysis of wikis. Data analysis occurred on three levels. The first aspect was immediate and ongoing by the teacher-researcher to meet the ‘on the spot’ learning needs of his students. Secondly, the professor-researcher aided the teacher-researcher in systematic collection, organisation and analyses. Thirdly, peer debriefing occurred in which the research team analysed and critiqued the data during the collection and writing processes. Results: We found that students ‘bought into’ the process of games-making, were afforded an inclusive voice and worked as teams. Furthermore they engaged in immediate searches for innovation which were influenced by popular media, and shared ideas and learning with others to a degree that allowed them to exclude problematic skills. However, there was student frustration induced by watching others failing to properly play these games. Conclusions: We concluded that student-designed games ‘freed’ children to define competition at their own developmental level. This paper shows that by trusting pupils and supporting them to be creative in the games that they play it is possible to gain an insight into the processes by which students apply their knowledge about physical education.
Casey, A. and Hastie, P.A. (2011) 'Students and teacher responses to a unit of student-designed games', Physical Education & Sport Pedagogy, 16(3), pp 295-312.
1740-8989
1742-5786
10.1080/17408989.2010.535253
http://hdl.handle.net/10547/225578
Physical Education & Sport Pedagogy
Students and teacher responses to a unit of student-designed games
oai:uobrep.openrepository.com:10547/2255942020-04-23T07:28:39Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2012
Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called ‘extra-individual conditions’ and cultural histories. The ‘expectations’ around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher’s longitudinal self-study of pedagogical and curricular change through reflective practice and ‘insider’ action research. The findings show that pedagogical and curricular change is more than a personal desire to do something differently. Instead, it is a process of acknowledging expectation – student, teacher, institutional, and subject – and finding ways of working within, around and between these. Furthermore, insider action research is shown as a tool for positioning the practitioner in the ‘betweenness’ of theory and practice. However, the paper concludes that while insider action research is a vital ingredient in sustained curriculum renewal, it needs to be hand-in-hand with collaboration with significant others inside and/or outside the school, and it needs to engage in a critique of the extra-individual conditions as part of the reflective process.
Casey, A. (2012) 'A self-study using action research: changing site expectations and practice stereotypes', Educational Action Research, 20(2), pp. 219-232.
0965-0792
1747-5074
10.1080/09650792.2012.676287
http://hdl.handle.net/10547/225594
Educational Action Research
insider action research
physical education
praxis
teaching
autoethnography
A self-study using action research: changing site expectations and practice stereotypes
oai:uobrep.openrepository.com:10547/2256322018-06-19T12:12:14Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Memmert, Daniel
author
Harvey, Stephen
author
2012-05-23
Memmertab, D. and Harvey, S.(2010) 'Identification of non-specific tactical tasks in invasion games', Physical Education & Sport Pedagogy, 15(3), pp.287-305.
1740-8989
1742-5786
10.1080/17408980903273121
http://hdl.handle.net/10547/225632
Physical Education & Sport Pedagogy
Identification of non-specific tactical tasks in invasion games
oai:uobrep.openrepository.com:10547/2256332020-04-23T07:28:39Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Harvey, Stephen
author
Cushion, Christopher J.
author
Wegis, Heidi M.
author
Massa-Gonzalez, Ada N.
author
2012-05-23
Background: Previous research examining the effectiveness of the Teaching Games for Understanding (TGfU) approach has been equivocal. This has been hampered by a dependence on a comparative (i.e., ‘which method is best?’) theoretical framework. An alternative ‘practice-referenced’ framework has the potential to examine the effectiveness of TGfU against anticipated learning outcomes. Furthermore, there has been limited research examining the effects of using the TGfU approach on game play performance in coaching settings. Aims: This study had three purposes/aims: (a) to assess the practice-referenced approach, and consider if this is a viable framework for evaluating the effects of teaching and learning (i.e. performance) with TGfU; (b) to test the robustness of the defensive off-the-ball elements of game performance using the Game Performance Assessment Instrument (GPAI) in a coaching context, with small units of players; (c) to assess how ‘alignment of practice’ contributed to the development of overall game performance and involvement of high-school soccer players. Methods: One varsity (n = 18) and one first-year (n = 16) team of soccer players from a single American high-school boys' soccer programme received eight TGfU coaching sessions (45–60 mins in length). Sessions focused on defensive aspects of off-the-ball game performance (i.e. adjust and cover skills) were delivered by their respective coach, who had been trained to employ the TGfU approach. Changes in game performance were assessed in a modified three vs. three soccer game during baseline (n = 4) and intervention (n = 3) phases of the study. Data were collected on four individual measures (decision making, skill execution, adjust and cover) and two overall measures of game performance (game performance and game involvement) from the GPAI. Changes in game performance measures between baseline and intervention phases of the study were examined using a series of 11 paired-sample t-tests; effect size changes were also calculated. Results: Results revealed significant changes between baseline and intervention phases in appropriate adjusts for both teams and inappropriate covers and overall appropriate game performance for the first-year team. No significant changes between baseline to intervention phases of the study in inappropriate game performance constructs were noted. Conclusions: This study has shown evidence that the practice-referenced approach is an appropriate theoretical framework for evaluating the effects of a TGfU intervention with high-school soccer players, centred on defensive aspects of off-the-ball game performance. Game-situated teaching and learning (i.e. aligned practice) led to faster responses and quicker reactions within the game environment off-the-ball (i.e. to movements of the ball and/or team-mates). Thus, there was an improvement in the numbers of appropriate game responses by both varsity and first-year teams. Finally, the GPAI was found to be sensitive and robust in measuring the changes in defensive off-the-ball game performance made by the two teams of high-school soccer players over the two phases the study.
Harvey, S., Cushion,C.J., Wegis, H.M. and Massa-Gonzalez, A. N. (2010) 'Teaching games for understanding in American high-school soccer: a quantitative data analysis using the game performance assessment instrument' Physical Education & Sport Pedagogy, 15(1) pp.29-54
1740-8989
1742-5786
10.1080/17408980902729354
http://hdl.handle.net/10547/225633
Physical Education & Sport Pedagogy
Teaching games for understanding in American high-school soccer: a quantitative data analysis using the game performance assessment instrument
oai:uobrep.openrepository.com:10547/2256352020-04-23T07:34:48Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Cushion, Christopher J.
author
Harvey, Stephen
author
Muir, Bob
author
Nelson, Lee
author
2012
We outline the evolution of a computerised systematic observation tool and describe the process for establishing the validity and reliability of this new instrument. The Coach Analysis and Interventions System (CAIS) has 23 primary behaviours related to physical behaviour, feedback/reinforcement, instruction, verbal/non-verbal, questioning and management. The instrument also analyses secondary coach behaviour related to performance states, recipient, timing, content and questioning/silence. The CAIS is a multi-dimensional and multi-level mechanism able to provide detailed and contextualised data about specific coaching behaviours occurring in complex and nuanced coaching interventions and environments that can be applied to both practice sessions and competition.
Cushion, C., Harvey, S., Muir, B. and Nelson, L. (2012) 'Developing the Coach Analysis and Intervention System (CAIS): establishing validity and reliability of a computerised systematic observation instrument.' Journal of Sports Sciences, 30(2) pp.201-216.
1466-447X
22141459
10.1080/02640414.2011.635310
http://hdl.handle.net/10547/225635
Journal of Sports Sciences
Developing the Coach Analysis and Intervention System (CAIS): establishing validity and reliability of a computerised systematic observation instrument
oai:uobrep.openrepository.com:10547/2256712020-04-23T07:28:40Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Haerens, Leen
author
Kirk, David
author
Cardon, Greet
author
De Bourdeaudhuij, Ilse
author
2010
The purpose of this advocacy paper is to make a case for the development of a pedagogical model for Health-Based Physical Education (HBPE) drawing on Jewett, Bain and Ennis's (1995) and Metzler's (2005) ground-breaking work on models-based practice in physical education. A selective review of what has been learnt about HBPE was made to be able to define the central theme for the model as ‘pupils valuing a physically active life, so that they learn to value and practice appropriate physical activities that enhance health and wellbeing for the rest of their lives.’ This theme requires that teachers' beliefs are oriented toward selfactualization and social reconstruction. It also suggests that the affective domain (valuing physical active) is prominent in planning for learning. The discussion focuses on identified tensions related to the central theme and its associated value orientations and learning domain priorities. A stepwise research agenda for progressively developing the model through implementation by teachers in different contexts is proposed.
Haerens, L., Kirk, D., Cardon, G. and De Bourdeaudhuij, I. (2010) 'Toward the Development of a Pedagogical Model for Health-Based Physical Education' Quest, 63(3), pp.321-338.
0033-6297
1543-2750
10.1080/00336297.2011.10483684
http://hdl.handle.net/10547/225671
Quest
physical education
Toward the development of a pedagogical model for health-based physical education
oai:uobrep.openrepository.com:10547/2257112016-09-30T13:46:47Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2010
Kirk, D. (2010) 'Physical Education Futures'. Abingdon: Routledge.
9780415677363
http://hdl.handle.net/10547/225711
physical education
sport education
Physical education futures
oai:uobrep.openrepository.com:10547/2287152016-09-30T13:40:40Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2011-10-31
Kirk, D. (2011) Defining Physical Education. The Social Construction of a School Subject in Postwar Britain. Abingdon: Routledge Revivals.
9780415508100
9780415508094
http://hdl.handle.net/10547/228715
physical education
history of education
education policy & politics
Defining physical education : the social construction of a school subject in postwar Britain
oai:uobrep.openrepository.com:10547/2287202016-09-30T13:19:47Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
O'Donovan, Toni M.
author
MacPhail, Ann
author
Kirk, David
author
2010-05
O'Donovan, T.M., MacPhail, A. and Kirk, D. (2010) 'Active citizenship through sport education', Education, 3-13: International Journal of Primary, Elementary and Early Years Education, 38(2) pp. 203-215.
0300-4279
1475-7575
10.1080/03004270903153947
http://hdl.handle.net/10547/228720
Education 3-13
sport education
physical education
citizenship
Active citizenship through sport education
oai:uobrep.openrepository.com:10547/2287292020-04-23T07:28:46Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Fitzgerald, Hayley
author
Kirk, David
author
2009-09
It has long been recognised that family is an important arena in which sporting tastes and interests are nurtured. Indeed, for many young people the family introduces them to and then provides ongoing support for engaging in sport. Research has also indicated that the family has a significant position in the lives of young disabled people. In this paper we explore the interrelationships between sport, family and disability. Like a number of writers within disability studies we see the benefits of moving beyond a structure/agency dichotomy that currently limits social and medical model understandings of disability. In particular, we draw on the work of Marcel Mauss and Pierre Bourdieu both of whom argued that social life can be better understood by considering the embodiment of individuals through their habitus. We draw on data generated in an interview-based study with 10 young disabled people to explore the ways in which family contributes to, and mediates, sporting tastes and interests. We consider two key questions: How do young disabled people negotiate relations within the family and in what ways do these relations influence sporting tastes and interests? To what extent are young disabled people able to use sport to generate and convert (valued) capital within the family and other related arenas?
Fitzgerald, H. and Kirk, D. (2009) 'Identity work: young disabled people, family and sport', Leisure Studies, 28(4) pp. 469-488.
0261-4367
1466-4496
10.1080/02614360903078659
http://hdl.handle.net/10547/228729
Leisure Studies
disability
habitus
family
sport
Identity work: young disabled people, family and sport
oai:uobrep.openrepository.com:10547/2287512020-04-23T07:28:46Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Bailey, Richard
author
Armour, Kathleen
author
Kirk, David
author
Jess, Mike
author
Pickup, Ian
author
Sandford, Rachel
author
2009-03
This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people's development in each of these domains. Unsurprisingly, perhaps, there is suggestive evidence of a distinctive role for PESS in the acquisition and development of children's movement skills and physical competence. It can be argued that these are necessary, if not deterministic conditions of engagement in lifelong physical activity. In the social domain, there is sufficient evidence to support claims of positive benefits for young people. Importantly, benefits are mediated by environmental and contextual factors such as leadership, the involvement of young people in decision-making, an emphasis on social relationships, and an explicit focus on learning processes. In the affective domain, too, engagement in physical activity has been positively associated with numerous dimensions of psychological and emotional development, yet the mechanisms through which these benefits occur are less clear. Likewise, the mechanisms by which PESS might contribute to cognitive and academic developments are barely understood. There is, however, some persuasive evidence to suggest that physical activity can improve children's concentration and arousal, which might indirectly benefit academic performance. In can be concluded that many of the educational benefits claimed for PESS are highly dependent on contextual and pedagogic variables, which leads us to question any simple equations of participation and beneficial outcomes for young people. In the final section, therefore, the review raises questions about whether PESS should be held accountable for claims made for educational benefits, and about the implications of accountability.
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., BERA Physical Education and Sport Pedagogy Special Interest Group (2009) The educational benefits claimed for physical education and school sport: an academic review, Research Papers in Education, 24(1) pp 1-27
0267-1522
1470-1146
10.1080/02671520701809817
http://hdl.handle.net/10547/228751
Research Papers in Education
physical education
sport
evaluation
benefits
review
physical activity
The educational benefits claimed for physical education and school sport: an academic review
oai:uobrep.openrepository.com:10547/2290412016-09-30T13:34:07Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
O'Donovan, Toni M.
author
Kirk, David
author
2008-02
O'Donovan, T. and Kirk, D. (2008) 'Reconceptualizing student motivation in physical education: An examination of what resources are valued by pre-adolescent girls in contemporary society', European Physical Education Review, 14(1), pp. 71-91.
1356-336X
10.1177/1356336X07085710
http://hdl.handle.net/10547/229041
European Physical Education Review
popular physical culture
student agendas
physical education
Reconceptualizing student motivation in physical education: an examination of what resources are valued by pre-adolescent girls in contemporary society
oai:uobrep.openrepository.com:10547/2299912020-04-23T07:35:19Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Gard, Michael
author
Kirk, David
author
2007
According to Kirk (1998) (following Foucault) a shift in corporeal power has been underway since the late 18th century in many ‘western’ countries, from an external form of power and locus of control to an internal form and locus. In light of the increased volume of discourse around the alleged obesity crisis (Gard & Wright 2005) we revisit and attempt to update Kirk’s thesis about the regulation of bodies in schools; is the widespread concern about an obesity crisis producing new ways of managing and disciplining children’s bodies? We explore in some detail a case study of curriculum development in Health and Physical Education in Ontario, Canada where we argue that the grades 1–8 syllabus trades the productive compliance and liberal individualism of previous eras for a new layering of physical education discourse and the production of cheerfully courteous and responsible individuals. We complete this analysis by asking whether this curriculum development in an era of obesity discourse signals a crisis of faith in disciplinary technology. We end by noting the need for the retention of spaces within school physical education where young people can question assumptions about corporeality
Gard, M. and Kirk, D. (2007) 'Obesity discourse and the crisis of faith in disciplinary technology', Utbildning and Demokrati. 16(2), pp.17-36.
1102-6472
http://hdl.handle.net/10547/229991
Utbildning and Demokrati
physical education
obesity crisis
corporeal regulation
curriculum
Obesity discourse and the crisis of faith in disciplinary technology
oai:uobrep.openrepository.com:10547/2290792016-09-30T13:31:58Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2006-05
Kirk, D. (2006) 'The ‘obesity crisis’ and school physical education', Sport, Education and Society, 11(2), pp. 121-133.
1357-3322
1470-1243
10.1080/13573320600640660
http://hdl.handle.net/10547/229079
Sport, Education and Society
childhood obesity
school physical education
health-related exercise
obesity discourse
obesity crisis
The ‘obesity crisis’ and school physical education
oai:uobrep.openrepository.com:10547/2304512020-04-23T07:28:46Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2006-05
I argue in this paper that sport should be retained as an important part of the educational rationale for physical education. I consider Siedentop's critique of physical education and his alternative in the form of Sport Education. Siedentop's goals for youth sport and physical education and use of the work of Alisdair McIntyre are explored. It is argued that if we work to experience activities that are inherently pleasurable and intrinsically satisfying, then there is a possible future for activities such as sport. I conclude that school physical education is well placed to take up this challenge of sustaining sport as a moral practice and that the pedagogical tools already exist to do this in the form of a critical pedagogy.
Kirk, David (2006) 'Sport Education, critical pedagogy and learning theory: toward an intrinsic justification for physical education and youth sport' Quest, 58(2), pp. 255-264.
0033-6297
http://hdl.handle.net/10547/230451
1543-2750
Quest
learning theories
physical education
critical theory
athletics
team sports
teaching methods
skill development
context effect
student participation
sport education
Sport Education, critical pedagogy and learning theory: toward an intrinsic justification for physical education and youth sport
oai:uobrep.openrepository.com:10547/2335992016-09-30T13:48:40Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
Brettschneider, W.
author
Auld, C.
author
2007
Kirk, David, Brettschneider, W., and Auld, C. (2007) 'Junior sport models representing best practice nationally and internationally', in Hooper S., Macdonald D. and Phillips, M. (eds) Junior Sport Matters: Briefing Papers for Australian Junior Sport, Belconnen : Australain Sports Commission, pp. 83-99
9781740130929
http://hdl.handle.net/10547/233599
junior sport
models
best practice
Junior sport models representing best practice nationally and internationally.
oai:uobrep.openrepository.com:10547/2290362016-09-30T13:46:18Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2004-11
Kirk , D. (2004) 'Framing quality physical education: the elite sport model or Sport Education?' Physical Education & Sport Pedagogy, 9(2), pp. 185-195.
1740-8989
1742-5786
10.1080/1740898042000294985
http://hdl.handle.net/10547/229036
Physical Education & Sport Pedagogy
physical education
politics
media
elite sport
policy
sport education
Framing quality physical education: the elite sport model or Sport Education?
oai:uobrep.openrepository.com:10547/2290342020-04-23T07:28:46Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Kinchin, Gary
author
Kirk, David
author
2003-10
This article explores a class of Grade 5 (age 9 and 10) children’s conceptions of sport during a season of sport education at Forest Gate Primary School. The purpose, following Kirk and Kinchin (this issue), is to examine the extent to which the potential transfer of learning between school and sport as a community of practice may be possible through sport education in school physical education. With reference to student interviews and drawings we report and discuss children’s conceptions of sport, their experiences of sport outside of the school, and their emerging conceptions of sport education in light of these prior understanding and experiences. We conclude that there was an evident level of compatibility between students’ experiences of sport education and their conceptions of sport more broadly.
MacPhail, A., Kinchin, G., and Kirk, D. (2003) 'Students' Conceptions of Sport and Sport Education', European Physical Education Review' 9(3), pp. 285-299.
1356-336X
10.1177/1356336X030093006
http://hdl.handle.net/10547/229034
European Physical Education Review
physical education
sport
sport education
students conceptions
Students' conceptions of sport and sport education
oai:uobrep.openrepository.com:10547/2290332020-04-23T07:28:46Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
Kinchin, Gary
author
2003-10
The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger’s notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop’s sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport, but that further detailed empirical investigation is required to establish the conditions in which this potential might be realized.
Kirk, D. and Kinchin, G. (2003) 'Situated Learning as a Theoretical Framework for Sport Education', European Physical Education Review, 9(3), pp. 221-235.
1356336X
10.1177/1356336X030093002
http://hdl.handle.net/10547/229033
European Physical Education Review
situated learning
sport education
transfer of learning
Situated learning as a theoretical framework for sport education
oai:uobrep.openrepository.com:10547/2290832016-09-30T13:32:27Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Gorely, Trish
author
Kirk, David
author
Kinchin, Gary
author
2008-09-01
MacPhail, A., Gorely, T., Kirk, D., and Kinchin, G., (2008) 'Children's Experiences of Fun and Enjoyment During a Season of Sport Education', Research Quarterly for Exercise and Sport, 79(3), pp. 344-355.
0270-1367
10.5641/193250308X13086832905950
http://hdl.handle.net/10547/229083
Research Quarterly for Exercise and Sport
autonomy
motivation
perceived competence
Children's experiences of fun and enjoyment during a season of sport education
oai:uobrep.openrepository.com:10547/2290432016-09-30T13:55:58Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Kirk, David
author
2006
MacPhail, A., and Kirk, D., (2006) 'Young People’s Socialisation into Sport: Experiencing the Specialising Phase', Leisure Studies, 25(1), pp. 57-74.
0261-4367
1466-4496
10.1080/02614360500116290
http://hdl.handle.net/10547/229043
Leisure Studies
ethnography
deliberate practice
family
school
club
socialisation
sport education
sports clubs
Young people’s socialisation into sport: experiencing the specialising phase
oai:uobrep.openrepository.com:10547/2290762016-09-30T14:01:19Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2005-10
Kirk, D., (2005) 'Physical education, youth sport and lifelong participation: the importance of early learning experiences', European Physical Education Review, 11(3), pp. 239-255.
1356-336X
10.1177/1356336X05056649
http://hdl.handle.net/10547/229076
European Physical Education Review
early learning experiences
educational reform
lifelong participation
youth sport
physical education
Physical education, youth sport and lifelong participation: the importance of early learning experiences
oai:uobrep.openrepository.com:10547/2336322020-04-23T07:28:46Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Kirk, David
author
Kinchin, Gary
author
2004-04
The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke, 1992). Siedentop's Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining persisting groups as teams throughout the season. Extended units intended to foster team affiliation while promoting affective and social development are common objectives in physical education. We report on a 16-week SE unit that includes over 70 Year-5 students (9- to 10-year-olds) from one UK school. Our findings show that the opportunity to become affiliated with a team was an attractive feature of the pupils' physical education experience and that, under the framework of SE, there was an obvious investment made by the Year-5 Forest Gate students in relation to their sense of identity and involvement as members of a persisting group.
MacPhail, A., Kirk, D., and Kinchin, G. (2004) 'Sport Education: Promoting Team Affiliation Through Physical Education', Journal of Teaching in Physical Education, 23(2), pp. 106-122.
0273-5024
http://hdl.handle.net/10547/233632
Journal of Teaching in Physical Education
sport education
social development
physical education
Grade 5
activity units
self actualization
sport psychology
interpersonal competence
affective behaviour
teamwork
sportsmanship
team affiliation
persisting groups
Sport education: promoting team affiliation through physical education
oai:uobrep.openrepository.com:10547/2290722020-04-23T07:28:46Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Gorely, Trish
author
Kirk, David
author
2003-10
This paper explores young people's (9 to 15 years old) early socialisation into sport. We draw on data from an 18-month-long ethnography of the junior section of an athletics club in England, using field notes, interviews and a psychometric questionnaire. We begin by noting a trend towards increasing numbers of younger children participating in adult-organised, community-based sport. Within this context, we investigate the extent to which Siedentop's [(1995) Junior Sport and the evolution of sport cultures, Keynote presentation to the Junior Sport Forum, Auckland, New Zealand] three main goals for young people's participation in sport, i.e. the educative, public health and elite development, are met in specific, local junior sport settings such as Forest Athletics Club (FAC). We report that most of the young people participating in the Introductory Groups at FAC begin their socialisation into sport by 'sampling' a range of sports and other activities that are available to them. We note the key features of the sampling phase for these young people, including their involvement in sports and other activities in addition to athletics, their reasons for participation, the place of competition and the importance of friendship. We report that FAC created a climate for the Samplers, intentionally or not, conducive to the development of Siedentop's educative goal, and to a lesser extent the public health and elite development goals. In concluding, we note the implications of the study for community-based programmes run by clubs.
Macphail, A., Gorely, T., and Kirk, D. (2003) 'Young People's Socialisation into Sport: A Case Study of an Athletics Club', Sport, Education and Society, 8(2), pp. 251-267.
1357-3322
1470-1243
10.1080/13573320309251
http://hdl.handle.net/10547/229072
Sport, Education and Society
athletics
sports clubs
socialisation
Young people's socialisation into sport: a case study of an athletics club
oai:uobrep.openrepository.com:10547/2336332016-09-30T13:51:17Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Gorely, Trish
author
Holroyd, Rachel
author
Kirk, David
author
2003-07
Gorely, T., Holroyd, R., and Kirk, D. (2003) 'Muscularity, the Habitus and the Social Construction of Gender: Towards a gender-relevant physical education', British Journal of Sociology of Education, 24(4), pp. 429-448.
0142-5692
1465-3346
10.1080/01425690301923
http://hdl.handle.net/10547/233633
British Journal of Sociology of Education
gender
gender-relevant physical education
physical education
muscularity
Muscularity, the habitus and the social construction of gender: towards a gender-relevant physical education
oai:uobrep.openrepository.com:10547/2336922016-09-30T12:55:55Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Kirk, David
author
Eley, Diann
author
2003-02
MacPhail, A., Kirk, D., and Eley, D. (2003) 'Listening to Young People's Voices: Youth Sports Leaders' Advice on Facilitating Participation in Sport', 'European Physical Education Review', 9(1), pp. 57-73.
1356-336X
10.1177/1356336X03009001180
http://hdl.handle.net/10547/233692
European Physical Education Review
climate
conditions
inclusion
young people
Listening to young people's voices: youth sports leaders' advice on facilitating participation in sport
oai:uobrep.openrepository.com:10547/2336962016-09-30T13:56:31Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
MacPhail, Ann
author
2003-03
Kirk, D., and Macphail, A., (2003) 'Social Positioning and the Construction of a Youth Sports Club', International Review for the Sociology of Sport, 38(1), pp.23-44.
1012-6902
10.1177/10126902030381002
http://hdl.handle.net/10547/233696
International Review for the Sociology of Sport
coaches
parents
social positioning
sports clubs
youth sport
Social positioning and the construction of a youth sports club
oai:uobrep.openrepository.com:10547/2336542016-09-30T13:43:03Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Eley, Diann
author
Kirk, David
author
2002-09-01
Eley, D., and Kirk., D. (2002) 'Developing Citizenship through Sport: The Impact of a Sport-Based Volunteer Programme on Young Sport Leaders', Sport, Education and Society, 7(2), pp. 151-166.
1357-3322
1470-1243
10.1080/1357332022000018841
http://hdl.handle.net/10547/233654
Sport, Education and Society
citizenship
volunteering
sport education
Developing citizenship through sport: the impact of a sport-based volunteer programme on young sport leaders
oai:uobrep.openrepository.com:10547/2336942020-04-23T07:28:47Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
MacPhail, Ann
author
2002-01
Bunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is to present a new version of the TGfU model that draws on a situated learning perspective. The paper describes the TGfU approach, overviews recent research on TGfU, and outlines a situated learning perspective. This perspective is then applied to rethinking the TGfU model. The intended outcome of the paper is the provision a more robust and sophisticated version of the TGfU model that can inform future directions in the practice of and research on TGfU.
Kirk, D. and MacPhail, A. (2002) 'Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model', Journal of Teaching in Physical Education 21(2), pp. 177-192.
0273-5024
http://hdl.handle.net/10547/233694
Journal of Teaching in Physical Education
tactical approaches
instructional model
teaching games for understanding
sport education
physical education
Teaching games for understanding and situated learning: re-thinking the Bunker-Thorpe model
oai:uobrep.openrepository.com:10547/2313512016-09-30T12:53:27Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2000
Kirk, D. (2000) 'The reconfiguration of the physical activity field in Australian higher education 1970-1986', Sporting Traditions: Journal of the Australian Society for Sports History, 16(2) pp. 17-38.
0813-2577
http://hdl.handle.net/10547/231351
Sporting Traditions: Journal of the Australian Society for Sports History
physical education
sport in higher education
The reconfiguration of the physical activity field in Australian higher education, 1970-1986.
oai:uobrep.openrepository.com:10547/2337112016-09-30T13:42:26Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2010
Kirk, D (2010) 'Towards a socio-pedagogy of sports coaching' in Lyle, J. and Cushion, C. (eds) Sport coaching: Professionalisation and practice. Edinburgh: Elsevier, pp. 165-176.
9780702030543
http://hdl.handle.net/10547/233711
sports coaching
sport education
physical education
Towards a socio-pedagogy of sports coaching
oai:uobrep.openrepository.com:10547/2337022016-09-30T12:51:40Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2005
Kirk, D. (2005) 'Model-based teaching and assessment in physical education: The Tactical Games model', in Green, K. and Hardman, K. (eds) Physical Education: Essential Issues. London: Sage, pp. 128-142.
9780761944980
9780761944973
http://hdl.handle.net/10547/233702
physical education
tactical games
Model-based teaching and assessment in physical education: the Tactical Games model
oai:uobrep.openrepository.com:10547/2336992016-09-30T13:53:20Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2004
Kirk, D. (2004) 'New practices, new subjects and critical inquiry: possibility and progress', in Wright, J., Macdonald, D. and Burrows, L. (eds) Critical Inquiry and Problem-Solving in Physical Education. London: Routledge, pp. 199-208.
0415291631
http://hdl.handle.net/10547/233699
New practices, new subjects and critical inquiry: possibility and progress
oai:uobrep.openrepository.com:10547/2304342016-09-30T13:57:26Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2004
Kirk, D. (2004) 'Towards a critical history of the body, identity and health: corporeal power and school practice', in Evans, J., Davies, B. and Wright, J. (eds.) Body Knowledge and Control: Studies in the Sociology of Physical Education and Health. London: Routledge.pp. pp. 52-67
0415306450
0415306442
http://hdl.handle.net/10547/230434
physical education
identity
Towards a critical history of the body, identity and health: corporeal power and school practice
oai:uobrep.openrepository.com:10547/2336952020-04-23T07:28:47Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2002-07
Critiques Siedentop's keynote address, "Junior Sport and the Evolution of Sport Cultures," reviewing and rationalizing Siedentop's four goals for junior sport (educative, public health, elite development, and preserving, protecting, and enhancing specific sport practices), discussing Siedentop's views on sport as a collective cultural and moral practice, and explaining the salience of Siedentop's views today and in the future.
Kirk, D. (2002) 'Junior Sport as a Moral Practice', Journal of Teaching in Physical Education, 21(4), pp.402-408.
0273-5024
http://hdl.handle.net/10547/233695
Journal of Teaching in Physical Education
ethics
junior sport
sport education
sport ethics
moral education
Junior sport as a moral practice
oai:uobrep.openrepository.com:10547/2337342016-09-30T13:58:49Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
MacDonald, Doune
author
2001-12
Kirk, D. and Macdonald, D., 'The Social Construction of PETE in Higher Education: Toward a Research Agenda', Quest, 53(4), pp.440-456.
0033-6297
1543-2750
10.1080/00336297.2001.10491757
http://hdl.handle.net/10547/233734
Quest
higher education
physical education teacher education
The social construction of PETE in higher education: toward a research agenda
oai:uobrep.openrepository.com:10547/2337332016-09-30T12:44:24Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
MacDonald, Doune
author
2010-10
Kirk, D. and MacDonald, D. (2001) 'Teacher voice and ownership of curriculum change', Journal of Curriculum Studies, 33(5), pp. 551-567.
0022-0272
1366-5839
10.1080/00220270010016874
http://hdl.handle.net/10547/233733
Journal of Curriculum Studies
curriculum change
curriculum development
physical education
health education
teaching
Teacher voice and ownership of curriculum change
oai:uobrep.openrepository.com:10547/2337122016-09-30T13:41:22Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
Gorely, Trish
author
2000-06
Kirk, D. and Gorley, T. (2000) 'Challenging Thinking About the Relationship Between School Physical Education and Sport Performance', European Physical Education Review, 6(2), pp. 119-134.
1356-336X
10.1177/1356336X000062002
http://hdl.handle.net/10547/233712
European Physical Education Review
inclusive model
physical education
pyramids
sport
sport education
Challenging thinking about the relationship between school physical education and sport performance
oai:uobrep.openrepository.com:10547/2315192016-09-30T12:41:05Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2010
Kirk, D. (2010) 'The "masculinity vortex" of school physical education: Beyond the myth of hyper-masculinity', in Kehler, M. and Atkinson, M. (eds) Boys and Bodies. New York: Peter Lang, pp. 51-72.
9781433106255
http://hdl.handle.net/10547/231519
masculinity
hyper-masculinity
sport
physical education
gender
The ‘masculinity vortex’ of school physical education: beyond the myth of hyper-masculinity
oai:uobrep.openrepository.com:10547/2337322016-09-30T13:24:11Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2005
Kirk, D. (2005) 'Future prospects for teaching games for understanding', in Griffin, L.L and Butler, J.I. (eds) Teaching Games for Understanding: Theory, Research and Practice. Champaign: Human Kinetics, pp. 213-227.
0736045945
http://hdl.handle.net/10547/233732
teaching games for understanding
TGfU
physical education
Future prospects for teaching games for understanding
oai:uobrep.openrepository.com:10547/2337012016-09-30T12:39:09Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2005
Kirk, D. (2004) 'Beyond the ‘academic’ curriculum: the production and operation of biopower in the less studied sites of schooling', in Baker, B. and Heyning, K. (eds.) 'Dangerous Coagulations? The uses of Foucault in the Study of Education'. New York: Peter Lang, pp. 117-133.
0820458147
9780820458144
http://hdl.handle.net/10547/233701
Beyond the ‘academic’ curriculum: the production and operation of biopower in the less studied sites of schooling
oai:uobrep.openrepository.com:10547/2715522018-06-19T12:13:50Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Harvey, Stephen
author
Cushion, Christopher J.
author
Massa-Gonzalez, Ada N.
author
2010-10-11
Harvey, S., Cushion, C. J. and Massa-Gonzalez, A. (2010) 'Learning a new method: Teaching Games for Understanding in the coaches’ eyes', Physical Education & Sport Pedagogy. 15(4), pp.361-382.
1740-8989
1742-5786
10.1080/17408980903535818
http://hdl.handle.net/10547/271552
Physical Education & Sport Pedagogy
Teaching Games for Understanding
TGfU
Learning a new method: Teaching Games for Understanding in the coaches’ eyes
oai:uobrep.openrepository.com:10547/2921052020-04-23T07:29:50Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
2013-04-19
A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’.
Kirk, D. (2013) 'Educational Value and Models-Based Practice in Physical Education', Educational Philosophy and Theory, 2013 [Online]. Available at: http://www.tandfonline.com/doi/abs/10.1080/00131857.2013.785352 (Accessed: 16 May 2013).
0013-1857
1469-5812
10.1080/00131857.2013.785352
http://hdl.handle.net/10547/292105
Educational Philosophy and Theory
physical education
X370 Academic studies in Education (across phases)
educational value
models-based practice
sport
Educational value and models-based practice in physical education
oai:uobrep.openrepository.com:10547/2948312020-04-23T07:30:20Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2012
This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers. Finally, it uses the self-same study to illustrate the difference between traditional CPD and an idea of professional development that focuses on the use of practitioner research. It argues that through the use of inquiry and research teachers are able to focus their learning on ‘their kids’ and ‘their problems’ rather than engage in CPD which is delivered off-site and which assumes that ‘one size fits all’.
Casey, A. (2012) 'Practitioner research: A means of coping with the systemic demands for continual professional development?', European Physical Education Review, 19(1), pp.76-90
1356-336X
1741-2749
10.1177/1356336X12465510
http://hdl.handle.net/10547/294831
European Physical Education Review
X300 Academic studies in Education
continuing professional development
Practitioner research: a means of coping with the systemic demands for continual professional development?
oai:uobrep.openrepository.com:10547/2947882020-04-23T07:30:19Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Dyson, Ben
author
Casey, Ashley
author
2012
This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings. It explores Cooperative Learning in physical education from three main perspectives. The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education). The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context. The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education.
Dyson, B. & Casey, A. (2012) Cooperative learning in physical education: a research-based approach. London: Routledge.
9780415667388
http://hdl.handle.net/10547/294788
X300 Academic studies in Education
Cooperative learning in physical education: a research-based approach
oai:uobrep.openrepository.com:10547/2948252020-04-23T07:30:20Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2013
Employing a number of data-gathering tools (reflective journals, unit diaries, post-cycle reflective analyses, student interviews and observations) this paper examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. It suggests that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred. The paper concludes by suggesting that, in seeking to understand a teacher’s pedagogical and curricular change process, we need to intersperse research that focuses on the journey towards change with research that explores the individual processes of change.
Casey, A. (2013) ''Seeing the trees not just the wood’: steps and not just journeys in teacher action research', Educational Action Research, 21(2), pp.147-163
0965-0792
1747-5074
10.1080/09650792.2013.789704
http://hdl.handle.net/10547/294825
Educational Action Research
cooperative learning
physical education
curricular change
X300 Academic studies in Education
‘Seeing the trees not just the wood’: steps and not just journeys in teacher action research
oai:uobrep.openrepository.com:10547/2948292020-04-23T07:30:20Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Goodyear, Victoria A.
author
Casey, Ashley
author
Kirk, David
author
2013
The purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning.
Goodyear, V., Casey, A., & Kirk, D. (2013) 'Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning', Asia-Pacific Journal of Health, Sport and Physical Education, 4(1), pp.19-33
1837-7122
1837-7130
10.1080/18377122.2013.760425
http://hdl.handle.net/10547/294829
Asia-Pacific Journal of Health, Sport and Physical Education
practitioner inquiry
professional learning
reflection
professional dialogue
X300 Academic studies in Education
Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning
oai:uobrep.openrepository.com:10547/2948402020-04-23T07:30:20Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Fletcher, Tim
author
2012
Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching to university-based PETE. Employing self-study methodologies we used ourselves as data gathering tools to improve our understandings of self and practice. Our analysis showed that we struggled with the transition from teacher to teacher educator, primarily in navigating the different pedagogies required in teacher education. Based on our high school and PETE experiences, we drew on different sources to shape our respective pedagogies of teacher education. Future PETEs may benefit from structured learning about teaching teachers where they can discover and explore teacher education theory and practice, or be provided with opportunities to observe experienced colleagues and engage in discussion about PETE programming and practice with mentors.
Casey, A. & Fletcher, T. (2012) 'Trading Places: From Physical Education Teachers to Teacher Educators', Journal of Teaching in Physical Education, 31(4), pp. 362-380
0273-5024
http://hdl.handle.net/10547/294840
Journal of Teaching in Physical Education
self-study
pedagogy
doctoral education
teaching teachers
occupational socialization
X300 Academic studies in Education
Trading places: from physical education teachers to teacher educators
oai:uobrep.openrepository.com:10547/2948022020-04-23T07:35:33Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Hastie, Peter A.
author
Rovegno, Inez
author
2011
Aim of the paper was to examine students' learning during their participation in a unit of student-designed games. Conclusions: The student-designed games provided a forum that allowed students to develop a more sophisticated understanding of game structures and game play, but designing games was not easy. However, the findings of this study support the idea that when students design games they discover the impact of the many elements that make up a game.
Casey, A., Hastie, P., & Rovegno, I. (2011) 'Student learning during a unit of student-designed games', Physical Education & Sport Pedagogy, 16(4), pp.331-350
1740-8989
1742-5786
10.1080/17408989.2011.557654
http://hdl.handle.net/10547/294802
Physical Education & Sport Pedagogy
student-designed games
physical education
invasion games
X300 Academic studies in Education
Student learning during a unit of student-designed games
oai:uobrep.openrepository.com:10547/2948222020-04-23T07:30:21Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Jones, Benjamin
author
2011
This paper explored the use of video technology as an aid to student engagement in physical education. Working in a comprehensive high school in Australia with disaffected students, the study used the New South Wales Quality Teaching Program as a basis for assessing the effectiveness of video technology in enhancing students' engagement in Physical Education lessons aimed at facilitating deeper understanding of throwing and catching. The results highlighted the effectiveness of video technology in enhancing engagement and subsequently suggest that such a degree of commitment helped students to develop understanding beyond technical replication and towards rational and reasoned student investigations around their learning. Additionally, it helped students to feel less marginalised and enabled them to be more engaged in their learning.
Casey, A. & Jones, B. (2011) 'Using digital technology to enhance student engagement in physical education', Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), pp.51-66.
1837-7122
1837-7130
10.1080/18377122.2011.9730351
http://hdl.handle.net/10547/294822
Asia-Pacific Journal of Health, Sport and Physical Education
X300 Academic studies in Education
physical education
Using digital technology to enhance student engagement in physical education
oai:uobrep.openrepository.com:10547/2948412020-04-23T07:30:20Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2012
The purpose of this paper was to review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers’ perceptions and use of models-based practice was undertaken in an effort to ascertain the ways in which practitioners interpreted this type of change in practice. Conclusion was made: While models-based practice has begun to help practitioners to change and develop their pedagogies and curriculum, we are still a way away from understanding the impact of changing to a models-based approach. Research needs to be focused beyond the initial use of the model(s) and one needs to explore the longitudinal impact of adopting a multi-model curriculum. Furthermore, advocates of models-based practice need to explore the pedagogical and curricular ramifications on teachers of the long-term adoption of a models-based approach.
Casey, A. (2012) 'Models-based practice: great white hope or white elephant?', Physical Education & Sport Pedagogy 01 Oct 2012 [Online]. Available at: http://www.tandfonline.com/doi/abs/10.1080/17408989.2012.726977#.Uc1FltjciWQ (Accessed: 28 June 2013).
1740-8989
1742-5786
10.1080/17408989.2012.726977
http://hdl.handle.net/10547/294841
Physical Education & Sport Pedagogy
pedagogical model
physical education
models-based practice
X300 Academic studies in Education
Models-based practice: great white hope or white elephant?
oai:uobrep.openrepository.com:10547/2948112020-04-23T07:30:21Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Goodyear, Victoria A.
author
Casey, Ashley
author
Kirk, David
author
2012
Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with learning is heightened. This article discusses the use of Cooperative Learning and video cameras to bring about a positive change to the learning environment for girls who were identified as being disengaged in physical education.
Goodyear, V., Casey, A., & Kirk, D. (2012) 'Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education', Sport, Education and Society 18 July 2012 [Online]. Available at: http://www.tandfonline.com/doi/abs/10.1080/13573322.2012.707124#.UcxD4djciWQ (Accessed 27 June 2013).
1357-3322
1470-1243
10.1080/13573322.2012.707124
http://hdl.handle.net/10547/294811
Sport, Education and Society
information and communication technology
engagement
participation
X300 Academic studies in Education
ICT
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education
oai:uobrep.openrepository.com:10547/2948132020-04-23T07:35:33Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Hastie, Peter A.
author
Casey, Ashley
author
Tarter, Anne‐Marie
author
2010
This paper reports on the incorporation of wiki technology within physical education. Boys from two classes at a school in the United Kingdom were divided into small teams and given the task of creating a new game in a same genre as football, hockey, netball or rugby. Each team had a wiki on which were recorded all the plans and developments of this game as it was being devised and refined. The teacher, an outside games expert and the school’s librarian also had access to the wikis, which allowed for constant interaction between the participants outside class time. Interviews with the teacher, the librarian and the students revealed that the 24/7 classroom enabled by the ICT, together with an extended community of practice, resulted in a higher quality learning experience in physical education for the participants. Indeed, it was the belief of all concerned that the quality of the end game products would not have been possible without the ICT component.
Hastie, P., Casey, A. & Tarter, A-M. (2010) 'A case study of wikis and student‐designed games in physical education', Technology, Pedagogy and Education, 19(1), pp.79-91
1475-939X
1747-5139
10.1080/14759390903579133
http://hdl.handle.net/10547/294813
Technology, Pedagogy and Education
physical education
wiki
games
X300 Academic studies in Education
A case study of wikis and student‐designed games in physical education
oai:uobrep.openrepository.com:10547/2948162019-12-18T19:22:08Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Newton, Angela
author
Bowler, Mark
author
2010
Newton, A. & Bowler, M. (2010) ‘Assessment for and of learning', in Capel, S. & Whitehead, M. (eds.) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience (3rd edn). London: Routledge. pp. 119-133.
978-0415561648
http://hdl.handle.net/10547/294816
X300 Academic studies in Education
Assessment for and of learning
oai:uobrep.openrepository.com:10547/2948602020-02-24T09:57:21Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Sammon, Paul
author
Bowler, Mark
author
2009
Sammon, P. & Bowler, M. (2009) ‘Developing Physical Education in Malawi’, Physical Education Matters, 4 (4), pp. 53-54
1751-0988
http://hdl.handle.net/10547/294860
Physical Education Matters
X300 Academic studies in Education
physical education
Malawi
Developing physical education in Malawi
oai:uobrep.openrepository.com:10547/2957812020-02-24T09:57:34Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Killingbeck, M.
author
Bowler, Mark
author
Golding, D.
author
Sammon, Paul
author
2007
Killingbeck, M., Bowler, M., Golding, D. & Sammon, P. (2007) ‘Physical Literacy and Physical Education’, Physical Education Matters, 2 (2), pp. 20-24.
1751-0988
http://hdl.handle.net/10547/295781
Physical Education Matters
Physical literacy and physical education
oai:uobrep.openrepository.com:10547/2951372020-04-23T07:30:22Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Kirk, David
author
2010
Many have suggested that the industrial model of schooling (i.e. one that concentrates on the year-on-year production of ‘educated’ students) is no longer suitable for a post-industrial education system. With this in mind, and in considering the three possible futures described by Kirk (2010) in his book Physical Education Futures, this paper suggests that teachers hold the key to the future survival of physical ducation. The industrial model of physical education has led to the evolution of an approach to teaching that foregrounds the development of sport-techniques (most especially in team games) at the expensive of understanding and intelligent performance. One possible future (and the one that looks most likely at this time) is what Kirk called ‘more of the same.’ With this response physical education will continue to foreground games and their techniques and ignore the growing dissatisfaction around this approach
Casey, A. & Kirk, D. (2010) 'The teacher-as-researcher and the future survival of physical education', Hacettepe Journal of Sport Sciences, 21 (3), pp. 110-121.
1300-3119
http://hdl.handle.net/10547/295137
Hacettepe Journal of Sport Sciences
practitioner research
continued professional development
change
X300 Academic studies in Education
The teacher-as-researcher and the future survival of physical education
oai:uobrep.openrepository.com:10547/2957842016-10-20T10:48:23Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Kirk, David
author
Casey, Ashley
author
2011
Kirk, D. & Casey, A. (2012) 'Effective research writing', in K. Armour & D. Macdonald (eds.) Research Methods In Physical Education and Youth Sport. London: Routledge pp. 337-346.
9780415618854
http://hdl.handle.net/10547/295784
Effective research writing
oai:uobrep.openrepository.com:10547/2961842016-10-20T10:48:04Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2011
Casey, A. (2011) 'Sport Education through the eyes of a teacher researcher and his students', in P. Hastie (ed.) Sport Education: International Perspectives, pp. 92-104. London: Routledge.
9780415781602
http://hdl.handle.net/10547/296184
Sport Education through the eyes of a teacher researcher and his students
oai:uobrep.openrepository.com:10547/2957672020-04-23T07:30:23Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Méndez-Giménez, Antonio
author
Fernández, Río J.
author
Casey, Ashley
author
2012
This article reviews the structural and functional elements of a group of activities denominated moving target games, and promotes its inclusion in the Teaching Games for Understanding framework as a new game category. It represents an attempt to enlarge Almond’s taxonomy (1986) to make the transition from one group to another smoother. The basic idea is to modify the structural elements of games to make them developmentally appropriate. Self-made equipment is also introduced as a tool to enhance the educational possibilities of these games. It is easy to make, it reduces the risk of causing damage to an opponent, and it gives students the opportunity to invent games. Finally, the article also tries to show how this approach can be implemented in schools.
Méndez, G. A., Fernández,R.J. & Casey, A. (2012) 'Using the TGfU tactical hierarchy to enhance students understanding of game play. Expanding the target games category', Cultura, Ciencia y Deporte, 7(20), pp. 135-141
1696-5043
http://hdl.handle.net/10547/295767
Cultura, Ciencia y Deporte
games
developmentally appropriate
tactical model
shaping and inventing games
Using the TGfU tactical hierarchy to enhance students understanding of game play : expanding the target games category
oai:uobrep.openrepository.com:10547/2951362020-04-23T07:30:22Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Méndez-Giménez, Antonio
author
Valero-Valenzuela, Alfonso
author
Casey, Ashley
author
2010
Determining what pedagogical approach could be most effective in delivering the desired learning outcomes in teaching games has been one of the more relevant concerns for physical education teachers, coaches and researches in the last few decades. Nevertheless, until recently, the research carried out in this field has been little profuse, has met with several difficulties and has been made from different perspectives, which has complicated its analysis altogether. The present study follows three main objectives: a) to analyse the nature of the interventions used in the comparative investigation directed to teaching sports, b) to determine the effects of the levels of treatment and, c) to outline some didactic consequences. Twenty comparative studies were selected for a systematic review.
Méndez, A., Valero, A. and Casey, A. (2010) 'What are we being told about how to teach games? A three-dimensional analysis of comparative research into different instructional studies in Physical Education and School Sports', Revista Internacional de Ciencias del Deporte, 6 (18), pp. 37-56
18853137
10.5232/ricyde2010.01803
http://hdl.handle.net/10547/295136
Revista Internacional de Ciencias del Deporte
teaching methods
instructional techniques
instruction model
physical Education
sport
X300 Academic studies in Education
What are we being told about how to teach games? a three-dimensional analysis of comparative research into different instructional studies in Physical Education and School Sports
oai:uobrep.openrepository.com:10547/2951382016-10-20T10:53:32Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Goodyear, Victoria A.
author
Casey, Ashley
author
Kirk, David
author
2013
Goodyear, V., Casey, A., & Kirk, D. (2013) 'Slights, cameras, inaction: using flip cameras in Cooperative Learning to explore girls’ (dis)engagement in physical education', in L. Azzaito & D. Kirk (eds) Pedagogies, Physical Culture and Visual Methods. London: Routledge, pp. 47-61.
9780415532778
http://hdl.handle.net/10547/295138
X300 Academic studies in Education
Slights, cameras, inaction: using flip cameras in Cooperative Learning to explore girls’ (dis)engagement in physical education
oai:uobrep.openrepository.com:10547/2951072016-10-20T10:41:30Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2012
Casey, A. (2012) 'Cooperative Learning through the eyes of a teacher-researcher and his students' in B. Dyson & A. Casey (eds) Cooperative Learning in Physical Education: A research-based approach. London: Routledge, pp. 75-87.
9780415667388
http://hdl.handle.net/10547/295107
X300 Academic studies in Education
Cooperative learning through the eyes of a teacher-researcher and his students
oai:uobrep.openrepository.com:10547/2951062016-10-20T10:41:13Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Dyson, Ben
author
Casey, Ashley
author
2012
Dyson, B. & Casey, A. (2012) 'Introduction: Cooperative Learning as a pedagogical model in physical education', in B. Dyson & A. Casey (eds) Cooperative Learning in Physical Education: A research-based approach. London: Routledge, pp. 1-12.
9780415667388
http://hdl.handle.net/10547/295106
X300 Academic studies in Education
Introduction: Cooperative Learning as a pedagogical model in physical education
oai:uobrep.openrepository.com:10547/2951042016-10-20T10:40:51Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
Dyson, Ben
author
2012
Casey, A. & Dyson, B. (2012) 'Conclusion: Cooperative Learning in Physical Education', in B. Dyson & A. Casey (eds) 'Cooperative Learning in Physical Education: A research-based approach' London: Routledge, pp. 166-175.
9780415667388
http://hdl.handle.net/10547/295104
X300 Academic studies in Education
Conclusion: Cooperative Learning in physical education
oai:uobrep.openrepository.com:10547/2951082017-06-05T13:21:38Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Hastie, Peter A.
author
Casey, Ashley
author
2012
Hastie, P. & Casey, A. (2012) 'Using wikis to create communities of practice in physical education: Three case studies from various sites of practice', in S. Bocconi and G.Trentin (eds.). Wikis supporting formal and informal learning. Hauppauge NY: Nova Science, pp.87-102.
9781613248492
http://hdl.handle.net/10547/295108
X300 Academic studies in Education
physical education
Using wikis to create communities of practice in physical education: three case studies from various sites of practice
oai:uobrep.openrepository.com:10547/2961852016-10-20T10:40:26Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2012
Casey, A. (2012) 'Student-designed games: Understanding the importance of rules and strategies', Physical Education Matters, 7(2), pp. 33-37.
1751-0988
http://hdl.handle.net/10547/296185
Student-designed games: understanding the importance of rules and strategies
oai:uobrep.openrepository.com:10547/2957822016-10-20T10:40:12Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Dyson, Ben
author
Casey, Ashley
author
2012
Dyson, B. & Casey, A. (2012) 'Cooperative Learning as a pedagogical practice for learning in Physical Education', Physical Education Matters, 7(3), pp. 32-33.
1751-0988
http://hdl.handle.net/10547/295782
Physical Education Matters
Cooperative Learning as a pedagogical practice for learning in Physical Education
oai:uobrep.openrepository.com:10547/2957712016-10-20T10:39:57Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2012
Casey, A. (2012) 'Using social media in physical education', Physical Education Matters, 7 (1), pp. 43-45.
1751-0988
http://hdl.handle.net/10547/295771
Using social media in physical education
oai:uobrep.openrepository.com:10547/2957692017-06-05T13:22:34Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Hastie, Peter A.
author
Casey, Ashley
author
2010
Hastie, P. & Casey, A. (2010) 'Using the Jigsaw Classroom to Facilitate Student-Designed Games', Physical Education Matters, 5 (1), pp. 15-16
1751-0988
http://hdl.handle.net/10547/295769
Using the jigsaw classroom to facilitate student-designed games
oai:uobrep.openrepository.com:10547/2961862016-10-20T10:51:39Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Casey, Ashley
author
2009
Casey, A. (2009) 'Making cooperation a real part of your teaching', Active and Healthy Magazine, 16(4), pp. 3-7.
1837-7378
http://hdl.handle.net/10547/296186
Making cooperation a real part of your teaching
oai:uobrep.openrepository.com:10547/2952302020-04-23T07:30:25Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Tannehill, Deborah
author
2012
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and / or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction.
MacPhail, A. & Tannehill,, D. (2012) 'Helping Pre-Service and Beginning Teachers Examine and Reframe Assumptions About Themselves as Teachers and Change Agents: “Who is Going to Listen to You Anyway?”', Quest, 64 (4), pp. 299-312.
0033-6297
1543-2750
10.1080/00336297.2012.706885
http://hdl.handle.net/10547/295230
Quest
physical education
teacher education
structure
X300 Academic studies in Education
Helping pre-service and beginning teachers examine and reframe assumptions about themselves as teachers and change agents: “who is going to listen to you anyway?”
oai:uobrep.openrepository.com:10547/2952142020-04-23T07:30:25Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Tannehill, Deborah
author
MacPhail, Ann
author
2012
Pre-service teachers (PSTs) typically do not change their beliefs about teaching and learning during teacher education unless they are confronted with, and challenged about, their held beliefs through powerful and meaningful experiences that cause them to recognise and value the change process and its consequences for themselves and their learners. It has been suggested that examining teaching narratives and metaphors might be one way for teacher education to help PSTs in recognising their pre-existing beliefs about teaching and learning. Such practices assist PSTs to reflect on and examine these beliefs and how they impact both their teaching and the learning of their students. The purpose of this study was to understand how the process of examining metaphors influences PSTs' development of beliefs about teaching and learning.
Tannehill, D. & MacPhail, A. (2012) 'What examining teaching metaphors tells us about pre-service teachers' developing beliefs about teaching and learning', Physical Education & Sport Pedagogy 9 Oct 2012 [Online]. Available at: http://www.tandfonline.com/doi/abs/10.1080/17408989.2012.732056#.UdWLMKzciWQ (Accessed: 4 July 2013).
1740-8989
1742-5786
10.1080/17408989.2012.732056
http://hdl.handle.net/10547/295214
Physical Education & Sport Pedagogy
metaphors
PETE
teaching and learning
X300 Academic studies in Education
What examining teaching metaphors tells us about pre-service teachers' developing beliefs about teaching and learning
oai:uobrep.openrepository.com:10547/2957682020-04-23T08:42:53Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Tannehill, Deborah
author
Goc Karp, Grace
author
2013
Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995).
MacPhail, A., Tannehill, D. & Goc Karp, G. (2013) 'Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices', Teaching and Teacher Education, 33, pp.100-112
0742-051X
10.1016/j.tate.2013.02.008
http://hdl.handle.net/10547/295768
Teaching and Teacher Education
constructivist pedagogy
learning to teach
instructional alignment
Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices
oai:uobrep.openrepository.com:10547/2961622020-04-23T07:34:36Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Hill, Joanne
author
Azzarito, Laura
author
2012
The paper's aims are to explore varying ways British Asian girls visualise and make sense of themselves as active or sporting bodies, and what this means for their (dis)engagement in physical activity. This study draws on a feminist poststructuralist approach concerning the ways in which young people create multiple subject positions through negotiating or rejecting verbal and visual narratives about physical activity and girlhood.
Hill, J. & Azzarito, L. (2012) 'Representing valued bodies in PE: a visual inquiry with British Asian girls', Physical Education & Sport Pedagogy, 17 (3), pp.263-276
1740-8989
1742-5786
10.1080/17408989.2012.690381
http://hdl.handle.net/10547/296162
Physical Education & Sport Pedagogy
embodiment
ethnicity
visual methods
Representing valued bodies in PE: a visual inquiry with British Asian girls
oai:uobrep.openrepository.com:10547/2952312020-04-23T07:30:28Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Stodden, David F.
author
Goodway, Jacqueline D.
author
Langendorfer, Stephen J.
author
Roberton, Mary Ann
author
Rudisill, Mary E.
author
Garcia, Clersida
author
Garcia, Luis E.
author
2008
Although significant attention has been paid to promoting the importance of physical activity in children, adolescents, and adults, we do not currently understand how to promote sustained physical activity levels throughout the lifespan. We contend that previous research has failed to consider the dynamic and synergistic role that motor skill competence plays in the initiation, maintenance, or decline of physical activity and how this role might change across developmental time. In this article, we present a conceptual model hypothesizing the relationships among physical activity, motor skill competence, perceived motor skill competence, health-related physical fitness, and obesity. We contend that the development of motor skill competence is a primary underlying mechanism that promotes engagement in physical activity.
Stodden, D.F., Goodway, J.D., Langendorfer, S.J. et al. (2008) 'A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship', Quest, 60(2), pp. 290-306.
0033-6297
1543-2750
10.1080/00336297.2008.10483582
http://hdl.handle.net/10547/295231
Quest
C600 Sports Science
physical activity
fitness
motor skills
A developmental perspective on the role of motor skill competence in physical activity: an emergent relationship
oai:uobrep.openrepository.com:10547/2952362020-04-23T07:34:36Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Azzarito, Laura
author
Hill, Joanne
author
2012
This visual ethnographic research aimed to further understandings of ethnic-minority girls' emplaced embodiment by investigating the link between girls' physicality and their views of physical activity spaces in their communities. The research was conducted in a school located in an urban multicultural context in the Midlands region of the UK. Participants were 20 girls (19 ethnic-minority girls; 1 white girl) aged 14–15 from two single-sex physical education classes.
Azzarito, L. & Hill, J. (2012) 'Girls looking for a ‘second home’: bodies, difference and places of inclusion', Physical Education & Sport Pedagogy 11 Jun 2012 [Online]. Available at: http://www.tandfonline.com/doi/abs/10.1080/17408989.2012.666792#.UdWaPazciWQ (Accessed 4 July 2013).
1740-8989
1742-5786
10.1080/17408989.2012.666792
http://hdl.handle.net/10547/295236
Physical Education & Sport Pedagogy
difference
embodiment
visual methods
pedagogy
X300 Academic studies in Education
Girls looking for a ‘second home’: bodies, difference and places of inclusion
oai:uobrep.openrepository.com:10547/2952352020-04-23T07:30:28Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Goodway, Jacqueline D.
author
Robinson, Leah E.
author
Crowe, Heather
author
2010-03
This study examined the influence of gender and region on object control (OC) and locomotor skill development. Participants were 275 midwestern African American and 194 southwestern Hispanic preschool children who were disadvantaged. All were evaluated on the Test of Gross MotorDevelopment-2 (Ulrich, 2000). Two, 2 Gender (girls, boys) x 2 Region (midwest, southwest) analyses of variance were conducted on OC and locomotor percentile rank. Both midwestern and southwestern preschoolers were developmentally delayed in locomotor and OC skills (< 30th percentile). There was a significant difference for gender (p < .0001) and Gender x Region interaction (p = .02) for OC skills. Boys outperformed girls in the midwestern and southwestern regions. For locomotor skills, there was a significant difference for region (p < .001), with midwestern preschoolers having better locomotor skills.
Goodway, J.D., Robinson, L.E. & Crowe, H. (2010) 'Gender differences in fundamental motor skill development in disadvantaged preschoolers from two geographical regions', Research quarterly for exercise and sport, 81 (1), pp.17-24.
0270-1367
20387395
10.1080/02701367.2010.10599624
http://hdl.handle.net/10547/295235
Research quarterly for exercise and sport
X300 Academic studies in Education
C600 Sports Science
motor skills
Gender differences in fundamental motor skill development in disadvantaged preschoolers from two geographical regions
oai:uobrep.openrepository.com:10547/2952452020-04-23T07:30:28Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Cohen, Rona
author
Goodway, Jacqueline D.
author
Lidor, Ronnie
author
2012
To improve student performance, teachers need to evaluate the developmental level of the child and to deliver feedback statements that correspond with the student’s ability to process the information delivered. Therefore, feedback aligned with the developmental level of the child (aligned developmental feedback – ADF) is sometimes considered to be the most appropriate type of feedback for improving student learning. It is assumed that the provision of ADF is beneficial in bringing about improvement in the learning of motor skills and subsequently in performance. However, the extent of the influence of ADF on motor performance remains unclear. This study examined the influence of ADF on students’ performance of the overhand throw for force in a naturalistic physical education setting.
Cohen, R., Goodway, J.D. & Lidor, R. (2012) 'The effectiveness of aligned developmental feedback on the overhand throw in third-grade students', Physical Education & Sport Pedagogy, 17(5), pp.525-541
1740-8989
1742-5786
10.1080/17408989.2011.623230
http://hdl.handle.net/10547/295245
Physical Education & Sport Pedagogy
Motor development
Skill acquisition
Ball velocity
Body components
C600 Sports Science
X300 Academic studies in Education
The effectiveness of aligned developmental feedback on the overhand throw in third-grade students
oai:uobrep.openrepository.com:10547/2952412020-04-23T07:30:28Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
Robinson, Leah E.
author
Goodway, Jacqueline D.
author
2009-09
Part I of this study examined the effect of two 9-week instructional climates (low autonomy [LA] and mastery motivational climate [MMC]) on object-control (OC) skill development in preschoolers (N = 117).
Robinson, L.E. & Goodway, J.D. (2009) 'Instructional climates in preschool children who are at-risk. Part I: object-control skill development', Research quarterly for exercise and sport, 80(3), pp.533-542.
0270-1367
19791639
10.1080/02701367.2009.10599591
http://hdl.handle.net/10547/295241
Research quarterly for exercise and sport
fundamental motor skills
low autonomy
mastery climate
C600 Sports Science
Instructional climates in preschool children who are at-risk. Part I: object-control skill development
oai:uobrep.openrepository.com:10547/5947762020-04-23T07:34:18Zcom_10547_132196col_10547_132249
00925njm 22002777a 4500
dc
MacPhail, Ann
author
Halbert, John
author
2010-02
This study arose in response to a perceived need for additional teacher support for assessment in physical education and the limited focus in physical education pedagogy literature on the impact of Assessment for Learning (AfL), in particular the impact of formative assessment on student learning. The study involved the refinement and evaluation of a post‐primary physical education planning framework with assessment instruments for use by teachers. A number of teachers were engaged in the development of assessment and planning materials, the trialling of these in school settings and their subsequent refinement based on the feedback received from the teaching and learning setting. The study was contingent on teachers cultivating a learning culture within their class. Students’ and teachers’ experiences of AfL are reported before highlighting some of the challenges that remain in investigating formative assessment.
MacPhail, A., Halbert, J. (2010) '‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education'. Assessment in Education: Principles, Policy & Practice 17 (1):23 A
0969-594X
1465-329X
10.1080/09695940903565412
http://hdl.handle.net/10547/594776
Assessment in Education: Principles, Policy & Practice
physical education
‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education