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Written by Ash Casey on 01 Jan 0001
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15 Feb 19
“PE is something to get through”: If it ain’t broke then why do so many kids not like it?
Volume 1: The Nature and Purposes of Physical Education In the previous blog I explored tthe Body Curriculum pr...
08 Feb 19
Ethnic Minority Bodies in a White World
In the previous blog I explored the idea that we need to look forwards at what physical education, indeed education,...
01 Feb 19
“It’s behind you!”: Looking forwards as an alternative future for physical education
Volume 1: The Nature and Purposes of Physical Education Original published 22nd March 2013 In the previous...
Archives
      • “PE is something to get through”: If it ain’t broke then why do so many kids not like it?
      • Ethnic Minority Bodies in a White World
      • “It’s behind you!”: Looking forwards as an alternative future for physical education
      • Communicating aims and learning goals in physical education
      • “It’s just not Cricket, old boy”: the place of school in preparing compliant young people
      • When is PE not PE? When it’s School Sport
      • The Concept of Physical Literacy
      • The Ghost of Physical Education Past
      • What do we really know?
      • If it’s said enough times does it make it true?
      • Healthying physical education
      • A 21st century education: ‘New’ teachers and critical pedagogy for the digital age
      • Youth Sport and Positive Youth Development
      • The wrong horse for the life course?: Offerings in physical education aren’t representative of lifelong activities
      • Curriculum, pedagogy and assessment
      • Class dismissed! Working in a classless society where class is an invisible determinant of success
      • Hide and seek: teachers alone cannot plan for what students’ learn at school
      • The role of the teacher in moral education
      • Meaningful Experiences in Physical Education and Youth Sport
      • Movement is as much a part of physical education as its analysis
      • Teachers as policy actors
      • The importance of what is said and what is done
      • PEPRN Unlocked
      • Overview of Practitioner Research
      • Aligning Beliefs and Actions
      • Ethical Responsibility
      • Acknowledging Bias
      • Using Self-Study of Practice
      • Using Autoethnography
      • Using Narrative Inquiry
      • Using Action Research
      • Self-Study of Practice
      • Autoethnography
      • Narrative Inquiry
      • Action Research
      • Taking practitioner research into the field
      • The Next PEPRN blog Series
      • Next
      • When is a model a model?
      • Model Fidelity
      • Grey Areas
      • One becomes Two
      • From tiny acorns
      • First steps
      • Where to start? Finding a pedagogical place for a pedagogical model
      • Direct Instruction is a model too
      • Step away from the multi-activity curriculum
      • A New Blog Series: Forthcoming
      • Participation that doesn’t cost the Earth
      • Self-directed activity
      • Actively Engaged Learning Community
      • Sink or Swim together
      • Time to breathe
      • Taking Tactical Creativity into Your Practice
      • Teaching Tactical Creativity
      • Assessing Tactical Creativity
      • The six Ds of Tactical Creativity
      • Teaching Tactical Creativity
      • Thinking differently not just well
      • Being divergent
      • Creating Creativity-Supporting Environments
      • Walking the Talk
      • The Sound of Silence
      • Staffroom Micropolitics
      • Creating spaces of possibility not expectation
      • Hiding in plain ‘site’…
      • And the Oscar goes to…
      • Keeping up appearances
      • Significant dimensions of workplace learning
      • Searching and re-searching the stories of our field
      • What is professional, workplace learning?
      • Learning to be a teacher
      • Hopes and Olympic dreams
      • Run Marianne, Run
      • The boy who ‘used to’
      • Fitting in when you don’t know the ‘rules’
      • Finding value in running…again
      • Running before she can walk…
      • Balancing the drive to well with ‘down time’
      • Reformulating the acceptable stories about women and sport
      • “I learn about things I can’t use in my life”
      • This girl can...well could
      • All for one…
      • Who decides what ‘at risk’ means?
      • Sexual harassment and cyber bullying
      • Whose needs are being served?
      • Making educational decisions based on preconceptions
      • Challenges on the inside and outside
      • Meeting the needs of all learners
      • Kate - recognising the problem
      • Sophie – active but not physically
      • Putting Humpty Dumpty back together again
      • Change as a ‘belt and braces’ endeavour
      • Inferences and conclusions
      • Believing doesn’t make it real
      • Evidence of change or developing the evidence base.
      • The impact of colonialism
      • A sport education
      • Why #physed?
      • Degrees of expertise
      • If-then-do
      • Dead Dogs
      • Getting purpose and process right
      • Purposeful silence and reflection
      • Game On (for everyone)
      • Reinventing the wheel is a good thing
      • “Start of level five…beep, beep, beeeeeeeep”
      • Understanding the game in new terms
      • “I Can’t Dance” as the expected response
      • Chocolate teapots
      • Creating authentic learning experiences
      • Learning to teach again and again
      • Teaching ‘the unteachables’
      • Turning games teaching inside out
      • Nanos gigantum humeris insidentes – Not!
      • It’s broke: fix it
      • Lost in articulation
      • Appearances can be deceiving
      • Technically that was a good lesson but socially…
      • Needs must…
      • Eminently replaceable?
      • Don’t be an idiotés
      • Let’s talk about pedagogy
      • The assumptions we make…and defend
      • What am I in this to achieve and for whom?
      • I gotta feeling
      • Helping the village to raise each child
      • May the force(s) be with you
      • When does the end justify the means?
      • Knowing the difference between changeable and unchangeable practices
      • Are we still on the outside looking in?
      • Do ‘we’ have a pack mentality?
      • Playing the student game
      • “What do you see? Is it the same as me? I assume it is…”
      • “Don't mention the war”: Gender as an acceptable silence in PE
      • I already believe…so good luck changing my mind
      • Round and round the merry-go-round
      • Be careful what you ask for – you might keep getting it.
      • Is professional development as useful as more ice is to the Inuit?
      • 2013 Blog Index
      • Girls and Boys and hidden messages
      • Learning from our PAL’s.
      • Is student autonomy a precursor to lifelong physical activity?
      • Choices in teaching and learning
      • Why Rip wouldn't be winkled if he was a PE teacher
      • ‘Walking the talk’ around the nature and purpose of PE
      • Including rather than ‘fitting in’ students with Special Educational Needs
      • The obvious one of the pass in the game
      • Experiential Learning as a community experience
      • I am the king of the jungle and you’re the dirty rascal
      • “I feel pretty, oh so pretty…” but don’t talk to the ugly sister
      • Take care of the basics and the rest will start to look after itself
      • Why teaching and learning is far more complex than a “process-product” equation.
      • Q: “What did you learn in PE today?” A: “how to stand in a queue.”
      • Get ‘em young and keep ‘em keen
      • Students’ rush in where teachers fear to tread: Sport Education as student-centred approach
      • “Don’t throw the baby out with the bath water”: Might multi-activity programmes be a good thing?
      • Why isn't PE taken seriously by girls when physical activity is on the rise?
      • Being ‘normal’ in PE: Unrealistic measures of ability for disabled students
      • I’m Sorry. I’m Sorry. I’m Sorry. But is sorry enough?
      • Ability is a fixed concept, but shouldn’t it be fluid?
      • Tipping the balance: Should PE have a fair handicapping system?
      • Knowing about something is not the same as doing it: Girls apparent engagement and disengagement in PE
      • The ends and not the means of PE: Who decides which is important?
      • Life is learnt through what ‘I can’ do rather than just what I think
      • Tinkering around the edges is not enough: gender sensitive physical activity programmes
      • “Mirror, Mirror on the wall who is the slimmest of them all?”
      • Clean water, fresh food, a roof over your head, a job, and physical activity opportunities: The right to be healthy should include all the basics...shouldn't it?
      • Physical capital is worth more than the paper it’s written on and yet are we even aware of it?
      • Health, Physical Activity and Physical Education: One way of squaring the circle
      • Challenges and pressing agendas: Thinking more about what we need to do and less about what we like to do
      • Changing the Sun: themes rather than activities as the centre of children’s learning
      • “A rose by any other name”: Problems of identity in physical education
      • Barking up the wrong tree: Games and Sports as the reasons why we work
      • Imitation as the highest form of flattery, until something better comes along
      • You're only as a good as your last game...
      • Is ‘once upon a time’ still a viable plotline?: storytelling as pedagogues
      • Physical Literacy in the Secondary School
      • The Chicken or the Egg? Changing expectations in order to change practice in schools
      • The Chicken or the Egg? Changing expectations in order to change practice in schools
      • Opening lines of communication in physical education
      • Physical Literacy
      • A beginner's/teacher's guide to developing a virtual identity or How I learned to love my avatar (by Brendan Jones)
      • The stickiest situation since Sticky the Stick insect got caught on a sticky bun
      • Teacher-as-researcher (Guest Blog)
      • How has physical education changed?
      • Finding the right forum for talking with teachers
      • Ten things I learnt this year...
      • One-in-ten schools 'failing'
      • How to plan a unit of work in cooperative learning?
      • The teacher them self
      • In the name of Physical Education
      • When did fun become a four-letter word?
      • Students and teacher responses to a unit of student-designed games.
      • The first time
      • How do you know…?
      • The global challenges facing physical education...
      • Reflections on Physical Literacy
      • What is the best conference you have attended or CPD you have been part of? and why?
      • Play Time
      • Expected behaviour and practice?
      • Teachers and reserachers as collaborators: School and university collaboration
      • Research summary – Using video analysis in physical education
      • Talking research
      • The question
      • The differing faces of education
      • Teacher as researcher and the future survival of physical education
      • An American in Paris
      • Primeval me
      • A response to Ashley's Blog about Blogging
      • Reflection: from 'paper and pen' blogging to the web
      • What has been said about Models-based practice?
      • Challenges and Opportunities of using Game-Centered approaches to teaching, coaching and learning
      • Working with alternatives pedagogies that work
      • The Idea of Professional Development and its discontents
      • Professional Development: Needs for a new professional role
      • Are alternative pedagogies good for your teaching?
      • Schools and healthy lifestyles
      • Practitioners researching their own practices
      • Self-determination theory - helping students to become autonomously motivated in physical education
      • Physical Education: re-discovering pedagogy
      • “Red door and back!” : Bad Habits in Physical Education
      • Back to basics?
      • Filling a gap (or just another brick in the wall)
      • Research into the use of technology in Physical Education
      • Being a Piano Player
      • Student-designed games
      • New ways to the problem of living
      • The hardest part...
      • The Appliance of Science
      • Is it time for an anti-ablest pedagogy?
      • Teaching Games for Understanding
      • Does Continued Professional Development do anything?
      • Birth of the un-modern school?
      • Creating a virtual staffroom
      • I'm a teacher... get me into here!
      • The expertise of the practitioner
      • Physical Education is...?
      • Cooperation rather than just collaboration
      • Action Research for the Reflective Teacher
      • Making Cooperation part of your teaching
      • The action research cycle
      • Finding a starting point for teachers-as-researchers
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