Sid Hayes

The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers

The purpose of this study was to look at the influence of and interrelationships between concerns and socialization on the development of student physical education (PE) teachers’ knowledge for teaching and their development as teachers. Six secondary student PE teachers completed a journal on a monthly basis throughout the course of a one-year initial teacher education course. These student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. A major factor influencing these student teachers’ development throughout the year was their concerns about themselves, their teaching and the material they were to teach over-ridden by concern to pass the course. This was influenced by the student teachers’ socialization prior to and during the course. In turn, this influenced their views of the importance and value of knowledge developed on different parts of the course. The results are discussed in relation to student teachers’ development as teachers.

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.

Winning through ‘Naturally’ Still? An Analysis of the Perceptions Held by Physical Education Teachers towards the Performance of Black Pupils in School Sport and in the Classroom

Abstract The fact that many of the worlds top athletes are black has led many people to believe that racial biology is a key determinant of sporting ability. This belief is rooted in genetic theories of racial difference which not only purport to explain black physical superiority in comparison with whites, but also to account for their relative lack of intellectual achievement. We show that there is no scientific evidence to prove such theories of racial difference. Nevertheless, such views continue to prevail within the physical education profession. We present a survey of physical education teachers from mixed‐race schools in the north Midlands region of England which reveal that the daily practice of a significant majority, but not all, is informed by notions of racial difference. We conclude that, in a world where only a tiny minority ever make a career out of professional sport, and where academic qualifications are more generally valued, while it is important to recognise achievement in sport, the...

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.

Overcoming Obstacles: Approaches to Dealing with Problem Pupils

Hayley Martin, Teacher of Physical Education at Beacon Community College, Crowborough, and Sid Hayes, Senior Lecturer in Physical Education, Faculty of Education, Sports and Leisure, University of Brighton, consider the effects of feedback to pupils, and identify successful strategies for dealing with problem behaviour.