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This book examines what progression in physical education looks like and the teachers' role in promoting progression within and across age phases. It sets out how teachers can plan for progression within individual or a series of lessons as well as developing pupils' learning and motivation over the medium and longer term.
List of contents
Unit 1 - IntroductionThe purpose of this book: about us: about teachers: about the book: permeation throughout the book: other resources; and so
Unit 2 - Progression, Progress and LearningProgression and Progress: Progression in physical education: Progress in physical education:
Learning: Theories of Learning: Principles for facilitating and enhancing progress
Unit 3 - The LearnerThe holistic nature of the learner endowed with a range of capabilities: Growth and Development: Other factors which impact on learners: Principles for facilitating and enhancing the learning of every learner
Unit 4 - Domains of Learning in Physical Education - An IntroductionJustification for the selection of the three domains of learning in physical education: Analysis of the three domains: Using the Aspects and Foci to recognise Learner Progress: The Ladders of Progress
Unit 5 - The Physical DomainDescriptions of terms used in the unit: parameters of learning in physical education in compulsory schooling: progress in the physical domain: Aspect 1 Movement Patterns: Aspect 2 Movement Activities
Unit 6 - The Cognitive DomainThe nature of the cognitive domain: The levels of cognitive process: The types of knowledge: The cognitive domain in physical education: Aspect 1 Constituents and principles of movement: Aspect 2 Adopting a physically active lifestyle
Unit 7 - The Affective DomainThe importance of attitudes in progress in physical education: Theory related to the Affective Domain: Progress in the Affective Domain as compared to progress in the Physical and Cognitive Domains: Progress in the Affective Domain: Aspect 1 Motivation: Aspect 2 Confidence: Aspect 3 Autonomy
Unit 8 - Viewing the Physical, Cognitive and Affective HolisticallyThe holistic nature of individual learner progress: Scenarios of individual learners illustrating the holistic nature of learning
Unit 9 - Teaching to Facilitate and Enhance ProgressRational, reflective and responsive teaching: Learner-centred teaching: Taking account of learners as holistic and unique: Using the ladders of progress to support the holistic progress of each individual learner: Principles for facilitating and enhancing progress: Supporting learners to take responsibility for own learning
Unit 10 - Recognising and Charting ProgressRecognising and charting learner progress holistically: Recognising and charting the progress of individual learners: Recognising progress: Observation for learning: Assessment for learning: Feedback for learning: Charting progress for learning: Supporting learners to develop their ability to observe, assess provide feedback and to chart their own progress
Unit 11 - The Importance of a Progressive Curriculum in Supporting Learner ProgressDefinitions of curriculum and approaches to curriculum planning: The physical education curriculum: Some key considerations in relation to curriculum planning
Unit 12 - The Broader ContextWorking together as a team: Working with others in the school: The external context
About the author
Susan Capel is a Professor Emerita at Brunel University, London.
Margaret Whitehead is currently a Visiting Professor at the University of Bedfordshire and an Adjunct Professor at the University of Canberra.
Julia Lawrence is Assistant Professor at Northumbria University and Secondary Lead Mentor for Scarborough Teaching Alliance.
Summary
This book examines what progression in physical education looks like and the teachers’ role in promoting progression within and across age phases. It sets out how teachers can plan for progression within individual or a series of lessons as well as developing pupils’ learning and motivation over the medium and longer term.
