262 research outputs found
Neuroscience and Education
No full textHoward-Jones, P.A. (2013) , in , p382-388, Capel, S., Leask, M. and Turner, T.(Eds.), London: Routledg
Government and physical education
No full textGovernment is involved in physical education primarily in two ways, through legislating for national curricula for schools and through the development of sport policy. Behind this relatively simple statement, however, lies a tangled web of complexity. Complexity is an enduring feature of the governance and organisation of sport in the UK generally, and of physical education’s relationship to sport more specifically (Green, 2008). Within such complexity, debates are bound to take place. In this chapter, we will explore some of the lines of debate that constitute the tangled web of the relationship of government and physical education. One line of debate centres on what we mean by ‘government’ and ‘physical education’. As we reflect on this issue and the questions it raises, other lines of debate emerge. Some of these criss-crossing lines are: the ‘relative autonomy’ of educational systems, the operation of power and vested interests, participation versus elite sport, neoliberal practices in education and sport, the role of academic research in policy development, and the obdurate challenge of educational change. In order to follow these lines of debate, we can draw on insights offered by fields such as sport policy, educational policy sociology, and curriculum studies. The chapter follows these debates and the cross-cutting and inter-related insights to them offered by these fields of study. After a brief definition of the core notions of ‘government’ and ‘physical education’, the chapter considers in turn the two main points of connection, national curricula and sport policy. For the sake of coherence in the chapter, the examples and evidence are from the UK, with a particular focus on developments in England. Readers who do not have experience of the UK are invited to consider the extent to which events in other countries do or do not follow the patterns outlined here
Primary physical education, coaches and continuing professional development
No full textThis is an Author's Accepted Manuscript of an article published in Sport, Education and Society, 16(4), 485 - 505, 2011, copyright @ Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13573322.2011.589645.Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches). These coaches hold national governing body awards but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community-based football coaches working in primary schools for the impact of a Continuing Professional Development (CPD) programme on their ability to undertake ‘specified work’ to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short- and medium-term planning, pedagogy, knowledge of the curriculum and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coaches’ knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools
Secondary students’ development as teachers over the course of a PGCE year
No full textResearch has suggested that students pass through different concerns or stages in their development as teachers. Although some authors have suggested that concerns or stages are sequential, other research does not support sequential concerns or stages of development. The major purpose of this study was to look at the concerns of students at different times during a one-year Postgraduate Certificate in Education (PGCE) course, particularly to identify any changes in concerns about school experience as they developed as teachers and whether the development of concernswas sequential. A second purpose was to look atwhether the Teacher Concerns Questionnaire (TCQ) is a useful instrument for measuring students' concerns. One cohort of students on a secondary PGCE course in Englandwas administered the TCQ on three occasions during the academic year 1996/97. Results showed that these students were moderately concerned about school experience at the three administrations of the questionnaire. Self and impact concerns were the highest causes of concern and task concerns the lowest causes of concern at all three administrations of the questionnaire. Results also showed that there was a significant difference in the amount of total concern between the first and second and first and third administrations of the questionnaire, but not between the second and third administrations. There were significant differences between scores on nine of the items on the TCQ. However, there were no significant differences between students learning to teach different subjects. The three categories of concern identified for the TCQ: self, task and impact concerns, were only partly supported by the results of this study. The results did not support work which has suggested that the development of concerns is sequential. The results are discussed in relation to the ongoing development of teachers and identifying concerns of individual students
Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject
No full textAll knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development
The farmer's boy : a rural poem /
No full textTitle vignette; tail-pieces.Preface, containing a brief account of the author, signed: Capel Lofft.Mode of access: Internet
Viewing physical education from a different perspective – an alternative approach to planning for learning
No full textFundamental movement skills (FMS) as the start point for learning – Development of social and cognitive learning through diversity – Making the connection between FMS, social and cognitive development – Learning through alternative activities and different environment
Overcoming barriers and maximising the achievement of all pupils
No full textInclusive Education – Recognising diversity – Equality of opportunity – Inclusive policy and inclusive practice – Using differentiation to meet the needs of all pupils – Extending and challenging the most talented pupils – Towards and inclusive pedagogy – Reflecting upon your own practice
Derecho para la ciudad en una sociedad democrática. Respuesta a Jean-Pierre Garnier.
No full textIn response to criticisms made by Jean-Pierre Garnier in his paper "Thirty objections to Horacio Capel”, the author reiterates the ideas presented in his article “Generalized Urbanization, right to the city and right for the city”. His fundamental thesis is that citizens must and can be convinced of the need for deep reforms, and that the democratic legal framework allows developing and passing laws truly innovative and even revolutionary. The city can be transformed with the law and from the law.Como respuesta a las críticas efectuadas por Jean-Pierre Garnier en su artículo “Treinta objeciones a Horacio Capel”, el autor se reafirma en las ideas que expuso en la conferencia “Urbanización Generalizada, derecho a la ciudad y derecho para la ciudad”. Su tesis fundamental es que se debe y se puede convencer a los ciudadanos de la necesidad de realizar profundas reformas, y que el marco legal democrático permite elaborar y aprobar leyes verdaderamente innovadoras e incluso revolucionarias. La ciudad puede transformarse con el derecho y desde el derecho
Secondary schools in Scotland under reform : the changing nature of governance, policy and curriculum
No full textThis chapter considers the extent to which secondary school education in Scotland can be considered as distinct from the rest of the UK. The chapter outlines the key characteristics of Scottish education, highlighting the important role that the Scottish 'myth' plays in shaping the system and the way that educational actors perceive the system to be. Secondary schools have recently been subjected to enormous reform. The nature of this reform and its implications for the future of the teaching profession are discussed
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