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Academics in Physical Education Teacher Education (PETE), similar to their counterparts in other disciplines, receive little formal preparation when they take on academic leadership positions. Yet such career changes require different... more
Academics in Physical Education Teacher Education (PETE), similar to their counterparts in other disciplines, receive little formal preparation when they take on academic leadership positions. Yet such career changes require different skill sets and expose academics to complex challenges of leadership. We (three academics) initiated this study to explore the implications of academic leadership positions for our PETE identities. We wished to unpack the consequences of taking on these leadership roles, or our “desire to become more” and “to better understand” (Ovens & Fletcher, 2014, p. 7). This research used a collective self-study methodology and drew on skype meetings, reflections, critical friend prompts and emails. We present our findings as coming to view identity changes as tensions: bridging between roles; competing identities; identity as stable or malleable; and educator or fiscal manager. Gee’s four identity perspectives including natural, institutional, discursive and affinity are used to unpack these tensions. While challenges associated with our role change persist, collective S-STEP was critical to understanding ourselves, the tensions experienced, and navigating the gaps between PETE and academic leadership
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The world experienced challenges due to the COVID-19 pandemic which resulted in school closures across the globe in early 2020. Schools pivoted to remote delivery of learning using a variety of onl...
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This paper explores changes in identity experienced by three teacher educators on their journey into an administrative role in our institutions. After 14-19 years as teacher educators, we see an administrative role, including managerial... more
This paper explores changes in identity experienced by three teacher educators on their journey into an administrative role in our institutions. After 14-19 years as teacher educators, we see an administrative role, including managerial and leadership aspects, as a way to support our field more broadly. Yet as we consider and reflect on our career changes, we feel that we are in danger of losing connection with our teacher educator identities. At times these feelings are so profound that we wonder if we have become victims of identity theft. This collective S-STEP examines our identity shifts in the transition into administrative roles.
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Researchers engaging in self-study “are committed to their ongoing professional learning and explore their assumptions, beliefs, and actions as they are enacted in practice” (Casey et al., 2018, p.56). Maura, Richard and Tony are primary... more
Researchers engaging in self-study “are committed to their ongoing professional learning and explore their assumptions, beliefs, and actions as they are enacted in practice” (Casey et al., 2018, p.56). Maura, Richard and Tony are primary physical education teacher educators working with generalist pre-service teachers (PSTs) in three different universities in Ireland. Maura and Richard had already participated in a larger, international self-study project focused on Meaningful Physical Education (MPE); these experiences prompted us to continue our explorations of the approach. We had come to understand the features of MPE (the ‘what’), but felt we needed to examine our understanding and explore how to improve our practice by utilising the pedagogical principles of MPE (the ‘how’). Tony had become interested in the MPE approach through attendance at various conferences and engagement with the literature. Through discussions at one such conference, Tony was invited to join and engage ...
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Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity (Kirk, 1999, Lake, 2001a: 69, Penney, 1998). The terms sport and physical... more
Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity (Kirk, 1999, Lake, 2001a: 69, Penney, 1998). The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education (Capel & Blair, 2007). This study explores discourses shaping pre-service primary teachers’ understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A ten minute writing task (Pike, 2006) prompted by the question ‘what is physical education?’ was completed by a sample of pre-service teachers (n=544, age range 18-46, 8.8% male) from two colleges of education, prior to the physical education component of their teacher education programme. Content analysis involved an initial text frequency search to create categories which were c...
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Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear... more
Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear how much of their teaching is focused on physical education. Reflective practice is recognised as a significant element of their preparation (Korthagen, 2014) with a view to improving practice. The focus of this study is on field experiences and reflective practice of a cohort of generalist primary pre-service teachers (PSTs) ( N=25). This study is a qualitative descriptive study. Data analysed were written reflections chosen because they were considered a powerful professional learning tool. The reflections focused on a particular field experience that consisted of teaching physical education supported by their peers and teacher educators. Findings of the study reveal that the PSTs appreciated the learning environment provided by the field experienc...
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ABSTRACT Our purpose was to explore the role of photocue reflection in the professional learning of physical education teacher educators. Five physical education teacher educators participated in a six-month professional learning... more
ABSTRACT Our purpose was to explore the role of photocue reflection in the professional learning of physical education teacher educators. Five physical education teacher educators participated in a six-month professional learning experience focused on communication. Individual diaries including both photos and writing prompts, photocue reflective diaries, were used as both a learning tool and data source within a self-study of teacher education practices methodological frame. Two themes represented the use of photocue reflection: the multidimensional nature of the professional development experience and the use of photocue reflection to enhance reflective processes by supporting reflection on reflection-in-action. Photocue reflection supported identification and analysis of meaningful events related to communication. The processes helped participants to appreciate the significance of communication, clarifying understandings, and making connections to their teacher education practices. Insight is shared on the merits of photocue reflection in scaffolding professional learning experiences and in combining both a learner and teacher role within professional development activities.
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Purpose: Studying learning in primary physical education is complex and largely practical and embodied; not only involving the child, but also closely linking the lesson context. The aim of this paper is to understand teaching and... more
Purpose: Studying learning in primary physical education is complex and largely practical and embodied; not only involving the child, but also closely linking the lesson context. The aim of this paper is to understand teaching and learning in primary physical education through the use of photo-diaries.Method: Participants were children (n = 38) and their teachers (n = 2) from two Irish primary schools across a 6-week period. Data included children’s photo-diaries, photo-elicitation focus group interviews with the children, and interviews with their teachers.Results: Results highlight that photo-diaries supported children’s meaning-making processes about their learning, highlighting a variety of meanings grounded in the centrality of the body as performance of learning.Discussion and Conclusion: The value of photo-based approaches with primary school children to access their meaning-making and influences on their understandings is highlighted.
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Background. Physical activity is believed to enhance body functions and sense of wellbeing in general population. Objectives. This study aimed to explore physical activity measures; and the association between those measures, and mental... more
Background. Physical activity is believed to enhance body functions and sense of wellbeing in general population. Objectives. This study aimed to explore physical activity measures; and the association between those measures, and mental wellbeing among older adults in South and Southeast Asia. Methods. A systematic search was made in CINHAL, EMBASE, PubMed, and PsycINFO. Articles published between 2008 and 2018 were selected with participants aged 60 years and above, living at home, community, supported housing, or residential care homes, with no diagnosed/limiting illness. Results. Five observational and four interventional studies on physical activity were analysed. Depression and sleep quality were the commonest outcome variables. Exercise frequency, regularity, and duration were found to positively impact mental wellbeing. Conclusion. Physical activity was generally found protecting against depression and improved sleep quality of older adults from South and Southeast Asia. Futu...
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Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson.... more
Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ guided the PSTs’ observations in this study. One primary PE initial teacher educator and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of 10 lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide oppor...
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Background:The promotion of physical activity among young children has become a universal challenge. Children spend large amounts of time in school, making it an attractive setting in which to promote positive health behaviors. The... more
Background:The promotion of physical activity among young children has become a universal challenge. Children spend large amounts of time in school, making it an attractive setting in which to promote positive health behaviors. The purpose of this study was to investigate school-based physical activity behavior and its determinants in young Irish children.Methods:Participants self-reported school-based free-play activity, commuting to school behavior, and levels of enjoyment of physical education and physical activity.Results:Data were collected from 605 children, mean age was 8.8 years (±2.2; range 5−14 years), 44% were female. Thirty-nine percent of children actively commuted to school, with 40% of males compared with 34.8% of females walking to school. Boys reported more physically active free-play activity (88.6% at break and 90.9% at lunch time) compared with girls (70.8% and 83.7% respectively). Physical education was a top 3 favorite subject for 78% of children and 50.7% repo...
Research Interests: Psychology, Developmental Psychology, Perception, Health Promotion, Physical Activity, and 15 moreTransportation, Adolescent, Physical Education, Medicine, Ireland, Schools, Humans, Child, Bicycling, Female, Male, Exercise, Curriculum and Pedagogy, Physical Education and training, and Child preschool
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Evaluation of professional socialisation can provide insight on the impact of Physical Education Teacher Education. A large-scale ( n=326) single question ‘What is PE?’ qualitative methodology was used to access pre-service primary... more
Evaluation of professional socialisation can provide insight on the impact of Physical Education Teacher Education. A large-scale ( n=326) single question ‘What is PE?’ qualitative methodology was used to access pre-service primary teachers’ understandings of the nature and purpose of physical education . Data analysis involved word frequency queries and coding using a qualitative coding framework based on the dominant discourses of physical education. Trustworthiness of the analysis was addressed using memos, coding checks and peer de-briefing. While responses at the beginning of the programme were dominated by sport and health discourses, an educational discourse grounded in the key messages of the primary physical education curriculum with emphasis on equality of opportunity emerged at the end of the programme. The complexity of addressing understandings in teacher education contexts is highlighted.