Moving primary physical education forward: start at the beginning

Hdl Handle:
http://hdl.handle.net/10034/597198
Title:
Moving primary physical education forward: start at the beginning
Authors:
Jess, Mike; McEvilly, Nollaig; Carse, Nicola
Abstract:
This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.
Affiliation:
The University of Edinburgh; University of Chester; The University of Edinburgh
Citation:
Jess, M., McEvilly, N., & Carse, N.(2016). Moving primary physical education forward: Start at the beginning. Education 3-13. Advance online publication.
Publisher:
Taylor & Francis
Journal:
Education 3-13
Publication Date:
7-Mar-2016
URI:
http://hdl.handle.net/10034/597198
DOI:
10.1080/03004279.2016.1155072
Additional Links:
http://www.tandfonline.com/doi/full/10.1080/03004279.2016.1155072
Type:
Article
Language:
en
Description:
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal Title on publication date, available online: doi 10.1080/03004279.2016.1155072; This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13: International Journal of Primary, Elementary and Early Years Education on 07/03/2016, available online: DOI: 10.1080/03004279.2016.1155072
ISSN:
1475-7575
Sponsors:
This research was conducted as part of the Scottish Primary Physical Education Project, funded by the Scottish Government.
Appears in Collections:
Sport and Exercise Sciences

Full metadata record

DC FieldValue Language
dc.contributor.authorJess, Mikeen
dc.contributor.authorMcEvilly, Nollaigen
dc.contributor.authorCarse, Nicolaen
dc.date.accessioned2016-02-25T11:38:27Zen
dc.date.available2016-02-25T11:38:27Zen
dc.date.issued2016-03-07en
dc.identifier.citationJess, M., McEvilly, N., & Carse, N.(2016). Moving primary physical education forward: Start at the beginning. Education 3-13. Advance online publication.en
dc.identifier.issn1475-7575en
dc.identifier.doi10.1080/03004279.2016.1155072en
dc.identifier.urihttp://hdl.handle.net/10034/597198en
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal Title on publication date, available online: doi 10.1080/03004279.2016.1155072en
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13: International Journal of Primary, Elementary and Early Years Education on 07/03/2016, available online: DOI: 10.1080/03004279.2016.1155072en
dc.description.abstractThis paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.en
dc.description.sponsorshipThis research was conducted as part of the Scottish Primary Physical Education Project, funded by the Scottish Government.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/03004279.2016.1155072en
dc.subjectprofessional culturesen
dc.subjectprimary physical educationen
dc.subjectpolicy enactmenten
dc.subjectstarting pointsen
dc.subjectScotlanden
dc.subjectsubject statusen
dc.titleMoving primary physical education forward: start at the beginningen
dc.typeArticleen
dc.contributor.departmentThe University of Edinburgh; University of Chester; The University of Edinburghen
dc.identifier.journalEducation 3-13en
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