Using learning domains to complement primary physical education teacher education in primary school settings: Learning domains in Physical education teacher education

Alison Morag Murray; Sarah Adams; Emerick Kaitell; Julie Shaughnessy; Pamela Murray

Using learning domains to complement primary physical education teacher education in primary school settings: Learning domains in Physical education teacher education

Alison Morag Murray, Sarah Adams, Emerick Kaitell, Julie Shaughnessy, Pamela Murray

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

Physical education (PE) evokes discussion as both a taught subject and as a subject of professional preparation. In particular, there is a drive to explore professional development for primary PE teachers and, arguably, the wide array of approaches through which a primary teacher can be equipped to teach has further complicated the issue. This article focuses on a cohort of pre-service primary teachers (PSTs) who were trained through Schools Direct, in which a host primary school is the lead. This cohort voiced concerns about their preparedness to teach PE and requested extended provision. Their capacity to plan, teach and assess PE were cited as their main concerns. The majority reported little structured opportunity to learn about how to create and deliver PE lessons of high quality. Most were preoccupied with being able to model movements proficiently, describe and deconstruct skills, scaffold learning opportunities towards learning outcomes, and develop learning outcomes in relation to the National Curriculum for PE that were appropriate and inclusive for their pupils. In response to these concerns, the university provided them with a one-day professional learning opportunity dedicated to PE teacher education (PETE).

Original language	English
Pages (from-to)	54-57
Number of pages	3
Journal	Physical Education Matters
Volume	13
Issue number	2
Publication status	Published - 30 Jun 2018

Embargoed Document

Curriculum Matters - Learning domains in PE - Alison Murray-A (1)
Accepted author manuscript, 347 KB
Embargo ends: 31/12/99

Cite this

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title = "Using learning domains to complement primary physical education teacher education in primary school settings: Learning domains in Physical education teacher education",

abstract = "Physical education (PE) evokes discussion as both a taught subject and as a subject of professional preparation. In particular, there is a drive to explore professional development for primary PE teachers and, arguably, the wide array of approaches through which a primary teacher can be equipped to teach has further complicated the issue. This article focuses on a cohort of pre-service primary teachers (PSTs) who were trained through Schools Direct, in which a host primary school is the lead. This cohort voiced concerns about their preparedness to teach PE and requested extended provision. Their capacity to plan, teach and assess PE were cited as their main concerns. The majority reported little structured opportunity to learn about how to create and deliver PE lessons of high quality. Most were preoccupied with being able to model movements proficiently, describe and deconstruct skills, scaffold learning opportunities towards learning outcomes, and develop learning outcomes in relation to the National Curriculum for PE that were appropriate and inclusive for their pupils. In response to these concerns, the university provided them with a one-day professional learning opportunity dedicated to PE teacher education (PETE).",

author = "Murray, {Alison Morag} and Sarah Adams and Emerick Kaitell and Julie Shaughnessy and Pamela Murray",

note = "Default AD 2 Apr 2016 added for REF monitoring. Student driven; Schools Direct PSTs voicing a need for more Physical Education teacher education.",

year = "2018",

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language = "English",

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journal = "Physical Education Matters",

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T1 - Using learning domains to complement primary physical education teacher education in primary school settings

T2 - Learning domains in Physical education teacher education

AU - Murray, Alison Morag

AU - Adams, Sarah

AU - Kaitell, Emerick

AU - Shaughnessy, Julie

AU - Murray, Pamela

N1 - Default AD 2 Apr 2016 added for REF monitoring. Student driven; Schools Direct PSTs voicing a need for more Physical Education teacher education.

PY - 2018/6/30

Y1 - 2018/6/30

N2 - Physical education (PE) evokes discussion as both a taught subject and as a subject of professional preparation. In particular, there is a drive to explore professional development for primary PE teachers and, arguably, the wide array of approaches through which a primary teacher can be equipped to teach has further complicated the issue. This article focuses on a cohort of pre-service primary teachers (PSTs) who were trained through Schools Direct, in which a host primary school is the lead. This cohort voiced concerns about their preparedness to teach PE and requested extended provision. Their capacity to plan, teach and assess PE were cited as their main concerns. The majority reported little structured opportunity to learn about how to create and deliver PE lessons of high quality. Most were preoccupied with being able to model movements proficiently, describe and deconstruct skills, scaffold learning opportunities towards learning outcomes, and develop learning outcomes in relation to the National Curriculum for PE that were appropriate and inclusive for their pupils. In response to these concerns, the university provided them with a one-day professional learning opportunity dedicated to PE teacher education (PETE).

AB - Physical education (PE) evokes discussion as both a taught subject and as a subject of professional preparation. In particular, there is a drive to explore professional development for primary PE teachers and, arguably, the wide array of approaches through which a primary teacher can be equipped to teach has further complicated the issue. This article focuses on a cohort of pre-service primary teachers (PSTs) who were trained through Schools Direct, in which a host primary school is the lead. This cohort voiced concerns about their preparedness to teach PE and requested extended provision. Their capacity to plan, teach and assess PE were cited as their main concerns. The majority reported little structured opportunity to learn about how to create and deliver PE lessons of high quality. Most were preoccupied with being able to model movements proficiently, describe and deconstruct skills, scaffold learning opportunities towards learning outcomes, and develop learning outcomes in relation to the National Curriculum for PE that were appropriate and inclusive for their pupils. In response to these concerns, the university provided them with a one-day professional learning opportunity dedicated to PE teacher education (PETE).

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