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Contemporary physical education reform in China : Teachers talk

- Hickey, Christopher, Jin, Aijing

  • Authors: Hickey, Christopher , Jin, Aijing
  • Date: 2007
  • Type: Text , Conference paper
  • Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
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  • Description: Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the profile of health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China's emerging health concerns around young people. Foremost here are burgeoning social anxieties about decreased levels of physical activity, dietary practices, risk-taking tendencies, and a general decline of social cohesion/connection across the profile of contemporary youth. This paper reports on a study undertaken to explore the experiences of Chinese PE teachers as they engage with the new curriculum.The data reveals a number of structural, personal and cultural factors that work against teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, an expanding generation gap, lack of training and the grip of deeply rooted cultural values. Juxtaposed against the like experiences of PE teachers in Australia and the UK the paper concludes with practical recommendations for nurturing curriculum change in China.
  • Description: 2003006441

The lifestyle of our kids (LOOK) project : Outline of methods

- Telford, Richard, Bass, Shona, Budge, Marc, Byrne, Donald, Carlson, John, Coles, David, Cunningham, Ross, Daly, Robin, Dunstan, David, English, Rowena, Fitzgerald, Robert, Eser, Prisca, Gravenmaker, Karen, Haynes, Wayne, Hickman, Peter, Javaid, Ahmad, Jiang, Xiaoli, Lafferty, Tony, McGrath, Mark, Martin, Mary Kay, Naughton, Geraldine, Potter, Julia, Potter, Stacey, Prosser, Laurie, Pyne, David, Reynolds, Graham, Saunders, Philo, Seibel, Markus, Shaw, Jonathan, Southcott, Emma, Srikusalanukul, Wichat, Stuckey, Darryl, Telford, Rohan, Thomas, Kerry, Tallis, Ken, Waring, Paul

Opening up learning theory to social theory in research on sport and physical education through a focus on practice

- Light, Richard

  • Authors: Light, Richard
  • Date: 2011
  • Type: Text , Journal article
  • Relation: Physical Education and Sport Pedagogy Vol. 16, no. 4 (2011), p. 369-382
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  • Description: Background: Research on pedagogy in physical education and sport has increasingly been informed by contemporary learning theory with the socio-cultural perspective being prominent. Over a similar period research on the social dimensions of physical education and youth sport has drawn on a range of social theory yet there has been little systematic integration of them. Purpose: This article identifies the ways in which learning theory can be opened up to some social theory in research on learning and pedagogy in physical education and sport. It provides a specific example of how this can be achieved through integrating the conceptual tools of Bourdieu with those of Lave and Wenger for research on learning in physical education and youth sport. Findings: This article identifies a complementary relationship between the socio-cultural learning theory of Lave and Wenger and the social theory of Bourdieu. It suggests that integrating Bourdieu's work with that of Lave and Wenger provides for a stronger focus on the body and corporeal learning in and through sport and physical education. © 2011 Copyright Association for Physical Education.

Conclusions : Contemporary developments in games teaching

- Harvey, Stephen, Quay, John, Light, Richard

  • Authors: Harvey, Stephen , Quay, John , Light, Richard
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: Contemporary developments in games teaching Conclusions p. 207-220
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  • Description: Mitchell (2005) suggests that although the range of variations of GBA may be different in detail, they should be seen as taking 'different paths up the same mountain'. This collection provides support for Mitchell's contention by demonstrating the commonalities among some of these different GBAs while confirming their efficacy.

Community of practice and teaching professional development of Physical Education teachers in a Brazilian school (2021)

- Gonçalves, Luiza, Parker, Melissa, Carbinatto, Michele

  • Authors: Gonçalves, Luiza , Parker, Melissa , Carbinatto, Michele
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Movimento Vol. 27, no. (2021), p. e27073
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  • Description: Abstract: This research aimed to explore the professional development of Physical Education (PE) teachers in a Brazilian municipal school. This study was constituted as an action research in which six PE teachers, a facilitator and a critical friend participated. Meetings with teachers and researchers; interviews; field notebook were the data sources. The results indicate that the community of practice (CP) was able to support teachers during their development. Teachers’ essential needs were met; the CP had autonomous decisions; and your voice heard. The support offered to teachers by CP originated through the process of building the teachers' own practice, supported by their own peers and the facilitator as they came together in a newly developed community. 

Effects of running, static stretching and practice jumps on explosive force production and jumping performance

- Young, Warren, Behm, David

  • Authors: Young, Warren , Behm, David
  • Date: 2003
  • Type: Text , Journal article
  • Relation: Journal of Sports Medicine and Physical Fitness Vol. 43, no. 1 (2003), p. 21-27
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  • Description: Aim. The interaction between running, stretching and practice jumps during warm-up for jumping tests has not been investigated. The purpose of the present study was to compare the effects of running, static stretching of the leg extensors and practice jumps on explosive force production and jumping performance. Methods. Sixteen volunteers (13 male and 3 female) participated in five different warm-ups in a randomised order prior to the performance of two jumping tests. The warm-ups were control, 4 min run, static stretch, run + stretch, and run + stretch + practice jumps. After a 2 min rest, a concentric jump and a drop jump were performed, which yielded 6 variables expressing fast force production and jumping performance of the leg extensor muscles (concentric jump height, peak force, rate of force developed, drop jump height, contact time and height/time). Results. Generally the stretching warm-up produced the lowest values and the run or run + stretch + jumps warm-ups produced the highest values of explosive force production. There were no significant differences (p<0.05) between the control and run + stretch warm-ups, whereas the run yielded significantly better scores than the run + stretch warm-up for drop jump height (3.2%), concentric jump height (3.4%) and peak concentric force (2.7%) and rate of force developed (15.4%). Conclusion. The results indicated that submaximum running and practice jumps had a positive effect whereas static stretching had a negative influence on explosive force and jumping performance. It was suggested that an alternative for static stretching should be considered in warm-ups prior to power activities.
  • Description: C1
  • Description: 2003000536

The role and place of outdoor education in the Australian National Curriculum

- Gray, Tonia, Martin, Peter

  • Authors: Gray, Tonia , Martin, Peter
  • Date: 2012
  • Type: Text , Journal article
  • Relation: Australian Journal of Outdoor Education Vol. 16, no. 1 (2012), p. 39-50
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  • Description: As Australia heads into a new era of implementing a National Curriculum, the place of Outdoor Education in Australianschools is under question. In the initial drafts of the National Curriculum, Outdoor Education has been marginalised. Theauthors propose that Outdoor Education should maintain a strong role, especially as processes of experiential learning are applied across the curriculum. Moreover, Outdoor Education oers distinctive content and learning experiences that would be lost in the current draft framework. This paper considers the role and place of Outdoor Education in the NationalCurriculum and frames possible considerations, challenges and risks

Development of teachers’ knowledge and skills in implementing a physical education curriculum: A New Zealand early childhood intervention study

- McLachlan, Claire, Smith, Jessica, McLaughlin, Tara, Ali, Ajmol, Conlon, Cathryn, Mugridge, Owen, Foster, Sophie

  • Authors: McLachlan, Claire , Smith, Jessica , McLaughlin, Tara , Ali, Ajmol , Conlon, Cathryn , Mugridge, Owen , Foster, Sophie
  • Date: 2017
  • Type: Text , Journal article
  • Relation: International journal of early childhood Vol. 49, no. 2 (2017), p. 211-228
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  • Description: In order to support children’s physical health and well-being in early childhood education programmes, it is important to understand how teacher practices concerned with physical activity and nutrition can be addressed effectively. Current evidence suggests that young children’s opportunities for physical activity in early childhood are increasingly limited. This study assessed how teachers’ knowledge and skills changed as the result of the implementation of a 10-week physical activity intervention programme (Jumping Beans) and participation in a related professional development programme. Participating teachers in four centres were interviewed before and after the intervention. Overall, qualitative and quantitative data from teacher interview data were highly positive, as a result of their participation. However, further research about how teachers’ skills can be enhanced to intentionally teach with confidence in curriculum domains related to physical health and physical literacy needs to be considered.

Physical education, obesity, and academic achievement : A 2-year longitudinal investigation of australian elementary school children

- Telford, Richard, Cunningham, Ross, Fitzgerald, Robert, Olive, Lisa, Prosser, Laurie, Jiang, Xiaoli, Telford, Rohan

  • Authors: Telford, Richard , Cunningham, Ross , Fitzgerald, Robert , Olive, Lisa , Prosser, Laurie , Jiang, Xiaoli , Telford, Rohan
  • Date: 2012
  • Type: Text , Journal article
  • Relation: American Journal of Public Health Vol. 102, no. 2 (2012), p. 368-374
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  • Description: Objectives. We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Methods. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n=312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n=308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Results. Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P=.02). Specialist-taught PE was also associated with greater improvements in numeracy (P<.03) and writing (P=.13) scores. There was no evidence of a reading effect. Conclusions. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development.

Applying self-determination theory to understand the motivation for becoming a physical education teacher

- Spittle, Michael, Jackson, Kevin, Casey, Meghan

  • Authors: Spittle, Michael , Jackson, Kevin , Casey, Meghan
  • Date: 2009
  • Type: Text , Journal article
  • Relation: Teaching and Teacher Education Vol. 25, no. 1 (2009), p. 190-197
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  • Description: This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels. © 2008 Elsevier Ltd. All rights reserved.
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Linking physical education with community sport and recreation : A program for adolescent girls

- Casey, Meghan, Mooney, Amanda, Eime, Rochelle, Harvey, Jack, Smyth, John, Telford, Amanda, Payne, Warren

  • Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
  • Relation: http://purl.org/au-research/grants/arc/LP0990206
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  • Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
  • Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.

Challenges facing Chinese PE curriculum reform : Teachers’ talk

- Jin, Aijing

  • Authors: Jin, Aijing
  • Date: 2009
  • Type: Text , Conference paper
  • Relation: Paper presented at ATEA 2009 Conference : Teacher Education Crossing Borders, Albury, New South Wales : 28th June-1st July, 2009
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  • Description: China has attracted a huge amount of interest from around the world over the last two decades because of its rapid and vigorous development. Rapid economic growth has brought with it significant structural reforms in all trades and professions across China. Within this context of rapid social change, the Chinese basic education system has been subject to considerable reforms. Foremost has been the introduction of a new National Curriculum Standard comprising 18 learning areas in which Physical Education and Health was included in order to better accommodate the contemporary needs of (post)modern China. This study focuses upon the ways physical education teachers interpret and engage with the curriculum reforms advanced in the new National Physical Education and Health Curriculum. Through interviews with 18 practicing physical education teachers, the paper seeks to address some challenge issues facing Chinese physical education reform, especially the factors resisting implementation of the new curriculum. Among the core themes to be discussed in this paper will be the personal, structural and cultural factors that work against teachers taking up the change opportunities.
  • Description: 2003007967

Going beyond CSF II to nurture the head and heart of students in Victorian schools

- Fisher, John

  • Authors: Fisher, John
  • Date: 2001
  • Type: Text , Journal article
  • Relation: Health Education Australia Vol. 1, no. 1 (2001), p. 6-9
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  • Description: The foreword to the Victorian Curriculum and Standards Framework II notes the skills and knowledge that students now need to prepare them to work. The preface states that the curriculum standards framework (CSF) makes it clear what students should know and be able to do. Focusing on the essentials provides a rationalistic approach to humans doing, rather than humans being. At this point, one could well ask about attitudes, values and beliefs which lie at the heart of nurturing people. [Author abstract, ed]

The facilitator's role in supporting physical education teachers' empowerment in a professional learning community

- Gonçalves, Luiza, Parker, Melissa, Luguetti, Carla, Carbinatto, Michele

  • Authors: Gonçalves, Luiza , Parker, Melissa , Luguetti, Carla , Carbinatto, Michele
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Sport, education and society Vol. 27, no. 3 (2022), p. 272-285
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  • Description: Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces for empowerment. The purpose of this paper is to explore the facilitator's actions in supporting PE teachers' empowerment in a PLC. Action research framed this project in Brazil. Participants included six PE teachers, a facilitator, and a critical friend. Data sources included daily observations and reflections from weekly meetings with the teachers and the critical friend. Data were analysed using inductive and thematic methods. By engaging a Freirean view as a theoretical framework, it was understood that the teachers needed to empower themselves to survive in their reality, learn in order to be recognised at school, and act to change their micro-context. Accordingly, three themes represented the facilitator's actions to support teachers' empowerment: (a) creating a horizontal relationship with teachers through dialogue (b) understanding and respecting teachers' learning and (c) struggling with teachers in their reality as an act of solidarity. These facilitator actions contributed primarily to building a democratic space where the teachers could name, critique and negotiate the barriers they faced. Although creating spaces for teachers' empowerment provided the opportunity for improving teachers' PE knowledge, these spaces fundamentally supported teachers in seeking better professional conditions, organising themselves as a community and pursuing social change.

'Girls get going' : Using Game Sense to promote sport partication amongst adolescent girls in rural and regional contexts

- Mooney, Amanda, Casey, Meghan

  • Authors: Mooney, Amanda , Casey, Meghan
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: Contemporary developments in games teaching Chapter 7 p. 103-117
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  • Description: Albert Einstein once defined the term 'insanity' as doing the same thing over and over again and expecting a different outcome. Whilst we are not advocating that attempts to address issues surrounging girls' physical activity (PA) participation are in vain or that all attempts have been similare in nature, we do acknowledge that these concerns, and research conceived to address these issues, are not particularly new. In fact, many authors have discussed the reported decline in PA participation by adolescent girls (and the reasons for this) both within Australian contexts (Australian Bureau of Statistics 2011; Garrett 2004; Slater and Tiggemann 2010; Wright, Macdonald and Groom 2003) and internationally (Flintoff and Scraton 2001; O'Donovan and Kirk 2008). More recently, similar trends have been highlighted in research conducted in Australian rural and regional contexts (Barnett et al. 2002; Casey, Eime, Payne and Harvey 2009).

Stereotypes and self-perceptions of physical education pre-service teachers

- Spittle, Michael, Petering, Felicity, Kremer, Peter, Spittle, Sharna

  • Authors: Spittle, Michael , Petering, Felicity , Kremer, Peter , Spittle, Sharna
  • Date: 2012
  • Type: Text , Journal article
  • Relation: Australian Journal of Teacher Education Vol. 37, no. 1 (2012), p. 18-42
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  • Description: Stereotypes and self-perceptions are important in understanding how people develop their self-knowledge and social identity, become members of groups, and view groups and their members. While we have some understanding of the stereotypical view of the physical education teacher, we currently have little knowledge of how physical education pre-service teachers (students studying a physical education degree) are stereotyped, and also if there is any relationship between these stereotypes and how physical education pre-service teachers perceive themselves. The purpose of this study was to examine the stereotypes and self-perceptions of physical education pre-service teachers. The aims were to describe how physical education pre-service teachers stereotype and perceive themselves, examine if there are differences in the stereotypes and self-perceptions between males and females, and to explore if there were relationships between what the physical education pre-service teachers believed stereotyped them and how they perceived themselves. Participants were 250 students (n=120 males, n=130 female) studying a 4-year Bachelor of Education (Physical Education) degree at a university who completed a questionnaire which contained 10 items about how they viewed physical education pre-service teachers (stereotypes), and 26 items on how they viewed male physical education pre-service teachers and female pre-service teachers (stereotypes) and 26 items on how they view themselves (selfperceptions). Factor analysis revealed 2 stereotype factors, which were labelled as Sociable (e.g., socialise, partying, drinking, loud and outgoing) and Health and Lifestyle (e.g., fit, playing sport and not smoking). The stereotype of the male physical education pre-service teacher, comprised two factors: physical, assertive and aggressive behaviour (e.g., aggressive, dominant, self-confident, and competitive) and physical and self-presentation factors (muscular, athletic, physically fit, physically coordinated, and attractive). The stereotype of female physical education pre-service teachers comprised three factors: physical appearance and ability (e.g., physically fit, athletic, able-bodied, attractive, thin, and physically coordinated), aggressive and assertive behavioural style (e.g., intimidating, unapproachable, and aggressive), and masculine behavioural style (e.g., aggressive, masculine, feminine, muscular and dominant). The self-perception of male physical education pre-service teachers comprised three factors: perceived appearance and ability (e.g., athletic, physical fit, thin, attractive, muscular and pleased with their body), aggressive and confident behaviour (e.g., intimidating, dominant, show off and aggressive) and independence and intellect (e.g., independent, ambitious, self confident and intelligent). The self-perception of female physical education pre-service teachers comprised three factors: strong willed behaviour (e.g., ambitious, and dominant), presentation and appearance (e.g., pleased with their body, attractive, thin and self confident), and aggressive and dominant behaviour (e.g., aggressive, intimidating, masculine and show off). There were significant relationships between the male physical and self-presentation stereotype factor stereotype and perceived appearance and ability self-perception factor and between the male physical, assertive and aggressive behaviour stereotype factor and the male aggressive and confident behaviours self-perception factor. For females, the aggressive and dominant behaviour stereotype was related to both the aggressive and assertive behavioural style self-perception factor and the masculine behavioural style self-perception factor. It is suggested that future studies investigate the stereotypes and self-perceptions of students in schools during the recruitment phase of socialisation, and the possible influence of the physical education teacher education programme, faculty leaders, and significant others on the physical education pre-service teachers' self-perceptions, stereotypes and soci lisation into physical education.

Contemporary developments in games teaching

- Light, Richard, Quay, John, Harvey, Stephen, Mooney, Amanda

  • Authors: Light, Richard , Quay, John , Harvey, Stephen , Mooney, Amanda
  • Date: 2014
  • Type: Text , Book
  • Relation: Routledge studies in physical education and youth sport
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  • Description: The teaching of games is a central component of any physical education or youth sport programme. 'Contemporary developments in games teaching' brings together leading international researchers and practitioners in physical education and sports coaching to examine new approaches in games teaching and team sport coaching that are player/student centred and inquiry based.

Complex learning theory-Its epistemology and its assumptions about learning: Implications for physical education

- Light, Richard

  • Authors: Light, Richard
  • Date: 2008
  • Type: Text , Journal article
  • Relation: Journal of Teaching in Physical Education Vol. 27, no. 1 (2008), p. 21-38
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  • Description: Davis and Sumara (2003) argue that differences between commonsense assumptions about learning and those upon which constructivism rests present a significant challenge for the fostering of constructivist approaches to teaching in schools. Indeed, as Rink (2001) suggests, initiating any change process for teaching method needs to involve some understanding of the theories supporting it. Although there has been considerable discussion about constructivism in the physical education literature over the past decade, there has been less attention paid to the assumptions about learning and knowledge that underpin it. This article makes a contribution toward redressing this oversight in the literature by examining the epistemology and assumptions about learning that constructivist theories of learning rest upon. Drawing on the work of Davis and Sumara (2003), I suggest that the term "complex" learning theories may offer a more useful description of the sometimes confusing range of constructivist approaches. I provide examples of, and suggestions for, the application of constructivism in practice and within which the body forms a prominent theme.

'We united to defend ourselves and face our struggles': nurturing a physical education teachers' community of practice in a precarious context

- Gonçalves, Luiza, Parker, Melissa, Luguetti, Carla, Carbinatto, Michele

  • Authors: Gonçalves, Luiza , Parker, Melissa , Luguetti, Carla , Carbinatto, Michele
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Physical education and sport pedagogy Vol. 27, no. 4 (2022), p. 339-352
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  • Description: Background: Physical Education (PE) teachers around the world often struggle with different experiences of precarity such as job insecurity, high workloads, lack of infrastructure in schools, and others. Communities of practice (CoP) are recognised as an important democratic strategy for teachers' continuing professional development (CPD). A democratic CoP seeks to promote spaces where teachers can empower themselves by taking risks and collectively struggle to overcome their challenges. The majority of studies regarding CoPs and PE have, however, been conducted in privileged, global north countries with PE teachers who were predominantly white and middle-class. Much less attention has been paid to critically examining PE-CoPs with teachers in precarious contexts in the global south countries. Purpose: This study investigated the process of nurturing a democratic PE-CoP in a precarious, Brazilian school context. Methods: Ethnography and action research framed this 2-semester study. Participants included six PE teachers, a facilitator, and a critical friend. Data collection/analysis: Data sources included: (a) lead researcher observations collected as field notes (b) weekly teachers' meetings and researchers' meetings and (c) teachers' interviews. Data were analysed using an inductive and iterative thematic process. Findings: Results indicated the development of a democratic PE-CoP in a precarious situation through an ongoing and dynamic progression where teachers built their own practice to overcome the marginalisation of PE and were supported to exist. In this untenable context, the nurturing of a democratic CoP focused on teachers' survival and 'defending themselves' while learning to struggle together to change their micro-context. Implications: Nurturing a democratic CoP created a space for the negotiation of what was meaningful and useful for these teachers in their reality. In these contexts, we suggest that teachers' CPD must include not only content knowledge but also the quest for better professional conditions.

The influence of school context on the implementation of TGfU across a secondary school physical education department

- Curry, Christina, Light, Richard

  • Authors: Curry, Christina , Light, Richard
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: Contemporary developments in games teaching Chapter 8 p. 118-132
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  • Description: Over the past decade Teaching Games for Understanding (TGfU) has enjoyed a sustained revival of interst from researchers and practitioners across the globe that is strong enough to be described as a 'movement' (see, for example, Light 2005). Along with other game-based approaches (GBA) it has come to form one of the more prominent areas of research interest in physical education with a well-attended series of international conferences on TGfU established from2001, and with the most recent one held in TGfU's 'birthplace' at Loughborough University in the UK in July 2002. Research consistently confirms the effectiveness of this approach to teaching in terms of developing better games players, generating positive affective experiences of learning and promoting a range of positive social, moral and personal learning (see, for example, Butler and Griffin 2010; Holt, Ward and Wallhead 2007; Light 2013 and Chapter 6 by Jarrett and Harvey). Despite these positive developments, the uptake of TGfU and other game-based approaches (GBA) by physical education teachers across the globe remains limited. Even in Singapore, where a variation of TGfU, the games concept approach (GCA), was mandated by the Ministry of Education, a sustained body of research conducted over the past decade suggests that it is yet to make a significant impact upon practice (see Chapter 3 by Fry and McNeill).