Maximising Learning in Physical Education: A Practice to Theory Approach

Maximising Learning in Physical Education identifies some key challenges in physical education that impact pupils’ learning, looking at how they manifest over time and suggesting possible ways teachers can address them. Each chapter features a real-life case study or a scenario to illustrate a specific challenge and identify some possible causes. It then draws on theory, research and evidence that might explain what is happening. The book highlights how teachers used theory and research evidence to help address the challenges and maximise pupil learning. The challenges include: reflection/reflective practice the process of learning progression and continuity in the curriculum assessment use of feedback motivation behaviour for learning learning in the physical, cognitive and affective domains inclusion, special education needs and disabilities trauma-informed pupils participation in physical activity outside lessons. Many chapters are co-written by practising teachers and teacher educators and all include key takeaways and reflections, making this essential reading for all secondary physical education teachers.

Table of Contents:
Introduction Susan Capel, Joanne Cliffe, Julia Lawrence Chapter 1 Challenge related to reflective practice: helping teachers to reflect Paul McFlynn Chapter 2 Challenge related to pupil learning: helping pupils to learn effectively Julia Lawrence Chapter 3 Challenge related to progression and continuity in the curriculum: curriculum development to support pupil progress Susan Capel and Julia Lawrence Chapter 4 Challenge related to assessment: developing effective assessment in lessons Joanne Cliffe and Katie Potter Chapter 5 Challenge related to use of feedback: using feedback for effective learning in lessons Joanne Cliffe and Katie Potter Chapter 6 Challenge related to motivation: enhancing the motivational climate for year 10 girls Victoria Clements and Kevin Morgan Chapter 7 Challenge related to managing behaviour: using behaviour for learning in lessons Joanne Cliffe and Chris Ewing Chapter 8 Challenge related to promoting learning in the physical domain: developing physical competence – curriculum, pedagogy and assessment Richard Blair and Neve Blair Chapter 9 Challenge related to promoting learning in the cognitive domain: developing pupils’ declarative knowledge and thinking Julia Lawrence Chapter 10 Challenge related to promoting learning in the affective domain: meeting the emotional needs of pupils Kate Bancroft and George Kinkead Chapter 11 Challenge related to inclusion, special educational needs and disabilities: supporting hard-of-hearing pupils in a mainstream specifically resourced provision in their physical education lessons Rebecca Foster and Alice Smyth Chapter 12 Challenge related to enacting trauma-informed practice Oliver Hooper, Vincent Coleman, Rachel Sandford, Thomas Quarmby and Shirley Gray Chapter 13 Challenge related to pupil participation in physical activity outside lessons: what can be done in physical education that might increase young people’s participation in physical activity and sport beyond school Ken Green, Daragh O’Hare, Suzy Twist and Hannah Vecchione Chapter 14 Challenge related to my own context: identifying and addressing challenges in my own teaching Julia Lawrence

About the Author :
Susan Capel is a Professor Emerita at Brunel University, London, where she was the Head of the School of Sport and Education. Joanne Cliffe is a freelance researcher. Her background is in teaching secondary physical education and then higher education as an Associate Professor at the University of Birmingham. Julia Lawrence is an Assistant Professor at Northumbria University, Secondary Lead Mentor for Scarborough Teaching Alliance and Subject Lead for Physical Education with Exchange Teacher Training.