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PEPRN Podcast
By Ashley CaseyEducation
PEPRN Podcast episodes
- Episode 83 - Chapter 7Episode 7 of 11 in this third series of my "Major Themes in Physical Education Research". It explores Tony Rossi and Colleagues book "Workplace learning in Physical Education: Emerging teachers’ stories from the staffroom and beyond". This week I’m delighted to welcome Blue Jay Bridge (@MrBridge204) as the practitioner responder and I thank him for his insights and for taking the time to respond. The words you hear in the response are Blue's but the voice is mine. I just hope I do justice to his sentiment.11 min
- Episode 82 - Chapter 6Episode 6 of 11 in this third series. It that explores Tony Rossi and Colleagues book "Workplace learning in Physical Education: Emerging teachers’ stories from the staffroom and beyond". This week I’m delighted to welcome Naomi Hartl (@MissHartl) as the practitioner responder and I thank her for her insights and for taking the time to respond. The words you hear in the response are Naomi's but the voice is mine. I just hope I do justice to her sentiment.14 min
- Episode 81 - Chapter 5Episode 5 of 11 in this third series. It that explores Tony Rossi and Colleagues book "Workplace learning in Physical Education: Emerging teachers’ stories from the staffroom and beyond". This week I’m delighted to welcome Ross Halliday (@FizzicalEd) as the practitioner responder and I thank him for his insights and for taking the time to respond. The words you hear in the response are Ross's but the voice is mine. I just hope I do justice to his sentiment.14 min
- Episode 80 - Chapter 4Episode 4 of 11 that explores Tony Rossi and Colleagues book "Workplace learning in Physical Education: Emerging teachers’ stories from the staffroom and beyond". This week I’m delighted to welcome Jo Bailey (@LovePhyEd) as the practitioner responder and I thank her for her insights and for taking the time to respond. The words you hear in the response are Jo's but the voice is mine. I just hope I do justice to her sentiment.14 min
- Episode 79 - Chapter 3Episode 3 of 11 that explores Tony Rossi and Colleagues book "Workplace learning in Physical Education: Emerging teachers’ stories from the staffroom and beyond". This week I’m delighted to welcome Joey Feith as the practitioner responder and I thank him for his insights and for taking the time to respond. The words you hear in the response are Joey's but the voice is mine. I just hope I do justice to his sentiment.12 min
- Episode 78 - Chapter 2Episode 2 of 11 that explores Tony Rossi and Colleagues book "Workplace learning in Physical Education: Emerging teachers’ stories from the staffroom and beyond". This week I’m delighted to welcome Amanda Stanec as the practitioner responder and I thank her for her considered words and for taking the time to respond. The words you hear in the response are Amanda's but the voice is mine. I just hope I do justice to her sentiment.16 min
- Episode 77 - Chapter 1Episode 1 of 11 that explores Tony Rossi and Colleagues book "Workplace learning in Physical Education: Emerging teachers’ stories from the staffroom and beyond". This week ’m delighted to welcome Andy Vasily as the first practitioner responder and I thank him for his considered words and for taking the time to respond. The words you hear in the response are his but the voice is mine. I just hope I do justice to his sentiment.13 min
- Episode 76 - KarenHopes and Olympic dreams
I'm sure at one point in many of our lives we have all dreamed of playing at the elite level. Whether that is in sport or as a professional singer or songwriter. However, truth be told most of us won't play for a ‘Man United’ or have songs in the top 10. Yet for those that do, as this blog shows, the elite don't do it on their own. To become elite and meet the dreams and aspirations of playing at the top level, performers need support from their family, coaches, teachers and schools. They need to be pushed and challenged because without a cohesive and coherent approach from all those involved in the performer's life, the performer may never reach their true potential.10 min - Episode 75 - MarianneWhen Forrest Gump ran for the first time there was a perception that he couldn’t but he would be the exception and not the rule. Because running is something that a child learns to do at such an early age there is an assumption that they don’t need to be taught. If that was the case in all areas of life why would we teach children to read and write when they can already converse. Or why do we correct their language when they make a mistake? Why? Because there is a difference between doing something and doing it well. Don’t we need to start applying the same understanding to those young people we would like to be physically active but who lack the ‘vocabulary’ to be so?13 min
- Episode 74The boy who ‘used to’
Sometimes we make our own decisions and leave pursuits of our past in the past, for example when end our competitive playing days or sell a bike. At other times these decisions are made for us by significant others, for example the child that leaves his or her school work undone and plays outside is frowned upon and told to take greater responsibility for his or her life. We discourage play and yet we also understand the importance of physical activity. The danger, as this week’s pedagogical case shows, is that desire to play and be active becomes something that we used to do.13 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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