“So we are whirlpools of meaning, and it is both our privilege and our fate that part of our own meaning derives from that of others.“

Just wonderful writing.

Learning to facilitate student voice in primary PE journals.sagepub.com/doi/10.1177/13…

I find this reflection insightful.

Student voice isn't just about listening, but also responding. This means an ongoing dialogue between people, which is often messy and imperfect.

And that's okay.

What is the relationship between MPE and social justice in teacher education pedagogies? doi.org/10.1080/174089…

MPE can act as a potential entrance to social justice, through the use of democratic and reflective pedagogies, but is not social justice per se.

Why we must seize leisurely interludes from work’s confines aeon.co/essays/why-we-… via Aeon+Psyche

“when, or to what extent, do our norms of organisational affiliation and attachment make us sick or otherwise compound the very problems such forms of connection are meant to solve?”

The search for certainty in teaching is seductive, but it does not exist.

Better to accept that and learn to dwell in the discomfort of uncertainty as the belief that everything can be controlled and made efficient can be destructive.

A focus on enhancing 'personal relevance' in PE has potential to overcome indifference and apathy to movement and increase the perception of its value due to exploring previously unaware relationships and connections.

It is about caring about what they care about.

• Expertise is not a natural outcome of experience
• Experience alone will not enhance decision making abilities
• Organisations need to create open and trusting environments to promote collaboration

“Drill as mere repetition of skills is productive of small achievement as compared with that which is produced in response to a definite recognized pupil need.” Rogers (1937)

An Experimental Investigation of the Teaching of Team Games (Rogers, 1937) journals.sagepub.com/doi/abs/10.117…
3 teaching methods of games in primary PE studied:
1) play the game only
2) ‘skill’ practice 90% & play 10% time
3) game play informing ‘skill’ practice

P&A Podcast #469 – On the Usefulness of the Concept of “Muscle Memory” in Skill Acquisition buff.ly/3QkW77Q

Peter Arnold (1968) on tenets of good teaching in physical education:

In our new study (survey + interviews), we found that less than half of the children who experienced abuse in community sport ever spoke with an adult about it. #safesport #abuseinsport
tandfonline.com/doi/full/10.10…

🏉 Exciting weekend with the Rugby World Cup! 🌍🏆 Don't miss Episode 2 of the Bangor Sport Science podcast, featuring Dr. Vicky Gottwald discussing skill acquisition in sports. Whether you're a coach, player, or student, this episode is a must-listen! 🔊 shows.acast.com/653003c293a236…

Develop a rich language that enhances their understanding of their embodied self

Develop a rich language that allows them to express how they are moving

Develop a rich language which explores and celebrates differences

Language matters in PE as it gives the subject its matter

Reimagining the athlete development pathway: constraints-led, learning-based, life-long: tandfonline.com/doi/full/10.10…

The creation of a positive environment can be enhanced by understanding that environment as a set of nested constraints that can be managed to enhance learning.

Five key messages for coaches and athletes from the skill acquisition/motor learning literature, per a new paper from Mark Williams and Nicola Hodges.

Key point: the inevitable trade-off between maximizing short-term performance and long-term learning.

outsideonline.com/health/trainin…

How to build pupils’ physical literacy tes.com/magazine/teach…

1. Acknowledge personal connections
2. Draw on student voice
3. Make sport inclusive
4. Embed activity throughout the day
5. Build community links

Developing actual and perceived competence needs to be in the mix.

My practice is always full of contradictions.

This is due to navigating the socio-cultural constraints where I work, the forming and reforming of my professional identity and my responses to persistent challenges that are inherent in helping others to learn, develop and grow.