PEPRN Podcast

PEPRN Podcast

By Ashley CaseyEducation
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PEPRN Podcast episodes

  • Episode 43 - Reinventing the wheel is a good thing
    This week’s podcast looks at the development of a hybrid Sport Education and Teaching Personal and Social Responsibility model – Empowering Sport - and argues that we need to find new ways of addressing persistent problems. The podcast doesn’t argue that we need change for change’s sake but instead suggests that we need to be more open to the possibility of change. When something repeatedly fails to achieve the results we hoped it is time to find new and better ways of achieving our aims. To me this means adopting pedagogical approaches that have a history of success rather than simply just a history.
    14 min
  • Episode 42 - “Start of level five…beep, beep, beeeeeeeep”
    This week’s podcast explores the notion of health-related exercise (HRE) in education and argues that we have taken a sport-based and not a health-based approach to HRE, to date, in schools. In this way we have positioned performance above participation and prioritised ‘the moment’ of activity over the potential of lifetime engagement. Until we move from the ‘here and now’ of sports and start to build for the future then HRE will continue to be seen as a supplement rather than the mainstay of school physical education.
    13 min
  • Episode 41 - Understanding the game in new terms
    This week’s podcast looks beyond the apparent importance of techniques in physical education and club sports and argues that, as practitioners, we need a fuller understanding of what makes up a game. We need to understand the interplay of competition and cooperation and the interactions that occur between teams, groups of players, and individual players (often simultaneously) and how these, and not just skills, influence how students learn about games and gameplay.
    13 min
  • Episode 40 - “I Can’t Dance” as the expected response
    This week’s podcast argues that dance is a way of moving that has been looked at through a limited viewfinder. It has been pigeon-holed as ‘being’ for a certain type of person. The podcast argues that dance projects a ‘way of being’ on the dancer. If you dance, therefore, you must be a certain type of person. It argues that this ‘way of being’ comes both from the dancer himself (in the case of this paper) and the audience. In other words, the very act of being a dancer positions you (in the eyes of many including the reluctant male dancer) as being effeminate and almost certainly homosexual. In concludes by suggesting that we need to overcome our own sense of ‘who we are’ and imagine ways for all of us to “move in other ways” – ways that don’t predict who we are.
    13 min
  • Episode 39 - Chocolate teapots
    This week’s podcast argues that, despite our best intentions, a multi-sport curriculum is not capable of achieving the aims and aspirations we have for physical education. Likening the multi-sport approach to a chocolate teapot it shows that despite our best intentions and significant efforts the approach cannot stand up against the heat of competition and the weight of expectations – it simply isn’t built the right way. In concluding the podcast shows how models like Sport for Peace are better vehicles for learning in and through physical education.
    12 min
  • Episode 38 - Creating authentic learning experiences
    This week’s podcast looks at three pedagogical models (Sport Education, Teaching Games for Understanding and Cooperative Learning). The podcast suggests that while we are often comfortable with our daily practices we need to do more, try new approaches and explore new possibilities if we are going to help students have an authentic experience of physical education. Pedagogical models are positioned as being a ‘wave to the future’ and one way of providing meaningful, relevant and authentic experiences for young people.
    12 min
  • Episode 37 - Learning to teach again and again
    This week’s podcast explores the idea of trusting our students to facilitate, support and thrive in a learner-centred classroom. Drawing on an early paper on Cooperative Learning this week’s offering shows how it takes time to change classroom structures and yet also highlights that such changes are invariable ‘worth it’. It concludes by asking how, as a community, can we make such transitions easier and how can they be made to better serve the needs of learners.
    8 min
  • Episode 36 - Teaching ‘the unteachables’
    This week’s blog looks at another pedagogical model, TPSR (Teaching Personal and Social Responsibility), and the impact that it had on the involvement and self-direction (among other things) of six delinquency-prone youth. The blog argues that while transferring positive change from one situation to another proved difficult, change in perspective toward these young people and a change in pedagogy had some fairly positive effects. It concludes by suggesting that change takes time and, like Rome, doesn’t suddenly appear in a day.
    13 min
  • Episode 35 - Turning games teaching inside out
    In this week’s podcast I explore what I consider to be one of the seminal papers written about games teaching. It explores the TGfU (Teaching Games for Understanding) model and shows how Bunker and Thorpe deliberately placed game appreciation and tactical awareness above skill execution and performance (in terms of importance) when it came to teaching children about games. It concludes by asking how often we expect children to fit the games we ask them to play rather than fitting the games to the children we teach. Not many times I would guess.
    14 min
  • Episode 34 - Nanos gigantum humeris insidentes – Not!
    This week’s podcast explores the recent UK OfSTED (Office for Standards in Education) publication and its feelings on extra-curricular sport in school. It is important to note that I had, as always, intended to comment on Brown and Johnson’s paper but now find it a great foil to the ‘findings’ that were reported today. The blog argues that we need to compare apples with apples in research and acknowledge the work done by others that has allowed us to get to where we are. In other words we should acknowledge that we are Nanos gigantum humeris insidentes or, in English, dwarfs standing on the shoulders of Giants”.
    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…