Basic rules of Ultimate Frisbee
Cooperative Learning meets Teaching Games for Understanding
The purpose of this paper was to examine whether an experienced physical educator implemented planned Cooperative Learning lessons and the germane elements of Cooperative Learning in a unit of Athletics. We explore the findings from the school-based action research project and present some similarities and differences with Teaching Games for Understanding
Deliver outstanding PE lessons using Cooperative Learning
Using the present OFSTED framework as a guide, leading expert Dr Ash Casey has developed this course to demonstrate how Cooperative Learning can support the delivery of outstanding PE lessons. The session will ensure that lessons still remain practical for the students, whilst using research-informed practices to great effect for student learning.
Games-Making as an alternative to traditional games
This presentation was made to the British Educational Research Association Physical Education and Sport Pedagogy Group. It reports on a year-long school-based intervention with a local secondary school who wanted to change the way physical education was undertaken and perceived by a significant population within year 10.
Hiding Behing the Camera: Cooperative Learning using flip cameras with secondary school girls
This presentation was made at the British Educational Research Association in Septermber 2011 as part of the Visual Methodologies symposium. The presentation reports on the effect The Cooperative Learning Model and the inclusion of Flip Cameras had on girls engagement in physical education.
Ideas for using PLTS
A practitioner paper on games making and cooperative learning
Implications of self-determination theory for the purpose and practice of physical education: Discussant Notes
Learning to teach through Cooperative Learning
This presentation was made as part of an international symposium looking at the use of Cooperative Learning in Physical Education. It explores how I learnt to use the five elements of Cooperative Learning across five units of work as a secondary school teacher.
Physical Education Source
This is a free online web resource created for teachers of physical education and leaders or physical activity. The site is www.physedsource.com
Post Lesson Teacher Analysis Tool (Dyson, 1994)
A physical education department in Buckinghamshire is about to begin a four week programme of reflective practice. They will use the modified version of the Post Lesson Teacher Analysis Tool (Dyson, 1994) to plan, evaluate and reflect on teaching and learning outcomes.
Practitioner Research summary
I created this for a local physical education teachers group and thought it would a useful document for those wishing to 'do' some practitioner research.
Senior Secondary School Exams
A table summarising the different ways in which physical education is assessed and in which it contributes to school leavers final exams.
The Idea of Physical Education and Its Discontents:
David Kirk's Inaugural Lecture Leeds Metropolitan University 27 June 2006
Tweet me, message me, like me: using social media to facilitate pedagogical change within an emerging community of practice
This paper explores the tensions that surfaced as a teacher of physical education shifted his ‘stories to live by’ (Clandinin and Connelly, 1999) around physical education. The tensions became explicit when his shifting ‘stories to live by’ bumped against dominant narratives of physical education that shaped his professional knowledge landscape. Our inquiry is framed by Dewey’s pragmatic ontology (1938) and Clandinin and Connelly’s (1995) narrative conception of experience as the living and telling, re-telling and re-living, of stories of experience. We also draw on Connelly and Clandinin’s (1999) narrative conception of identity as ‘stories to live by’ which is an embodied, fluid and context-dependent view of identity as situated at the interface between personal practical knowledge and professional knowledge landscapes. We begin with situating this work within the broader spectrum of narrative research. We then describe the relational processes of re-telling the stories through narrative inquiry (Author 1 and 2) and finally explore the re-living of these stories in order to show the tensions that surfaced as Author 1’s ‘stories to live by’ shifted. We engage in the narrative inquiry process of re-telling using the three-dimensional narrative inquiry space (with dimensions of place, sociality, temporality), to show tensions and shifting identities. We conceptualize these tensions as moments of autobiographical revisions (Carr, 1986). These revisions are seen as a part of a person’s struggle for narrative coherence; a struggle to compose a life in the professional knowledge landscape that is meaningful to each individual. In these moments of autobiographical revision we show the reflexive relationship between living, telling, re-telling and re-living of stories. We end by considering what we have learned about our own stories to live by through this process and theoretically and practically suggest ways other teacher educators and physical educators might benefit from engaging in narrative inquiry work.
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