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Written by Ash Casey on 01 Jan 0001
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01 May 22
The Physical Education Practitioner Research Network
I launched PEPRN in April 2010* through a post titled “Finding a starting point for teachers-as-researchers&rd...
28 Jun 21
Micropolitics
What has emerged from this series of blogs is a very real sense that new teachers are not free to simply be who they...
21 Jun 21
Matter of Expectations
W hen new teachers start to make the transition from non-teacher to teacher shouldn’t this be with a sense of ...
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      • The Physical Education Practitioner Research Network
      • Micropolitics
      • Matter of Expectations
      • Hiding in plain sight
      • Tactics and Strategies
      • Laugh Yourself Silly
      • Office Space
      • Telling Tales
      • Workplace Learning
      • Learning to Teach
      • Post-White Physical Education
      • Sel(ling) Physical Education
      • Sport for Peace
      • Fit for Purpose
      • World-views
      • Lost in Space
      • Trauma-Aware Lenses
      • Bright Future?
      • Fish in Water
      • Watch and See
      • A Staircase
      • Bits and Pieces
      • Home Alone
      • Lego(ing) the Curriculum
      • Jocks on Box
      • F.I.T. bits
      • Pedagogical Changes
      • Game Design
      • Lost in Translation
      • Could do Better
      • 20/20 Vision
      • At What Cost?
      • Reason(able) doubt
      • (Pre)determined Bodies
      • (Fit)ting In
      • Pyjama Sports
      • Threatened Masculinities
      • Physical Education as Porn
      • Karate, Kids?
      • Meditative Movement
      • Assumption and Presumption
      • Sport Education
      • Why PE?
      • (Ass)essment
      • If-then-do
      • All Well and Good?
      • Extending Personal Meaning
      • Friendly Silence
      • Getting it
      • Learning Fitness
      • Empowering Sport
      • Dance our dances
      • Boys don't dance
      • Sport for Peace
      • Trust Me
      • The Unteachables
      • Games for Understanding
      • It's Broke
      • Proceed carefully
      • Competent Bystander
      • Cause and effect
      • Curious cats?
      • Teacher Stereotypes
      • Universal dignity
      • Mosston's Spectrum
      • Personal Perspectives
      • Unquestioned truth?
      • Feel good factor
      • Coaches Eye
      • Social Beings
      • radical doubt
      • Pedagogical Change
      • The Altair 8800
      • Herd Mentality
      • The Art of Studentship
      • Different Perspectives
      • Gender Ostriches
      • Natural Selection?
      • Subject's Knowledge
      • Role Models
      • Professionally Development?
      • Hidden Messages
      • Learning PALs
      • Fast Food Playgrounds
      • Staggered Start
      • Same Old Thinking
      • Walking the Talk
      • Inclusion not Just Integration
      • A little help from our friends
      • Mechanic or Organic?
      • Welcome to the Jungle
      • Looking Good?
      • Foundations
      • Muddy Waters
      • Queuing not Moving
      • It's Elementary
      • No Holds Barred
      • Young and Old(er)
      • Move Beyond Tradition
      • Spare Luggage
      • Stronger than excuses
      • The Ability to Adapt
      • The Breadth and Depth of Physical Opportunities
      • Being a girl in PE
      • Overcoming Barriers
      • Physical Literacy
      • Breaking expectations
      • Slimness isn't a defining measure of healthiness
      • Valuing the physical activity life
      • The different forms of physical capital
      • PE and Public Health
      • Choices: Putting Needs Before Likes
      • Changing the Sun of PE
      • What is ‘physical education’?
      • All Work and No Play
      • Imitation: the highest form of flattery?
      • “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?
      • 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?
      • 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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