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PEPRN Podcast
By Ashley CaseyEducation
PEPRN Podcast episodes
- Episode 23This week’s blog explores aesthetics and embodied learning and blows the lid off the can that suggest that aesthetics is only about dance. It asks what would happen if we thought more about the feeling of movement and less about the technical accuracy of a movement and concludes by suggesting that this might be a great way of considering learning in physical education and physical activity.11 min
- Episode 22This week’s podcast looks at skill acquisition and skill analysis as two sides of the same coin that need to be developed. Skill acquisition is vital in the development of self-confidence and engagement in physical activity. However, without the input of those with the ability to analyse and feedback on skills it is much harder for individuals to develop. Therefore, we must aspire as educators to position ourselves in such a way that we can help all our students to develop.58 min
- Episode 21This episode explores the notion of socialisation and asks how much of what occurred to an individual, both before and during a career as a teacher, impacts on the decisions that they make and the practices they hold dear. Drawing on a seminal paper in this field the blog asks us to consider the multiple forms of socialisation that shape and meld the teachers that we eventually become. Furthermore it asks us to be more aware of the different (and ongoing) ways that people learn to be teachers.15 min
- Episode 20This episode looks at the idea of 'good pedagogy' and acknowledges that complacency and an indomitable attitude towards pedagogy (i.e. my way IS best) is not a move towards progression and development. Instead we need to see alternatives and continue to evolve and develop the way in which we help students learn.13 min
- Episode 19This podcast asks if, in aspiring for pedagogical change, we need to be more aware of what we can (and should change) and what is too firmly imbedded in the practices of the department, school, or subject area to tackle at present. That is not to say that change shouldn't happen (in my opinion it must) but that we should remember that Rome wasn't built in a day.13 min
- Episode 18This podcast explores a paper from nearly 40 years ago and asks if things have really changed at all. Taking some of the messages from the heart of the paper the podcast considers what the role of the PE teacher is (a) to educate or (b) to install discipline and win inter school fixtures and district trophies and competitions? Where the world has changed noticeably the podcast asks if the PE teacher had or if he or she still cuts a familiar figure in our schools.13 min
- Episode 17This podcast asks if we (as a collection of physical educators) have a pack mentality when it comes to the practices of our subject. It asks if the perceptions of the many is stronger than the ideologies of the few and this is why change has been so hard to come by. It asks you to consider how the combined might of other influences the global notion of PE and leaves it unchallenged and unchanged.13 min
- Episode 16Podcast 16 explores the idea that students learn to play the game of being a student. By employing studentship tactics they learn how to best navigate both the courses they take and their teachers themselves. It suggests that as a consequence they learn what they think we think is important rather than what might best serve them in the future.13 min
- Episode 15This episode looks at the different ways that we can see lessons and learning. Is asks if we are too ready to accept that, in teaching, we get what we plan for and that students learn exactly what we want them to learn.13 min
- Episode 13This week's blog asks what we believe about PE and how resistant those beliefs have been to change. It suggests that once we get an idea in our heads it is hard to shift and this is just the case with pre-service teachers. They come into teacher education with firm beliefs about what they think a god teacher is and what good teaching is and these beliefs are hard to shift. The podcast asks how we might better position ourselves to help pre-service teachers see that there are alternatives.10 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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