Towards a confident, competent PE practitioner: An exploration of student teachers’ experience of PE curriculum and practice on school placement and beyond.

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Towards a confident, competent PE practitioner: An exploration of student teachers’ experience of PE curriculum and practice on school placement and beyond. Sarah Adams Senior Lecturer Physical Education University of Roehampton

Conceptual framework based on Bernstein’s (1996, 2000) framework of Curriculum Design and Pedagogic Practice.

Literature Review CPD Crowded curriculum/Timetabling PE delivered by adult other than classroom teacher Dispositions Confidence Subject knowledge Institutional FactorsTeacher Related Factors

Research Objectives To develop a classification of the quantity and quality of exposure to PE lessons students had while on school placement. To identify perceived barriers and enabling factors to the teaching and learning of Physical Education in schools.

Methodology Year 2 BA Primary Generalist Cohort Mixed methods Data collection tools – Questionnaire (n=42) – Focus group (n=6)

Figure 2 Influences on PE curriculum design and pedagogic practice (adapted from Bernstein 1996)

Data Analysis and Key Findings The quantity exposure 89.6% observed a PE lesson. 61.7% of lessons taught by class teacher, 34.6% Specialist teachers, 17.1% External providers, 17.1% Sports Coaches. 47.7% did not teach any PE lessons. The quality of exposure 17.2% received both verbal and written feedback. 44.0% received no feedback. 80.0% indicated the class teacher conducting the observation.

Barriers to the teaching and learning of PE in schools 'I was in year 6 and he (PE specialist) did both of theirs...why didn't I teach? Cause I didn't really know him and I didn't really feel I could approach him because he wasn't there all the time' (Andrew) ‘I got to observe a lot of PE lessons. I didn’t teach any because there was a specialist teacher’ (Eric) ‘I would say maybe 3 lessons were done the whole time I was there ‘ (Diana) ‘I think for my class teacher, for her, PE was something she could fill...it was like a timeslot she could fill with other things’ (Fran)

Enabling factors to the teaching and learning of PE in schools. ‘I’m super confident...one, it’s the lecturing that we have received so far. And two, being really good friends with Charlie, I do hear a lot of PE talk so I’ve picked up a few things even though he doesn’t realise’ (Diana) ‘So I feel confident to deliver a good PE lesson, yeah it’s just the skills I need to refine’ (Andrew) ‘I have learned a lot from last year’s lessons but what it shows is that even though you’ve learned a lot, you realise, in the whole big spectrum of things, you don’t know that much’ (Barbara) ‘If you don’t provide a class of premier league footballers by the time they leave year 6 that doesn’t really matter but if you actually provide or create a KS2 class that wishes to participate in physical education then you’ve succeeded’ ’ (Charlie) ‘Sort of knowing more about what should be taking place and the true benefits of doing PE. I suppose that’s why I’ve engaged with it more’ (Diana) ‘I work at a youth club as well and obviously there’s always physical activity which I carry out like football and stuff, so I’ve had kind of experience in it that way and I really enjoy it. I’ve always had a good impression of teaching PE’ (Eric)

What next? University PE Development day PE observation Tutor Cluster group In school projects School Opportunity to teach PE CPD

Bibliography DCMS (2013) Inspired by 2012: The legacy from the London 2012 Olympic and Paralympic Games. Last accessed y_acc.pdf y_acc.pdf Morgan P., Hansen V. (2008) Classroom Teachers’ Perceptions of the Impact of Barriers to Teaching Physical Education on the Quality of Physical Education Programs. Research Quarterly for Exercise and Sport, 79 (4), pp Pickup I. (2006) Telling Tales from school: Trainee Primary Teachers’ experiences in Physical Education. Paper presented at the BERA Conference, Warwick September Sadovnik A. (1991) Basil Bernstein's Theory of Pedagogic Practice: A structuralist approach. Sociology of Education, 64 pp Singh P. (2002) Pedagogising Knowledge: Bernstein's Theory of the Pedagogic Device. British Journal of Sociology of Education, 23 (4) pp Tsangaridou N. (2012) Educating Primary Teachers to Teach Physical Education. European Physical Education Review, 18 (3), pp Warburton P. (2000) Initial Teacher Training – The Preparation of Primary Teachers in Physical Education. The British Journal of Teaching Physical Education, 31 (4) pp. 6-8.