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PEPRN Podcast
By Ashley CaseyEducation
PEPRN Podcast episodes
- Episode 14This week's podcast mentions gender - lots of times - and starts to lift the lid on this as a taboo subject. It asks if we are overly compliant with the messages of society around gender and asks if we should challenged misguided norms a lot more....starting with ourselves and our own lack of knowledge.13 min
- Episode 12Welcome to the 12th Peprn Podcast. This podcast voices the 51st PEPRN 'major themes in PE' blog and asks if by having a predominately games focused curriculum and short teacher education programmes (in the UK at least) if we are only preparing our future PE teachers to teach games. If things in PE are going to continue to improve then do we need to rethink our curricula? The blog can be found at www.peprn.com and I would love to hear your thoughts on this, or any of the podcasts or blogs.11 min
- Episode 11Welcome to the 11th Pod cast. This podcast voices the 50th PEPRN 'major themes in PE' blog and asks if we recruit our own students to the profession because they show the 'right stuff' and in many ways 'remind us of us'. If things in PE are going to continue to improve then do we need to rethink our recruitment policy? The blog can be found at www.peprn.com and I would love to hear your thoughts.10 min
- Episode 10This episode explores teacher professional development (PD) and argues, for all teachers but especially for primary school teachers, that what currently stands as PD isn't very effective. It advocates for change and suggests that CPD needs to occur in schools with expert guidance and involve teachers in the twin roles of learner and teacher.10 min
- Episode 9This week's podcast explores the work of Jan Wright and asks what messages are hidden in our interactions with children - particularly with boys and with girls. Wright argues that we treat the two genders differently and in doing so we contribute to gendered expectations around ability and attitude in and towards physical activity and physical education.10 min
- Episode 8This week's podcast asks how much students learn from one another and suggests that Peer assisted learning - particularly Cooperative Learning - is a capable of enhancing what occurs in our lessons. However it also warns that kids need to learn to learn in a new way but often at the same time that you are learning to teach in a new way.11 min
- Episode 7This week's podcast explores the idea of self-determination theory and asks autonomy supportive teaching would be a step closer to providing meaningful learning experiences for ALL our students.10 min
- Episode 6This week's podcast asks if we need to give greater consideration to the type of learners we have in our classrooms and not just adopt a one size fits all approach.8 min
- Episode 5This week's podcast asks if we are going to continue to talk about change on PE rather than actually action it. Drawing on a paper written more than two decades ago it highlights that message that were news then are still being mentioned today. Using the example of Rip Van Winkle the podcast asks if, like Rip, a teacher from the 1990s fell asleep and woke today would he or she find things in PE any different?11 min
- Episode 4This week's podcast asks if, as teachers, we are able to put our knowledge and beliefs about what PE is and does into our programmes or if tradition gets in the way. Through the exploration of students' perception of PE the podcast suggests that the message that children get out of PE aren't, perhaps, the ones we want them to get.9 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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