Developing Personal, Social and Moral Education through Physical Education For years physical education has been viewed as being instrumental in developing personal and social characteristics. The theoretical and historical nature of this contribution has received some attention, but the practical applications of what teachers can really do has been largely ignored. This book redresses that balance by providing teachers with practical advice so that physical education can be used as an effective vehicle for the all-round personal development of the individual. Material in four main sections in this accessible and timely book include: 䊏 A focus on curriculum development, planning units of work and lesson planning 䊏 Practical ideas and applications to promote the affective development and physical skill development of pupils 䊏 A consideration of different types of assessment and suggestions on which forms are most appropriate for measuring programme effectiveness and the personal development of pupils 䊏 A close look at the role of the reflective practitioner and a framework within which teachers can reflect on their practice Developing Personal, Social and Moral Education through Physical Education provides teachers with the opportunity to extend and develop their abilities in teaching their subject. It also promotes physical education as a subject that has continued relevance in the twenty-first century. Anthony Laker is the Degree Director of Physical Education in the Department of Exercise and Sport Science at East Carolina University. He is the editor of the Journal of Sport Pedagogy and the author of Beyond the Boundaries of Physical Education: Educating Young People for Citizenship and Social Responsibility published by RoutledgeFalmer. Developing Personal, Social and Moral Education through Physical Education A Practical Guide for Teachers Anthony Laker London and New York First published 2001 by RoutledgeFalmer 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by RoutledgeFalmer 29 West 35th Street, New York, NY 10001 This edition published in the Taylor & Francis e-Library, 2001. RoutledgeFalmer is an imprint of the Taylor & Francis Group © 2001 Anthony Laker All rights reserved. The purchase of this copyright material confers the right on the purchasing institution to photocopy pages 106–10 only. No other part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Laker, Anthony, 1951– Developing personal, social and moral education through physical education: a practical guide for teachers / Anthony Laker. p. cm. Includes bibliographical references and index. 1. Physical education and training – Social aspects – Great Britain – Case studies. 2. Physical education and training – Moral and ethical aspects – Great Britain – Case studies. I. Title GV342.27 .L26 2001 00–050997 613.7′07′041–dc21 ISBN 0–7507–0929–4 (pbk) ISBN 0-203-18185-9 Master e-book ISBN ISBN 0-203-18188-3 (Glassbook Format) List of Illustrations vii Acknowledgements ix Introduction 1 A Different Approach 3 Citizenship and Social Responsibility 4 The Layout 6 Chapter 1 Planning 8 The Theory 8 The Curriculum Process 8 The Practice 15 Units of Work 16 Lesson Plans 21 Context 25 A Case Study 26 Chapter 2 Implementing (Teaching and Learning) 30 The Theory 30 Effective Teaching 30 Teaching Styles and Strategies 31 Learning Theories 32 Learning Styles 33 The Practice 33 General Programme Advice 34 CONTENTS Cooperative Behaviours 35 Sportsmanship and Fair Play 39 Individual Traits 44 A Case Study: ‘Fair Play for Kids’51 Chapter 3 Assessing 54 The Theory 54 Summative Assessment 56 Formative Assessment 57 Ipsative Assessment 58 Norm-referenced Assessment 60 Criterion-referenced Assessment 61 Summary 61 The Practice 62 Methods of Assessment 62 Written Tests and Materials 65 Group Discussions and Oral Responses 72 Teacher Observations and Video Recordings 73 Summary 79 A Case Study 79 Chapter 4 Reflecting 82 The Theory 82 The Reflective Practitioner 82 The Practice 85 Topics of Focus 85 Journal Writing 88 A ‘Critical Friend’ 89 Individual Reflection 92 A Case Study: Ref lective Practice and Action Research 93 Conclusion 101 Appendices 105 A Blank Unit of Work 106–7 B Blank Lesson Plan 108–9 C Blank Journal Page 110 References 111 Index 115 vi Tables 1.1 Unit of work 18–19 1.2 Lesson plan 22–3 1.3 Jane’s unit of work 26–7 2.1 Am I responsible for myself? 49 2.2 Checklist of progress 50 2.3 My social responsibility 50 Figures 1.1 A cyclical model of curriculum development and planning 9 1.2 Some questions to aid programme evaluation 14 1.3 Generic groupings of individual traits 16 1.4 Questions to ask yourself during the planning 20 1.5 Global Self-Esteem Scale (adapted) 29 2.1 Tennis rally 36 2.2 Basketball passing 37 2.3 Reciprocal teaching 38 2.4 Teacher putting children’s ideas on chart/board 39 2.5 Fair play points chart 40 2.6 Passing a soccer ball 42 2.7 Compliment chart 43 2.8 Problem-solving running shoe 44 2.9 Child receiving a Most Valuable Person (MVP) award 47 2.10 A ‘sunshine-gram’ 48 vii I LLUSTRATIONS 3.1 Formative assessment discussion 58 3.2 Teaching affectively questionnaire 65 3.3 Simple response checklist 67 3.4 Children’s Physical Self-Perception Profile 69–71 3.5 Affective traits chart 75 3.6 Lesson observation sheet 77 4.1 Pupil experience 86 4.2 Teaching strategies 86 4.3 Subject matter 86 4.4 Social and political issues 87 4.5 The practice of teaching 87 4.6 Example of a journal entry 90 viii Figure 1.3 redrawn by permission from Anthony Laker (1996) ‘Learning to teach through the physical, as well as of the physical’, British Journal of Physical Education, 27 (4): 18–22. Figure 3.2 reproduced and adapted, by permission, from The Affective Domain in Physical Education, Curriculum Support Series, developed by Joan Halas. Copyright © 1989 by Manitoba Education and Training, Winnipeg, Manitoba, Canada. All rights reserved. Figure 3.4 redrawn by permission from James R. Whitehead (1995) ‘A study of children’s physical self-perceptions using an adapted physical self-perception questionnaire’, Pediatric Exercise Science, 7: 132–51.