Michael Jess

The educational benefits claimed for physical education and school sport : an academic review.

This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people’s development in each of these domains. Unsurprisingly, perhaps, there is suggestive evidence of a distinctive role for PESS in the acquisition and development of children’s movement skills and physical competence. It can be argued that these are necessary, if not deterministic conditions of engagement in lifelong physical activity. In the social domain, there is sufficient evidence to support claims of positive benefits for young people. Importantly, benefits are mediated by environmental and contextual factors such as leadership, the involvement of young people in decision‐making, an emphasis on social relationships, and an explicit focus on learning processes. In the affective domain, too, engagement in physical activity has been positively associated with numerous dimensions of psychological and emotional development, yet the mechanisms through which these benefits occur are less clear. Likewise, the mechanisms by which PESS might contribute to cognitive and academic developments are barely understood. There is, however, some persuasive evidence to suggest that physical activity can improve children’s concentration and arousal, which might indirectly benefit academic performance. In can be concluded that many of the educational benefits claimed for PESS are highly dependent on contextual and pedagogic variables, which leads us to question any simple equations of participation and beneficial outcomes for young people. In the final section, therefore, the review raises questions about whether PESS should be held accountable for claims made for educational benefits, and about the implications of accountability.

Physical education and physically active lives: a lifelong approach to curriculum development

This paper focuses upon the relationship between physical education and interests in enabling more people to establish and maintain ‘active and healthy lives’ from a curriculum development perspective. Twin and inter‐linked concepts of ‘lifelong learning’ and ‘lifelong physical activity’ are presented as a conceptual basis for curriculum development in physical education. A multidimensional conceptualisation of physical activity is introduced as a key reference point for rethinking the scope and focus of curricula claiming or aiming to facilitate peoples interest and ability to maintain active and healthy lives. It is argued that there is a need for a broadening of the skills, knowledge and understanding encompassed within curricula and for a lifelong curriculum to be acknowledged as the collective responsibility of organisations and individuals within and beyond existing formal education structures.

Complexity Theory: Supporting Curriculum and Pedagogy Developments in Scottish Physical Education.

This paper describes how complexity theory principles relating to self-emergence and connectivity have been employed to inform our recent developmental work in Scottish physical education. We suggest that these complexity principles have purchase in postmodern times characterised by uncertainty, multiplicity and contradiction. We cite examples from the development and delivery of a developmental physical education programme in Scotland to assert that complex learning principles can be employed to structure curricular and pedagogical endeavours. These examples from practice highlight the ways in which a complexity-orientated learning approach extends beyond hierarchical, reductionist and behaviourist notions of learning, which have long held a strong foothold in the field of physical education. At the same time, we review critical questions that have been raised regarding the practicality of structuring educational practice with emerging theories, such as complexity theory.

Thinking differently about curriculum: analysing the potential contribution of physical education as part of ‘health and wellbeing’ during a time of revised curriculum ambitions in Scotland

Purpose: Following an explanation of the current policy context the paper addresses three particularly pressing challenges: the curriculum focus for physical education as part of health and wellbeing; the major implications for subject knowledge; and how translating curriculum change into professional learning and practice might feasibly occur. In analysing arguments associated with the intended curriculum focus we highlight the contrasting effects of curriculum prescription. These include times where lack of elaboration has hindered teachers in adequately grasping the scale and detail of curriculum ambitions sought and times where greater prescription has curtailed the rich diversity of experiences which are possible for pupils. In reviewing the implications for subject knowledge, the paper exemplifies how new developmental applications of change ideas could be implemented in physical education programmes in the early years of secondary schooling in ways which articulate more coherently with health and wellbeing and lifelong learning agendas than previous curriculum arrangements. In discussing how to translate curriculum change into professional learning and practice we outline how recent advances in developmental physical education have informed academic-led interventions aimed at supporting teaching communities in their professional learning. These initiatives potentially overtake some of the inertia caused through the mixed message reporting contained in official policy documents. Conclusion: Analysis of the three challenges highlighted has revealed a number of pressures on achieving sustained change in Scotland. While recognizing these pressures we are buoyed by noting the extent to which politicians and policy makers continue to recognize in qualitative terms the multi-faceted contribution of physical education to a balanced education; a position which, in effect, perceives physical education as being part of the policy solution rather than part of the policy problem. In building on this promising position, we have identified a number of key considerations about subject knowledge and pedagogical practices which require review if developmentally-informed interventions aimed at thinking differently about curriculum innovation for pupils aged 11–14 years are to be successful. In taking matters forward, we endorse the culture and cycle of experimentation and reflection which is emerging and encourage physical education teachers to continue to be active in intent in making the most of the policy opportunities which exist.

Primary Physical Education in Scotland: the Future in the Making

Two themes pervade much of the contemporary PE literature: the need for change and the need to prepare pupils for lifelong physical activity (LLPA) participation. On both counts, progress has been slow. This paper proposes that PE, with some urgency, must seekto work with related professions to design, implement and evaluate programmes that help primary age children acquire the basic movement and behavioural competencies that underpin LLPA. As such, the PE experiences of primary age children must become pivotal to the development of an LLPA foundation. Recent initiatives in Scotland, The Basics Moves Programme and Developing Potential forYoung People in Sport (DPYPS), are presented as examples of programmes that are employing such an approach. The paper concludes by emphasising the need for the development of more programmes of this nature to enable the PE profession to clearly identify its way forward in the future.

A preliminary study to investigate the influence of different teaching styles on pupils’ goal orientations in physical education

Via a Greek sample of 75 sixth grade pupils, the influences of teaching styles on pupils’ goal orientations were investigated. LAPOPECQ was distributed twice, before and after the application of the teaching programme consisting of four teaching style groups. Employing a paired samples t test, the results indicated significant pre-to-post changes. Thereafter, a two-way independent analysis of variance and post-hoc Bonferroni tech niques resulted in significant differences in the pre-to-post changes of pupils’ goal orientations. The effect of gender differed only for the knowledge assimilation (KAG) and mainly for the production (KPG) groups, examined with the use of independent t tests. Pearson product-moment correlations were applied to determine the degree of relationships in the changes of LAPOPECQ components for each teaching group and for the whole sample. The results indicated that the teaching group denoting reproduction of knowledge (KRG) affected negatively pupils’ perceived motivational orientations towards learning/task, while the teaching groups implying assimilation (KAG), discovery (KDG) and production (KPG) of knowledge revealed a positive effect.

Understanding the rationale for preschool physical education: implications for practitioners' and children's embodied practices and subjectivity formation

This paper provides an overview of selected academic research literature that underpins contemporary preschool physical education. We highlight and interrogate diverse rationales and beliefs that serve to influence and structure preschool physical education in various forms. We speculate as to how preschool practitioners and children might engage in specific practices relative to these discourses. Our consideration of preschool physical education discourses relies upon a Foucaultian analysis of the major techniques of power and also raises possibilities of conceptualising subjectivity formation through his concept of the ‘technologies of the self’. Discourses related to motor skill development, play and physical activity, in particular, appear to be prevalent in the selected literature, along with a related pedagogical discourse concerning ‘structure and freedom’. These sometimes competing discourses arguably underpin competing agendas reflecting those who advocate supporting childrens free play and those who propose more structured and interventionist practices in relation to young childrens physical activity. We conclude that these diverse approaches lend themselves to interpretation and negotiation in the context of preschool physical education, with specific consequences for the embodied experiences and subjectivities of preschool practitioners and children.

Translating change into improved practice: Analysis of teachers' attempts to generate a new emerging pedagogy in Scotland

In Scotland, substantial changes in the management of education at national, local authority and school/community levels are afoot. Central to future improvements are how teachers translate curriculum guidelines, with an increased focus on health and wellbeing and holistic learning experiences, into constructivist inclined pedagogical practices. Through reviewing semi-structured interviews and planning conversations, this article reports on five teachers’ attempts to introduce new teaching approaches in primary school physical education programmes. Each of the teachers had completed a new Postgraduate Certificate in Physical Education, which aimed to help teachers understand more about developmentally appropriate physical education. We investigate their responses in trying to cultivate an emergent pedagogy with a greater emphasis on creating pedagogical opportunities that are inclusive and clearly connected with national educational priorities. Findings illustrate the diverse ways in which teachers used their professional development experiences as the basis for engaging with curriculum policy and the means by which they implemented new practices and knowledges in their schools.

Connecting policy aspirations with principled progress? An analysis of current physical education challenges in Scotland

Various recent politically driven policy interventions have outlined the increased importance of school physical education programmes as a contributor towards realising active lifelong learning targets. This paper explains the origins of the new policy emphasis and describes some of the opportunities which now exist for reviewing many curriculum orientation and fragmentation concerns. However, in reviewing the possibilities for policy aspirations to achieve transformative educational benefits, the paper also outlines how a commitment towards principled progress and educational realignment could founder on the rock of its own ambition unless various critical conceptual questions and associated pedagogical issues are thoroughly addressed. Following analysis of the barriers to progress that exist, the encouraging signs of a more coherent future are discussed. This occurs through analysing the progress of developmental-based programmes, which aim to improve the quality and authenticity of pupils’ learning experiences in physical education, and by analysis of the new professional development opportunities that are available to teachers.

Physical education for health and wellbeing: a discourse analysis of Scottish physical education curricular documentation

This paper provides an analysis of the discourses associated with physical education in Scotlands Curriculum for Excellence. We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the Curriculum for Excellence ‘health and well-being’ documentation. Discourses related to physical activity and health are particularly prominent, along with a related concern with motor skill development. Our focus lies with the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments. The paper thus explores the ways in which these discourses might ‘work’ to produce specific effects on practitioners and pupils. This involves speculating about how practitioners and students might engage in specific practices relative to these discourses. We conclude that the discourses identified lend themselves to interpretation and negotiation in multiple ways in the context of Scottish physical education, with specific consequences for the experiences and subjectivities of practitioners and children.