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Invitation  Please post any LOs & MTP outlines for any formative feedback. 

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Invitation  Please post any LOs & MTP outlines for any formative feedback. 

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alison.murray@roehampton.ac.uk
Do let me know if/as you do so. Best wishes, Alison

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SSF SCITT Thank you for your participation Jennifer.

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Sutton SCITT
Thank you for your participation Kate.

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Surrey South Farnham SCITT
Thank you for your participation Natascha.

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Thank you for your participation Georgia.

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Sutton SCITT
Thank you for your participation Lauren.

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Surrey South Farnham SCITT
Thank you for your participation Jade.

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SSF SCITT
Thank you for your participation Penny.

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Thank you for your participation Bel.

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Duygu
Both Sutton SCITT
Thank you for your participation Duygu and James.

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PGCE SCITT Surrey South Farnham
Thank you for your participation Jade.

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PGCE SCITT Surrey South Farnham
Thank you for your participation Pete.

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Sutton SCITT
Thank you for your participation  Kayleigh.

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Thank you for your participation  Penina.

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Worked Student teacher example 2: area of educational games

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Worked Student teacher example 2: area of educational games

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Medium Term Plan example- recorded through Shared Index.

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PGWC PE Example 2 Educational Games (Shared Index active)

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Worked assignment Example 2- focus area-educational games

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Worked assignment Example 2- focus area-educational games

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Thanks to colleague for share of this superb presentation. Please note a step ahead of this; as in consideration of the complexities around YOUR practice towards and through your MTP would wish to add to this.

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Features of complex systems
1) Self-organization. Children use strategies within team play when responding to passes, attacking, defending, marking and using the space available (e.g. volleyball).
3) Short-range relationships. Information can be shared through student-led warm ups and cool downs, and team work discussions including peer to peer assessment.
7) Structure determined. Activities are adapted depending on indoor or outdoor environment. Children are learn to adapt in outdoor spaces e.g. when throwing and catching, kicking, running (and other locomotor skills), striking, etc.
- Critical decisions include inclusivity amongst peer on peer interactions and should be led by teacher modelling of an inclusive environment.

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Working premise: Teaching as an adaptive practice
Complexity thinking principles:
•. 1. Self-organized

•2. Bottom-up emergent

•3. Short-range relationships

•4. Nested structure

•5. Ambiguously bounded

•6. Organizationally closed

•7.Structure determined

•8. Far from equilibrium
Examples of how these have been used to plan PE lessons. They can also provide thinking space for critical decisions to be considered.

•1. Self organising properties spontaneously rise e.g. in response to a problem solving movement challenge, or a strategies offensive team play.

•2. Emerging properties which exceed the summed total of individual agents e.g. a group approach to creating a MTP rather than 20 individual efforts could illuminate other features not dependent upon the governing policy (school planning or national policy enactment; Ofsted’ 3 Is).

•3. Info exchange is between close neighbours e.g. pupil to pupils, to the teacher, the TA rather than top-down or centralised control.

•4. Complex systems (such as a school, a PE department or set of colleagues planning and teaching PE) often comprise other complex properties-proffering opportunity to new patterns, activities and new rules of behaviour.

•5. Complex forms will continuously exchange- information, practice, insights through reflective practice for example, with their surroundings- they are ambiguous as they are open and nuanced. A developing skill theme- a pupil will progress using the environment and affordances to good advantage in response to opportunities with the proficiencies  developed, the feedback provided, the peer input and the next pass if in game play.

•6. Organisations are inherently stable through behavioural patterns or internal organizations. Pupils know to respond in different settings through the content across the day. Teachers will always start with register and elicitation etc. PE  planning and teaching and evaluation will always follow that sequence.

•7. Being structure determined means that an entity /system, can change its own structure as to adapt within the dynamic contexts. E.g. a pupil’s progression through a movement sequence experienced/taught in the gym would change when moving to the outdoors into an obstacle course set up.

• 8. Complex systems are far from equilibrium as they do not operate in balance- e.g. neither does our pedagogical blend through content; PK with CK to create PCK.

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•Think about what was inclusive about:

•1. The constraints of class members

•2. The environment, inclusive of the equipment

•3. The task(s) Be ready to share your reflections with your colleagues.

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Nonmanipulative- Balancing
Solo
Partner
Groups

Discuss and practice solo balances
How could you include your partner and then a group? Create your own group balances.

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Locomotor: Galloping
Large/Small
High/Low levels
Forward/Backward
Right/Left
Slow/Fast

Firstly, solo practice then mirroring with a partner to begin creating a dance routine.

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Manipulative: Dribbling

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Example:  Movement analysis framework (wheel)

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Example:  Movement analysis framework (wheel)

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Manipulative - Throwing/ Catching - Partners.
Children to throw and catch a large ball to begin with to practice the throwing and catching technique. Children to focus on the cues give "face target using body, throwing arm moved backwards, step forward on opposite foot to the hand you are using to throw, then follow through"

Draw different targets on the ground to help develop the technique for those children who are struggling. JB

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Example: In groups, run around the circle clockwise and then when you hear the whistle run anticlockwise. NB

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Pedagogical Content Knowledge -the heart of PE

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Pedagogical Content Knowledge -the heart of PE

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Links: Connections between Schulman (1986) and Graham et al.(2020).

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References

Anderson, L, Evertson, C, Brophy, J An experimental study of effective teaching in first-grade reading groupsElementary School Journal1979794343 356 |
Google Scholar Crossref

Geertz, C Geertz, C Blurred genres: The refiguration of social thoughtLocal Knowledge1983 New York Basic Books
Google Scholar

Kahneman, D, Slovic, P, Tversky, A Judgment under uncertainty: Heuristics and biases1982 New York Cambridge University Press |
Google Scholar Crossref

Rowe, MB Relation of wait- time and rewards to the development of language, logic, and fate control: Part II-RewardsJournal of Research in Science Teaching1974114291 308 |
Google Scholar Crossref

Shulman, LS Disciplines of inquiry in education: An overviewEducational Researcher19811065 12 23 |
Google Scholar SAGE Journals

Shulman, LS Shulman, LS, Sykes, G Autonomy and obligation: The remote control of teachingHandbook of teaching and policy1983 New York Longman
Google Scholar

Shulman, LS The practical and the eclectic: A deliberation on teaching and educational researchCurriculum Inquiry1984142183 200 |
Google Scholar Crossref

Shulman, LS Wittrock, MC Paradigms and research programs for the study of teachingHandbook of research on teaching1986 3rd ed. New York Macmillan
Google Scholar

Wheelwright, P Aristotle1951 New York Odyssey
Google Scholar

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Those Who Understand: Knowledge Growth in Teaching - LEE S. SHULMAN, 1986

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References Anderson, L, Evertson, C, Brophy, J An experimental study of effective teaching in first-grade reading groupsElementary School Journal1979794343 356 | Google Scholar Crossref Geertz, C Geertz, C Blurred genres: The refiguration of social thoughtLocal Knowledge1983 New York Basic Books Google Scholar Kahneman, D, Slovic, P, Tversky, A Judgment under

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Graven, M., Lerman, S. Wenger, E. (1998). Communities of practice: Learning, meaning and identity . Journal of Mathematics Teacher Education 6, 185–194 (2003).

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Journal of Mathematics Teacher Education

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1. Kirshner, D. & Whitson, J. (Eds.) (1997). Situated cognition: Social, semiotic, and psychological perspectives. London, UK: Lawrence Erlbaum Associates.

Google Scholar

2. Winbourne, P. & Watson, A. (1998). Learning mathematics in local communities of practice. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-Second Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 177-184). Stellenbosch, South Africa.

Download references

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Wenger, E. (1998). Communities of practice: Learning, meaning and identity

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Kirshner, D. & Whitson, J. (Eds.) (1997). Situated cognition: Social, semiotic, and psychological perspectives. London, UK: Lawrence Erlbaum Associates. Google Scholar Winbourne, P. & Watson, A. (1998). Learning mathematics in local communities of practice. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-Second Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol.

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The movement analysis framework (Graham et al., 2020; 36)

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The movement analysis framework (Graham et al., 2020; 36)

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The skill theme pedagogical approach (and tool) combines what to teach with how to guide us in how we plan,  what and how we teach and how we evaluate pupil progress.

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Educational Athletics
Critique:
Notable: clear, coherent, excellent pace, scaffolded progressions. Ideas to reflect upon: how slides are shared (rather than read from slide script), theoretical underpinnings, literature links across policies through critical decisions in MTP Planning. Depth of informed approach.

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Linking the Early Years with the National Curriculum Key stages through the fundamental (basic) moves

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Linking the Early Years with the National Curriculum Key stages through the fundamental (basic) moves

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Gabbard, C. (2017) Lifelong Motor Development.

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The developmental Continuum (Gabbard, 2012)

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Informing your planning (intent) through a movement analysis framework

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Informing your planning (intent) through a movement analysis framework

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Graham et al. (2020) Table 3.1 Chapter 3, pg 33 (Graham et al., 2020)

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Table 3.1- Movement analysis framework- guide to selection of fundamnetal moves (Graham et al., 2020)

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This framework sets out Ofsted's inspection principles and the main judgements that inspectors make.

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Early years foundation stage (EYFS) statutory framework

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Search Everything Books & eBooks eJournals Finder

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Open the breadth (additional database access) of the Education Research Complete (ERC) search and add Sportdiscus and a developmental childhood journal.

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Please have the textbook available for our WC experience. E-version and hard copy available in library.

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A recursive (revisiting) curricular spiral approach enables us to plan and teach and evaluate PE through one holistic and embodied process. Content (subject) and pedagogical knowledge is blended across the teaching and learning scope and sequence. This you will find exemplified across our class PE textbook; Children Moving (Graham et a;., 2020)