Here I post VLOGs every two weeks on teaching and learning in physical education and sport
This VLOG aims to provide some tips in planning for a Sport Education unit. Its discusses unit planning, lesson materials and resources and team portfolios.
Research and Related Information:
VLOG 14 Sport Education: https://peandsportvlog.wordpress.com/2015/07/23/vlog-14-sport-and-sport-education/
Sinelnikov, O.A. (2013). Using the iPad in a Sport Education Season, JOPERD, 83(1), 39-45
Kinchin, G. (2001). Using team portfolios in a Sport Education Season, JOPERD, 72(2), 41-44
This VLOG provides some re-freshers and some ideas of tasks or activities to support students during pastoral time or in PE as they return back to school. It also highlights the importance of preparing students to leave school and either move onto high school or work/higher education.
Research and Resources in this VLOG:
Kagan online: http://www.kaganonline.com
Kagan book: http://www.kaganonline.com/on_sale/
Paper about transition between middle and high school:
Thurston et al (2011) https://hal.archives-ouvertes.fr/hal-00567815/document
Sport plays a major role society and culture and is strongly positioned in national and international policy documents as playing a key role in personal and social wellbeing. This VLOG explores how we can use the Sport Education model to educate young people about sport. For example, aspects that include affiliation to teams, formal competitions (as seen in the UK premier league), culminating events (as seen in the Superbowl), festivity (as seen in the Olympics or through the culture of different sports), and many more of the wider aspects of Sport that involve more than just playing and/or performing.
Resources and information to support this VLOG:
Siedentop, D., Hastie, P.A., Van der Mars, H. (2011). The complete guide to Sport Education. US: Human Kinetics. http://www.humankinetics.com/ProductSearchInside?Login=Done&isbn=9780736098380
Physical Educator.com video: https://www.youtube.com/watch?v=CvriuuBuzNY
A models-based approach https://peandsportvlog.wordpress.com/2015/06/11/vlog-11-a-models-based-approach/
Moving Beyond Warm Up Skill Game: https://peandsportvlog.wordpress.com/2015/07/09/vlog-13-tgfu-moving-beyond-warm-up-skill-game/
Should we start a new unit focussed on a different activity? Or how can we progress learning by using another and different pedagogical model. This VLOG explores how connections can be made between models in a curriculum (or program of study) to progress student learning. The example given is of Cooperative Learning and TGfU.
In the VLOG the game ‘Run the Gauntlet’ is shown. This game is an excellent game to not only play and teach but it is a useful game that allows teachers and students to begin to understand how TGfU might work, particularly when it is adapted using the STEP principle: Space, Time, Equipment, People.
Supporting information for this VLOG:
VLOG 10: Student-designed games – https://peandsportvlog.wordpress.com/2015/05/28/vlog-10-student-designed-games/
Run The Gauntlet resource: https://peandsportvlog.files.wordpress.com/2015/02/run-the-gauntlet.pdf
VLOG 4: Cooperative Learning: https://peandsportvlog.wordpress.com/2015/02/19/vlog-4-cooperative-learning-in-pe/
Jigsaw resource: https://peandsportvlog.files.wordpress.com/2015/02/jigsaw-learning-main-page-001.jpg
Research papers and books informing this VLOG:
Mitchell, S.A., Oslin, J.L., & Griffin, L.J. (2006) Teaching Sport Concepts and Skills: A tactical games approach Human Kinetics: USA
Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45, 9, 973-986. http://www.tandfonline.com/doi/abs/10.1080/00131857.2013.785352
You may of heard of models such as Cooperative Learning, Sport Education, Teaching Games for Understanding, and Teaching Personal and Social Responsibility. This VLOG considers the bigger idea surrounding these models, a models-based approach. A models-based approach is a curriculum or program of study organised around these models rather than, for example, activities. What a models-based approach does is it allows physical education to exist in a number of forms and meet the broad ranging learning outcomes of the subject: sport, competition, tactics, social development, etc etc.. My question to you after watching this VLOG is to consider, would you organise your curriculum or program of study around different models, why? and what models would you choose.
Information linked to this VLOG
Kirk, D. (2012). “What Is the Future for Physical Education in the 21st Century?.” In Debates in Physical Education, edited by S. Capel and M. Whitehead, 220–231. London: Routledge.
Metzler, M. (2011). Instructional models for physical education (3rd Edn). Arizona: Holcomb Hathway.
O’Donovan, T. (2011) ‘Models-based practice: structuring teaching and coaching to meet learners’ diverse needs’ In Armour, K. (ed.) Sport Pedagogy: an introduction to coaching and teaching. Essex, UK: Prentice Hall. 325- 337.
Thanks to @DrToniODonovan for letting me adapt some of her diagrams 🙂
This VLOG explores how opportunities can be provided for students create their own games in physical education. With creating and making new games being an activity that is engaged with since a young age, numerous benefits can be gained by including student-designed games into the curriculum. In this VLOG the Cooperative Learning structure of Jigsaw is used as an example of how to structure student-designed games. Indeed, games making isn’t simply a case of giving students equipment and asking them to create a game.
Resources, books and papers this VLOG is based on are:
Click to access Jigsaw%20article%20AC.pdf
Hastie, P. (2010). Student-designed games: strategies for promoting creativity, cooperation, and skill development. Human Kinetics: Champaign, IL.
Casey, A., & Hastie, P. (2011). Students and teacher responses to a unit of student-designed games. Physical Education and Sport Pedagogy, 16(3), 295-312
Casey, A., Hastie, P., & Rovegno, I. (2011). Student learning during a unit of student-designed games. Physical Education and Sport Pedagogy, 16(4), 331-250.
This VLOG provides 3 key considerations for technology use by using exergames as an example: (1) Ideal perceptions of the body, (2) learning in multiple domains, (3) learning first.
Articles linked to this VLOG include:
The Guardian Article: “Computer games vs PE: teachers use tech to get students moving” http://www.theguardian.com/teacher-network/2015/may/06/technology-arch-enemy-physical-activity?CMP=share_btn_tw
Research articles and presentations:
Meckbach, J., Gibbs, B., Almqvist, J., & Quennerstedt, M. 2014. Wii Teach Movement Qualities in Physical Education, Sport Science Review, 5-6, 241-266
Ohman, M., Almqvist, J., Meckbach, J., & Quennerstedt, M. 2014. Competing for ideal bodies: a study of exergames used as teaching aids in schools, Critical Public Health, 24(2), 196-209
Gibbs, B. 2014. How do Wii learn to dance? Paper presented at the British Educational Research Association Conference, London.
Should we have a pedagogy of technology: DrAshCasey Slideshare
This VLOG considers and gives some examples of how assessment could be tailored toward promoting the physically active life. It considers how assessment could be approached more broadly and focussed on physical, cognitive, social, and affective domains. Examples are given from create development, blendspace, and the assessment pro application. With assessment without levels (or grades) being a prominent focus in the UK at the moment, further suggestions and ideas are welcomed.
Further information from the discussions in this VLOG can be found through the following sources:
Dudley, D.A. (In Press). An observable model of physical literacy. The Physical Educator, 73(1). (author can be contacted via Twitter @DeanDudley)
Hamblin, D. (2014). Physical education assessment from 2014: assessing without limits. Research in Teacher Education, 14, 2, 25-33
Create development: http://www.createdevelopment.co.uk (can be contacted via Twitter @Create_Dev_)
Blendspace: https://www.blendspace.com
Easy Assessment Pro: https://itunes.apple.com/gb/app/easy-assessment-rubric-creation/id489279817?mt=8 & https://play.google.com/store/apps/details?id=com.thepegeekapps.easyassessment&hl=en
This VLOG considers how success in Athletics is more than just the distance thrown, the height jumped, or the speed around the track. It challenges the traditional ego-orientated climate in Athletics and considers how a master-climate and improvement can be the primary learning outcome. Student Teams Achievement Division (STAD) is presented as a way of focussing on the improvements students make in lessons and how learning can be focussed on both the physical and social.
STAD is drawn from Cooperative Learning and further information can be found about this model in VLOG 4 https://www.youtube.com/watch?v=nW17a-YJ8R0
The resources shown are with thanks to Leigh Churchward and Ashley Casey – they can be found on Twitter at @LeighChurchward and @DrAshCasey
This VLOG focusses on how we can make research and evidence-informed practices more accessible. It highlights the importance of Body Image in PE, it discusses how innovations can be sustained and questions the quality within school sport partnerships. It has guest speakers, including Professor David Kirk, Dr Charlotte Kerner and Dr Helen Ives. The VLOG is drawn from the developing new practices event in recognition of Dr Eileen Alexander’s significant investments to physical education and research. The three areas of research discussed in this VLOG were all funded by Eileen Alexander.
Physical Education & Sport VLOGs 