This paper examines an experienced teacher's employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors…

There is widespread consensus on the need for assessment for learning (AfL) in both university courses and school programmes. Given the prevalence of traditional practices in school physical education where assessment is basic or non-existent, we might ask whether AfL is present in physical education teacher education (PETE) courses. Where it is,…

The overall aim of this study was to assess the diversity of primary school children's physical activity (PA) during outdoor recess. The study was grounded in a mixed method approach, assisting in the identification of multifaceted predictors of children's PA, including insights to social behaviours during break time. Data were obtained from…

Physical educators have a responsibility to create a learning environment that is viewed as supportive of students' psychological needs and which helps reduce amotivation. The aim of the current study was to examine the effects of students' perceived need support on four dimensions of amotivation in physical education (PE) ("deficiency in…

There are growing expectations on schools to promote health and physical activity and helping schools to effectively do so is considered a priority. This paper reports on selected findings from a research project that was concerned with supporting secondary schools in the effective promotion of physical activity and establishing their needs in…

Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE).…

The purpose of this study was to independently determine the levels of moderate-to-vigorous physical activity (MVPA) and self-determined motivation of both boys and girls as they participated in prolonged units of invasion games (i.e. 6-12 lessons) through two pedagogical models: direct instruction and the tactical games model (TGM). It was…

Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project…

The purpose of this study was to assess the impact of the National Curriculum for Physical Education (NCPE) lesson themes and contexts on the profile of moderate-to-vigorous physical activity (MVPA). Fifteen, Year 9 Physical Education (PE) lessons were assessed within the lesson themes of Outwitting Opponents (OO) (delivered through field hockey…

Recognising that the theory-practice gap remains problematic in the preparation of physical education (PE) teachers, this study sought to explore three undergraduate students use of jigsaw learning teaching gymnastics during a secondary school placement. Specifically, the research attempted to identify those issues that arose using this learning…

Game-centred approaches (GCAs) were designed for the effective integration of skills into contextualized situations. Despite a plethora of research, few studies explore the articulations between pre-service teachers' experiences, conceptual understanding, pedagogical practices, the wider cultural and political realities of teaching and their…

The Code of Practice of the Department for Education (1994) establishes the role of special educational needs coordinator (SENCO) to help facilitate the inclusion of pupils with special educational needs (SEN) in mainstream schools. SENCOs, thus, should form an integral part of the culture of all departments, including physical education (PE).…

This article reports on a study of one recently qualified teacher's employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational…

We examined the utility of distinguishing between appearance- and competition-focused approach and avoidance performance goals to our understanding of motivation in physical education. Four achievement goals were tested composed of approach-avoidance and appearance-competition components. Three hundred and two pupils, aged 11-14 years, completed…

This study examined barriers to Physical Education (PE) in a sample of Christian and Muslim schoolgirls attending UK comprehensive secondary schools. Also assessed was whether religion and school year (age) had any impact upon barrier strength and if school year × religion interactions existed. A questionnaire was developed and exploratory factor…