Gary Stidder

Developing outdoor and adventurous activities for co-existence and reconciliation in Israel: an Anglo-German approach

Conflict resolution between different social groups is an issue that has continued to gain high profile news coverage both nationally and in a global context. In this respect, it has been shown that carefully designed and managed physical activity programmes can make a small but nonetheless invaluable contribution to reconciliation and co-existence within deeply-divided communities and socially fractured societies. Where this has been successful it is possible that projects such as these can be designed to be tangible products that not only facilitate co-existence work but can also be part of a more sustainable product that local coaches, teachers and community leaders can continue to promote through the teaching of core values and principles. This paper highlights how outdoor and adventurous activities (OAAs) can be used as a means to address co-existence and reconciliation within a deeply-divided society and outlines the work that is currently being undertaken in northern Israel by an English and German project team.

A Longitudinal Study of Physical Education Trainee Teachers' Experiences on School Placements in the South-East of England (1994-2004).

This research highlights issues relating to Physical Education (PE) and Initial Teacher Education (ITE) over the last ten years. The discussion is based upon data collected from three separate surveys of trainee teachers and their teaching experiences of PE during statutory periods of school-based training. The samples used in this, the most recent survey and in our previous surveys, were four-year undergraduate trainee PE teachers studying a Bachelor of Arts Qualified Teacher Status (QTS) degree course at a university in the south-east of England with a strong tradition of PE teacher training. The secondary schools used for school-based training by the university covered the south-east region of England and included state, independent and single-sex schools. The trainees had all completed the statutory thirty-two weeks of school-based experience. A questionnaire was formulated after discussions with trainees based on their continued professional development. The results of this latest survey (2000-4) have been analysed in the light of our previous two surveys (1994-8; 1997-2001). Hence, this article constitutes a longitudinal study covering the period 1994-2004. Key findings are identified in the areas of gender, examination experiences, the use of information and communications technology (ICT) and national curriculum activity areas of study. This article identifies areas where there have been some changes to practice, as well as demonstrating aspects where little has changed in the last ten years of ITE.

The Recruitment of Secondary School Physical Education Teachers in England: A Gendered Perspective?:

The current UK government’s concern with social inclusion in many aspects of educational policy has generated much professional debate amongst teachers in terms of what the new policy directives will mean for their practice. While this has highlighted the need to respond to pupils’ diverse learning needs, little has been said in respect of the recruitment of secondary school teachers within an all-inclusive framework. Under the provisions of the UK Education Reform Act (1988), governing bodies have increased responsibilities for all aspects of staffing, including appointments and promotion and have a legislative obligation with regard to equal opportunities both as a provider of services and as an employer. This article focuses on the recruitment of secondary school physical education (PE) teachers. Specifically, the research investigates gendered dimensions of this and assesses the extent to which secondary school employers in England use socially constructed perceptions of gender as a basis to advertise for PE staff. The article contends that secondary schools are restricting employment opportunities for male and female teachers through the vocabulary used in national advertisements and thus perpetuating gender divisions within PE.

Training to teach physical education in a grammar school for boys: female narratives and mentor perspectives

This research examines the school-based training experiences of a female trainee teacher of physical education (Emily) at a grammar school for boys. The purpose of this research is to consider whether the sex of the trainee teacher either inhibits or advances the professional development of trainee teachers in an opposite-sex school. Emily provided a continuous commentary through narrative accounts of her professional development within an all-boys grammar school whilst undertaking the final stage of her statutory school-based training in south-east England through the use of an on-line journal which generated computer-mediated data. Emily highlighted her initial anxieties; the challenges she faced during the placement; and her overall perceptions of training to teach physical education in a grammar school for boys. A post-placement interview also provided additional data with regards to her professional development. Further evidence of Emilys experiences and progress was provided by her mentors final report and through e-mail correspondence. The findings suggest that whilst the sex of the trainee is a contextual factor to consider in an opposite-sex school it does not inhibit the professional development of the trainee and has little relevance to training to teach physical education in an opposite-sex school.

Training to teach physical education in an opposite-sex secondary school A qualitative analysis of trainee teachers’ experiences

This study focuses on the school-based training experiences of trainee physical education teachers in opposite-sex secondary schools in south-east England which has been presented and discussed elsewhere in the academic community. Through an interpretive paradigm, using critical incident writing as a means of collecting computer-mediated data, one male and two female trainee teachers of physical education provided continuous commentaries of their professional development within an opposite-sex secondary school over a 75 day training period. The three trainee physical education teachers in this study believed that professional integrity and pedagogical competence (being good at their job) was more important than issues associated with their biological sex. It is suggested that the findings from this study could stimulate professional debate with regards to training policies in secondary school physical education. Such debate and actions following from an informed examination of policy could increase the subject knowledge, employment prospects, occupational mobility and professional development of trainee physical education teachers.

Learning and teaching in physical education - a guide for teachers and trainees

The Really Useful Physical Education Book is designed to provide practicing and trainee teachers in the primary school with the practical, engaging ideas you need to teach PE imaginatively. Underpinned by easy-to-understand theory and engaging with the recently revised National Curriculum for Physical Education (NCPE), the book offers; practical suggestions for teachers to encourage children to exercise safely and enjoyably activity-specific examples of the ways in which learning and teaching can be delivered through games, gymnastics, dance, swimming and athletics a range of outdoor and adventure-based activities, including trust games, problem-solving activities and joint decision-making and team-building exercises, which are not reliant on specialised equipment or resources methods of promoting the importance of exercise as part of a healthy lifestyle to schoolchildren and consideration of its effects on the wider spheres of education and society The Really Useful Physical Education Book explores ideas for lesson planning alongside teaching examples and methodologies, to provide a broader balance of stimulating activities for young people, beyond traditional ‘games’.