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Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process

Kevin Morgan, Anna S. Bryant, Lowri Edwards Orcid Logo, Emma Mitchell-Williams

Physical Education and Sport Pedagogy, Pages: 1 - 16

Swansea University Author: Lowri Edwards Orcid Logo

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DOI (Published version): 10.1080/17408989.2018.1533543

Abstract

Background: The primary school age group (aged 5–11 years) is acknowledged as a critical period in the development of physical activity patterns and healthy lifestyle behaviours. Furthermore, high quality physical education (PE) is crucial for the development of lifelong physical activity behaviours...

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Published in: Physical Education and Sport Pedagogy
ISSN: 1740-8989 1742-5786
Published: 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa43684
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2018-11-20T10:23:13.9446077</datestamp><bib-version>v2</bib-version><id>43684</id><entry>2018-09-05</entry><title>Transferring primary generalists&#x2019; positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process</title><swanseaauthors><author><sid>401e03771f62aba1b30234c1a0f175db</sid><ORCID>0000-0003-2175-1973</ORCID><firstname>Lowri</firstname><surname>Edwards</surname><name>Lowri Edwards</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2018-09-05</date><deptcode>STSC</deptcode><abstract>Background: The primary school age group (aged 5&#x2013;11 years) is acknowledged as a critical period in the development of physical activity patterns and healthy lifestyle behaviours. Furthermore, high quality physical education (PE) is crucial for the development of lifelong physical activity behaviours and is highly dependent on the interaction between the teacher and the pupil. Despite this, there is a lack of training and confidence of many primary generalist teachers to teach PE in the UK. It is argued that effective continuing professional development (CPD) to address this issue should be supportive, job embedded, instructionally focused, collaborative and ongoing.Purpose: This study was funded by a national government funded organisation and led by a university in collaboration with a secondary PE specialist and two primary teachers. The purpose was to develop a replicable PE-CPD process to improve primary generalist teachers&#x2019; PE pedagogy by transferring their positive pedagogy from the classroom to the PE setting.Participants: The participants were two Year 3 (age 7&#x2013;8 years) primary classroom teachers from the same school and one secondary PE specialist teacher who acted as a mentor.Research approach: A collaborative professional learning (CPL) approach was utilised to develop the PE-CPD intervention process. CPL involves teachers and other members of a profession working together to improve their own and others&#x2019; learning on pedagogic issues. A six-week needs assessment phase was completed through classroom and PE lesson observations to identify key areas for development in the PE-CPD process over the duration of a 23 week intervention.Data collection and analysis: Reflective logs, structured lesson observations and teacher interviews were used to collect the data during the PE-CPD intervention. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.Findings: A number of key themes were generated during the data analysis including the transfer of positive pedagogy from the classroom to the PE setting and the implementation of effective pedagogic principles including the setting of clear learning outcomes, differentiation and inclusion to enhance the PE pedagogy. A key element to the success of the intervention was the trusting relationships built by the secondary PE specialist with the primary teachers. Further, the results also revealed the importance of CPL in ensuring rigorous, evidence-based PE-CPD and providing the time and support required for fundamental sustainable changes in practice, which can endure beyond the life of the research project.Conclusion: The major contribution of this paper is in demonstrating the potential of CPL between national organisations, universities, secondary and primary schools to improve the PE pedagogy of primary generalist teachers. Future research should build upon the findings in this study and replicate this PE-CPD approach with other classes and schools.</abstract><type>Journal Article</type><journal>Physical Education and Sport Pedagogy</journal><paginationStart>1</paginationStart><paginationEnd>16</paginationEnd><publisher/><issnPrint>1740-8989</issnPrint><issnElectronic>1742-5786</issnElectronic><keywords>Primary PE-CPD, collaborative professional learning (CPL), mentoring</keywords><publishedDay>31</publishedDay><publishedMonth>12</publishedMonth><publishedYear>2018</publishedYear><publishedDate>2018-12-31</publishedDate><doi>10.1080/17408989.2018.1533543</doi><url/><notes/><college>COLLEGE NANME</college><department>Sport and Exercise Sciences</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>STSC</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2018-11-20T10:23:13.9446077</lastEdited><Created>2018-09-05T10:57:19.9925959</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences</level></path><authors><author><firstname>Kevin</firstname><surname>Morgan</surname><order>1</order></author><author><firstname>Anna S.</firstname><surname>Bryant</surname><order>2</order></author><author><firstname>Lowri</firstname><surname>Edwards</surname><orcid>0000-0003-2175-1973</orcid><order>3</order></author><author><firstname>Emma</firstname><surname>Mitchell-Williams</surname><order>4</order></author></authors><documents><document><filename>0043684-05092018105829.pdf</filename><originalFilename>morgan2018.pdf</originalFilename><uploaded>2018-09-05T10:58:29.1000000</uploaded><type>Output</type><contentLength>696798</contentLength><contentType>application/pdf</contentType><version>Accepted Manuscript</version><cronfaStatus>true</cronfaStatus><embargoDate>2020-04-12T00:00:00.0000000</embargoDate><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents><OutputDurs/></rfc1807>
spelling 2018-11-20T10:23:13.9446077 v2 43684 2018-09-05 Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process 401e03771f62aba1b30234c1a0f175db 0000-0003-2175-1973 Lowri Edwards Lowri Edwards true false 2018-09-05 STSC Background: The primary school age group (aged 5–11 years) is acknowledged as a critical period in the development of physical activity patterns and healthy lifestyle behaviours. Furthermore, high quality physical education (PE) is crucial for the development of lifelong physical activity behaviours and is highly dependent on the interaction between the teacher and the pupil. Despite this, there is a lack of training and confidence of many primary generalist teachers to teach PE in the UK. It is argued that effective continuing professional development (CPD) to address this issue should be supportive, job embedded, instructionally focused, collaborative and ongoing.Purpose: This study was funded by a national government funded organisation and led by a university in collaboration with a secondary PE specialist and two primary teachers. The purpose was to develop a replicable PE-CPD process to improve primary generalist teachers’ PE pedagogy by transferring their positive pedagogy from the classroom to the PE setting.Participants: The participants were two Year 3 (age 7–8 years) primary classroom teachers from the same school and one secondary PE specialist teacher who acted as a mentor.Research approach: A collaborative professional learning (CPL) approach was utilised to develop the PE-CPD intervention process. CPL involves teachers and other members of a profession working together to improve their own and others’ learning on pedagogic issues. A six-week needs assessment phase was completed through classroom and PE lesson observations to identify key areas for development in the PE-CPD process over the duration of a 23 week intervention.Data collection and analysis: Reflective logs, structured lesson observations and teacher interviews were used to collect the data during the PE-CPD intervention. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.Findings: A number of key themes were generated during the data analysis including the transfer of positive pedagogy from the classroom to the PE setting and the implementation of effective pedagogic principles including the setting of clear learning outcomes, differentiation and inclusion to enhance the PE pedagogy. A key element to the success of the intervention was the trusting relationships built by the secondary PE specialist with the primary teachers. Further, the results also revealed the importance of CPL in ensuring rigorous, evidence-based PE-CPD and providing the time and support required for fundamental sustainable changes in practice, which can endure beyond the life of the research project.Conclusion: The major contribution of this paper is in demonstrating the potential of CPL between national organisations, universities, secondary and primary schools to improve the PE pedagogy of primary generalist teachers. Future research should build upon the findings in this study and replicate this PE-CPD approach with other classes and schools. Journal Article Physical Education and Sport Pedagogy 1 16 1740-8989 1742-5786 Primary PE-CPD, collaborative professional learning (CPL), mentoring 31 12 2018 2018-12-31 10.1080/17408989.2018.1533543 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2018-11-20T10:23:13.9446077 2018-09-05T10:57:19.9925959 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences Kevin Morgan 1 Anna S. Bryant 2 Lowri Edwards 0000-0003-2175-1973 3 Emma Mitchell-Williams 4 0043684-05092018105829.pdf morgan2018.pdf 2018-09-05T10:58:29.1000000 Output 696798 application/pdf Accepted Manuscript true 2020-04-12T00:00:00.0000000 true eng
title Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process
spellingShingle Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process
Lowri Edwards
title_short Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process
title_full Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process
title_fullStr Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process
title_full_unstemmed Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process
title_sort Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process
author_id_str_mv 401e03771f62aba1b30234c1a0f175db
author_id_fullname_str_mv 401e03771f62aba1b30234c1a0f175db_***_Lowri Edwards
author Lowri Edwards
author2 Kevin Morgan
Anna S. Bryant
Lowri Edwards
Emma Mitchell-Williams
format Journal article
container_title Physical Education and Sport Pedagogy
container_start_page 1
publishDate 2018
institution Swansea University
issn 1740-8989
1742-5786
doi_str_mv 10.1080/17408989.2018.1533543
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences
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description Background: The primary school age group (aged 5–11 years) is acknowledged as a critical period in the development of physical activity patterns and healthy lifestyle behaviours. Furthermore, high quality physical education (PE) is crucial for the development of lifelong physical activity behaviours and is highly dependent on the interaction between the teacher and the pupil. Despite this, there is a lack of training and confidence of many primary generalist teachers to teach PE in the UK. It is argued that effective continuing professional development (CPD) to address this issue should be supportive, job embedded, instructionally focused, collaborative and ongoing.Purpose: This study was funded by a national government funded organisation and led by a university in collaboration with a secondary PE specialist and two primary teachers. The purpose was to develop a replicable PE-CPD process to improve primary generalist teachers’ PE pedagogy by transferring their positive pedagogy from the classroom to the PE setting.Participants: The participants were two Year 3 (age 7–8 years) primary classroom teachers from the same school and one secondary PE specialist teacher who acted as a mentor.Research approach: A collaborative professional learning (CPL) approach was utilised to develop the PE-CPD intervention process. CPL involves teachers and other members of a profession working together to improve their own and others’ learning on pedagogic issues. A six-week needs assessment phase was completed through classroom and PE lesson observations to identify key areas for development in the PE-CPD process over the duration of a 23 week intervention.Data collection and analysis: Reflective logs, structured lesson observations and teacher interviews were used to collect the data during the PE-CPD intervention. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.Findings: A number of key themes were generated during the data analysis including the transfer of positive pedagogy from the classroom to the PE setting and the implementation of effective pedagogic principles including the setting of clear learning outcomes, differentiation and inclusion to enhance the PE pedagogy. A key element to the success of the intervention was the trusting relationships built by the secondary PE specialist with the primary teachers. Further, the results also revealed the importance of CPL in ensuring rigorous, evidence-based PE-CPD and providing the time and support required for fundamental sustainable changes in practice, which can endure beyond the life of the research project.Conclusion: The major contribution of this paper is in demonstrating the potential of CPL between national organisations, universities, secondary and primary schools to improve the PE pedagogy of primary generalist teachers. Future research should build upon the findings in this study and replicate this PE-CPD approach with other classes and schools.
published_date 2018-12-31T03:54:59Z
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score 11.012678

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