By Susan Capel, Peter Breckon
This booklet presents a variety of useful actions designed to aid actual schooling academics’ studying. The actions comprise case experiences, examples of scholars’ paintings, examples of present reliable perform, and a variety of tried-and-tested educating ideas. The publication additionally comprises worthy photocopiable assets and coaching fabrics. actions in each one bankruptcy supply a toolkit to assist student physical education teachers to examine their studying and performance.
This publication extends the popular studying to coach PE within the Secondary School textbook, delivering particular examples of thought in perform. it's full of examples of ways to examine perform to make sure scholar studying is maximised. those examples are according to the easiest examine and perform at the moment to be had. furthermore, the e-book presents web-based hyperlinks to resources of latest wisdom aiding evidence-based practice.
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Additional resources for A Practical Guide to Teaching Physical Education in the Secondary School
SUMMARY This chapter has looked at long-term planning in physical education. It has considered many of the factors that govern planning decisions. You have been asked to analyse, challenge and seek justiﬁcations for decisions made about the physical education curriculum. In undertaking this process you will have come to the realisation that there are many constraints on the curriculum and that a number of factors prevent us from delivering our ideal curriculum. In the next chapter we consider how our long-term plans can be transferred into mediumterm units of work and short-term individual lesson plans.
Plan to go about collecting this data. Such decisions are made in the light of your research question, informed by your review of relevant literature, your understanding of the cyclical nature of the action research process and the speciﬁc research context. For example, you need to devise a plan of action that considers: • • • • • the way you are going to work with pupils to try to improve teaching and learning; the methods you are going to use to collect evidence about the extent of improvement in teaching and learning; the nature of the data you are going to collect; how you are going to analyse and interpret the evidence; the way in which you are going to use the result to modify your course of action in terms of teaching and learning.
THE REFLECTIVE PRACTITIONER SUMMARY We hope that this chapter has provided you with the basis for developing your skills of reﬂection. In order to help you further, Chapter 4 looks at action research. This encourages teachers to engage in the process of systematic critical reﬂection about their own current practice so as to move in an informed and principled way towards developing mastery of their chosen craft. ACKNOWLEDGEMENT Some ideas for the approach used in this chapter arose from work by Margaret Whitehead.