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PEPRN Podcast
By Ashley CaseyEducation
PEPRN Podcast episodes
- Episode 5: ‘Health First’ and curriculum reform in China
Welcome to Season 2 and my new series.
The Twenty 20 Vision Series sees me reading an academic paper and write a blog in no more than 40 minutes. Twenty minutes reading and 20 minutes writing (this twenty 20). Whatever emerges is then be published. The aim is to make paper reading and blog writing manageable whilst maintaining the integrity and usefulness of PEPRN.
In this Podcast, I read the Twenty 20 Vision blog (published 21st April 2023) which explores Xuan Meng and colleagues (2020) paper ‘Health First’ and curriculum reform in China: The experiences of physical education teachers in one city.”
9 min - Episode 4: Continuing professional development for physical education teachers in Europe
Welcome to Season 2 and my new series.
The Twenty 20 Vision Series sees me reading an academic paper and write a blog in no more than 40 minutes. Twenty minutes reading and 20 minutes writing (this twenty 20). Whatever emerges is then be published. The aim is to make paper reading and blog writing manageable whilst maintaining the integrity and usefulness of PEPRN.
In this Podcast, I read the Twenty 20 Vision blog (published 7th April 2023) which explores Deborah Tannehill, and collegaues (2020) paper “Continuing professional development for physical education teachers in Europe.”
8 min - Episode 3: Physical education and the art of teaching
Welcome to Season 2 and my new series.
The Twenty 20 Vision Series sees me reading an academic paper and write a blog in no more than 40 minutes. Twenty minutes reading and 20 minutes writing (this twenty 20). Whatever emerges is then be published. The aim is to make paper reading and blog writing manageable whilst maintaining the integrity and usefulness of PEPRN.
In this Podcast, I read the Twenty 20 Vision blog (published 24th March 2023) which explores Mikael Quennerstedt’s 2019 paper “Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy”.
8 min - Episode 2: Exploring the changes of physical education in the age of Covid-19
Welcome to Season 2 and my new series.
The Twenty 20 Vision Series sees me reading an academic paper and write a blog in no more than 40 minutes. Twenty minutes reading and 20 minutes writing (this twenty 20). Whatever emerges is then be published. The aim is to make paper reading and blog writing manageable whilst maintaining the integrity and usefulness of PEPRN.
In this Podcast, I read the Twenty 20 Vision blog (published 10th March 2023) which explores Valeria Varea and colleagues’ 2022 paper “Exploring the changes of physical education in the age of Covid-19”.
7 min - Episode 1: Rethinking the classification of games and sports
I have begin a new series.
The Twenty 20 Vision Series sees me reading an academic paper and write a blog in no more than 40 minutes. Twenty minutes reading and 20 minutes writing (this twenty 20). Whatever emerges is then be published. The aim is to make paper reading and blog writing manageable whilst maintaining the integrity and usefulness of PEPRN.
In this Podcast, I read the Twenty 20 Vision blog (published 24th February 2023)which explores Justen O’Connor and colleagues’ 2022 paper “Rethinking the classification of games and sports in physical education: a response to changes in sport and participation”.
6 min - Episode 98 - Bahr and WibowoEpisode 2 in this the fifth series of my "Major Themes in Physical Education Research". It explores Ingrid Bahr And Jonas Wibowo's chapter in Ben Dyson and my book "Cooperative Learning in Physical Education".13 min
- Episode 97 - Ovens et alEpisode 2 in this the fifth series of my "Major Themes in Physical Education Research". It explores Alan Ovens and colleagues chapter in Ben Dyson and my book "Cooperative Learning in Physical Education". This week I’m delighted to welcome Jo Bailey as the practitioner responder this week and thank her for taking the time to respond and for her considered words.12 min
- Episode 96 - Dyson & CaseyEpisode 1 in this the fifth series of my "Major Themes in Physical Education Research". It explores Ben Dyson and my book "Cooperative Learning in Physical Education". This week I’m delighted to welcome Imsporticus as the practitioner responder this week and thank him for taking the time to respond and for his considered words.12 min
- Episode 95 - Chapter 8Episode 8 of 8 in this the fourth series of my "Major Themes in Physical Education Research". It explores Daniel Memmert's book "Teaching Tactical Creativity in Sport: Research and Practice". This week I’m delighted to welcome Håkan Larsson as the practitioner responder this week and thank him for taking the time to respond and for his considered words.11 min
- Episode 94 - Chapter 7Episode 7 of 8 in this the fourth series of my "Major Themes in Physical Education Research". It explores Daniel Memmert's book "Teaching Tactical Creativity in Sport: Research and Practice". This week I’m delighted to welcome Sue Whitman as the practitioner responder this week and thank her for taking the time to respond and for her considered words.11 min
About PEPRN Podcast
From the publisher's feed
Blog Order (Podcast 1 in Blog 40)
40. J. Miller, K. Vine, and D. Larkin, ‘The Relationship of Product and Process Performance of the Two-Handed Sidearm Strike’, Physical…
Education and Sports Pedagogy, 2007, 12, 61–75.
41. K. L. Oliver and R. Lalik, ‘The Body as Curriculum: Learning with Adolescent Girls’, Journal of Curriculum Studies, 2001, 33, 303–33.
42. C. C. Pope and M. O’Sullivan, ‘Darwinism in the Gym’, Journal of Teaching in Physical Education, 2003, 22, 311–27.
43. J. Quay, ‘Experience and Participation: Relating Theories of Learning’, Journal of Experiential Education, 2003, 26, 105–12.
44. I. Rovegno et al., ‘Teaching and Learning Basic Invasion Game Tactics in Fourth Grade: A Descriptive Study from Situated and Constraints Theoretical Perspectives’, Journal of Teaching in Physical Education, 2001, 20, 370–88.
45. A. Smith, ‘The Inclusion of Pupils with Special Educational Needs in Secondary School Physical Education’, Physical Education and Sport Pedagogy, 2004, 9, 1, 37–54.
46. A. Smith and M. Parr, ‘Young People’s Views on the Nature and Purposes of Physical Education: A Sociological Analysis’, Sport, Education and Society, 2007, 12, 37–58.
47. R. Tinning and L. Fitzclarence, ‘Postmodern Youth Culture and the Crisis in Australian Secondary School Physical Education’, Quest, 1992, 44, 287–303.
48. M. Vincent-Morin and L. Lafont, ‘Learning-Method Choices and Personal Characteristics in Solving a Physical Education Problem’, Journal of Teaching in Physical Education, 2005, 24, 226–42.
49. J. Ward et al., ‘Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education’, Journal of Teaching in Physical Education, 2008, 27, 385–98.
50. P. Ward and M.-A. Lee, ‘Peer-Assisted Learning in Physical Education: A Review of Theory and Research’, Journal of Teaching in Physical Education, 2005, 24, 205–25.
51. J. Wright, ‘The Construction of Gendered Contexts in Single-Sex and Co-educational Physical Education Lessons’, Sport, Education and Society, 1997, 2, 55–72.
Volume III: Teachers, teaching, and teacher education in physical education
52. K. M. Armour and R. Duncombe, ‘Teachers’ Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future’, Physical Education and Sport Pedagogy, 2004, 9, 3–22.
53. D. Brown and J. Evans, ‘Reproducing gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education’, Journal of Teaching in Physical Education, 2004, 23, 48–70.
54. S. Capel and W. Katene, ‘Secondary PGCE PE Students’ Perceptions of their Subject Knowledge’, European Physical Education Review, 2000, 6, 1, 46–70.
55. S. A. Doolittle, P. Dodds, and J. H. Placek, ‘Persistence of Beliefs about Teaching During Formal Training of Pre-service Teachers’, Journal of Teaching in Physical Education, 1993, 12, 355–65.
56. F. Dowling, ‘Getting in Touch with our Feelings: The Emotional Geographies of Gender Relations in PETE’, Sport, Education and Society, 2008, 13, 247–66.
57. J. Gore, ‘Pedagogy as Text in Physical Education Teacher Education: Beyond the Preferred Reading’, in D. Kirk and R. Tinning (eds.), Physical Education, Curriculum and Culture (Falmer Press, 1990).
58. K. Graber, ‘Studentship in Pre-service Teacher Education: A Qualitative Study of Undergraduates in Physical Education’, Research Quarterly for Exercise and Sport, 1991, 62, 1, 41–51.
59. K. Green, ‘Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday "Philosophies"’, Sport, Education and Society, 2002, 7, 65–83.
60. L. B. Hendry, ‘Survival in a Marginal Role: The Professional Identity of the Physical Education Teacher’, British Journal of Sociology, 1975, 26, 4, 465–76.
61. C. Hickey, ‘ "I feel enlightened now, but ….": The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education’, Journal of Teaching in Physical Education, 2001, 20, 227–46.
62. P. Kelly, C. Hickey, and R. Tinning, ‘Producing Knowledge about Physical Education Pedagogy: Problemising the Activities of Expertise’, Quest, 2000, 52, 284–96.
63. H. Lawson, ‘Toward a Model of Teacher Socialization in Physical Education: The Subjective Warrant, Recruitment, and Teacher Education’, Journal of Teaching in Physical Education, 1983, 2, 3–16.
64. M. Lounsbery and C. Coker, ‘Developing Skill-Analysis Competency in Physical Education Teachers’, Quest, 2008, 60, 255–67.
65. N. Maivorsdotter and S. Lundvall, ‘Aesthetic Experience as an Aspect of Embodied Learning: Stories from Physical Education Student Teachers’, Sport, Education and Society, 2009, 14, 3, 265–79.
66. C. Pascual, ‘The Initial Training of Physical Education Teachers: In Search of the Lost Meaning of Professionalism’, Physical Education and Sport Pedagogy, 2006, 11, 1, 69–82.
67. I. Rovegno, ‘Theoretical Perspectives on Knowledge and Learning and a Student Teacher’s Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter’, Journal of Teaching in Physical Education, 1995, 14, 283–304.
68. A. Sicilia and D. Brown, ‘Revisiting the Paradigm Shift from the Versus to the Non-versus Notion of Mosston’s Spectrum of Teaching Styles in Physical Education Pedagogy: A Critical Pedagogical Perspective’, Physical Education and Sport Pedagogy, 2008, 13, 1, 85–108.
69. A. Sicilia and J. M. Fernandez-Balboa, ‘Ethics, Politics and Bio-pedagogy in Physical Education Teacher Education: Easing the Tension Between the Self and the Group’, Sport, Education and Society, 2006, 11, 1, 1–20.
70. D. Siedentop, ‘Content Knowledge for Physical Education’, Journal of Teaching in Physical Education, 2002, 21, 368–77.
71. R. I. Tinning, ‘Student Teaching and the Pedagogy of Necessity’, Journal of Teaching in Physical Education, 1988, 7, 82–9.
72. R. Tinning, ‘Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting’, Journal of Teaching in Physical Education, 1991, 11, 1–20.
73. M. Tousignant and D. Siedentop, ‘A Qualitative Analysis of Task Structures in Required Secondary Physical Education Classes’, Journal of Teaching in Physical Education, 1983, 2, 47–57.
Volume IV: the Curriculum and subject matter of physical education
74. C. Amade-Escot, ‘The Contribution of Two Research Programs on Teaching Content: "Pedagogical Content Knowledge" and "Didactics of Physical Education"’, Journal of Teaching in Physical Education, 2000, 20, 78–101.
75. D. H. K. Brown and A. Johnson, ‘The Social Practice of Self Defence Martial Arts: Applications for Physical Education’, Quest, 2000, 52, 3, 246–59.
76. D. Bunker and R. Thorpe, ‘A Model for the Teaching of Games in Secondary Schools’, Bulletin of Physical Education, 1982, 18, 1, 9–16.
77. J. Bocarro et al., ‘School Physical Education, Extracurricular Sports, and Lifelong Active Living’, Journal of Teaching in Physical Education, 2008, 27, 155–66.
78. M. DeBusk and D. Hellison, ‘Implementing a Physical Education Self-Responsibility Model for Delinquency-Prone Youth’, Journal of Teaching in Physical Education, 1989, 8, 104–12.
79. B. Dyson, ‘Cooperative Learning in an Elementary Physical Education Program’, Journal of Teaching in Physical Education, 2001, 20, 264–81.
80. B. Dyson, L. L. Griffin, and P. Hastie, ‘Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations’, Quest, 2004, 56, 226–40.
81. M. Gard, ‘Being Someone Else: Using Dance in Anti-Oppressive Teaching’, Educational Review, 2003, 55, 2, 211–23.
82. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Teaching and Learning of Decision-Making in Team Sports’, Quest, 2001, 53, 59–76.
83. P. Hastie and A. M. Buchanan, ‘Teaching Responsibility through Sport Education: Prospects for a Coalition’, Research Quarterly for Exercise and Sport, 2000, 71, 25–35.
84. N. L. Holt, W. B. Strean, and E. G. Bengoechea, ‘Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice’, Journal of Teaching in Physical Education, 2002, 21, 162–76.
85. H. Hubball and D. West, ‘Silence and Authentic Reflection Strategies: Holistic Learning in an Outdoor Education Program’, Physical and Health Education Journal, 2008, 74, 12–14.
86. D. Kirk, ‘Physical Education, Discourse & Ideology: Bringing the Hidden Curriculum into View’, Quest, 1992, 44, 35–56.
87. D. Kirk and A. MacPhail, ‘Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model’, Journal of Teaching in Physical Education, 2002, 21, 2, 177–92.
88. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Foundations of Tactics and Strategy in Team Sports’, Journal of Teaching in Physical Education, 1999, 18, 159–74.
89. J. Harris, ‘Health-Related Exercise and Physical Education’, in K. Green and K. Hardman (eds.), Physical Education: Essential Issues (Sage, 2005).
90. A. E. Jewett, ‘The Process Product Curriculum Framework: Historical Background’, Journal of Teaching in Physical Education, 1987, 6, 198–213.
91. J. E. Rink, K. E. French, and B. L. Tjeerdsma, ‘Foundations for the Learning and Instruction of Sport and Games’, Journal of Teaching in Physical Education, 1996, 15, 399–417.
92. D. Siedentop, ‘Movement and Sport Education: Current Reflections and Future Images’ (Proceedings of the Commonwealth and International Conference on Sport, Physical Education, Recreation and Dance, University of Queensland).
93. D. Siedentop, ‘The Sport Education Model’, in Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Human Kinetics, 1994), pp. 3–16.
94. P. Vertinsky, A. McManus, and C. Sit, ‘"Dancing Class": Schooling the Dance in Colonial and Post-Colonial Hong Kong’, Sport, Education and Society, 2007, 12, 1, 73–92.
95. T. Wallhead and M. O’Sullivan, ‘Sport Education: Physical Education for the New Millennium?’, Physical Education and Sport Pedagogy, 2005, 10, 181–210.
96. J. Whitehead and K. Fox, ‘Student-Centred Physical Education’, Bulletin of Physical Education, 1983, 19, 21–30.
97. A. Williams and J. Bedward, ‘Gender, Culture and the Generation Gap: Student and Teacher Perceptions of Aspects of National Curriculum Physical Education’, Sport, Education and Society, 2001, 6, 53–66.
98. P. M. Wright and S. Burton, ‘Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class’, Journal of Teaching in Physical Education, 2008, 27, 138–54.
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