Coopération chercheur/enseignants : A la
découverte des apports éducationnels d'un
programme "Sport Education" en éducation
physique à l'école primaire
David Kirk
Leeds Metropolitan University
&
Susan Kirk
Mountfields Lodge Primary School
Introduction
 The teams: teachers and researchers
 The school
 Sport education
 Chronology of the project
 Methodology
 Impacts on school, PE and pupil
learning
 Reflecting on the impact of collaboration
The teams
Teachers
 Dorothy Orr (1999)
 David Brown (1999-2006)
HT
 Adele Hickling (2000-2) L
 Susan Kirk (2001-8) L
 Matt Cronin (2002-8)
 Vanessa Morgan (2003-7)
 Helen Dimmick (2004-8)
 Dammiene Clark (2005-8)
 Rob Jarram (2005-8) L
 Clare Phillips (2006-8)
Researchers
 David Kirk (1999-2008)
 Ann MacPhail (1999-2003)
 Linda Griffin (1999)
 Gary Kinchin (2000)
 Hayley Fitzgerald (2002)
 Toni O’Donovan (2005-8)
 Louisa Webb (2005-6)
Mountfields Lodge Primary
School
Loughborough
The school
 Located in Loughborough close to
University
 Multi-ethnic population of children, ages
4-11 years
 520 pupils and 24 teachers
 State school
 National curriculum in all subjects
 Years 5 & 6 = 150 pupils
Sport Education
 Origins in the work of Daryl Siedentop
 Competent, literate and enthusiastic
players
 Seasons rather than units of work
 Teams as persisting groups
 Pupils are players, coaches, equipment
officers, scorekeepers, referees, & etc.
 Competition and festivity essential
 Fair play and sportsmanship rewarded
Chronology
 1999-2000 Year 5
TGfU unit followed by SE season (Orr/Hickling, DKirk/MacPhail/Griffin/
Kinchin)
 2000-2002 Year 5
SE continues (Hickling, MacPhail)
 2002-5 Year 5
SE continues, with modifications for disabilities (SKirk,
MacPhail/Fitzgerald)
 2005-6 Year 5 & Year 6
SE continues, research team returns
(S Kirk/ Jarram, O’Donovan/ Webb/ DKirk)
 2006-8 Year 5, Year 6 & Year 4
SE continues, introduced to Yr 4 (2007-8), introduced to and
implemented in other local schools
(S Kirk/ Jarram, O’Donovan)
Methodology
 Teaching experiment
 Intervention taking theory into practice
 Design of programme of work,
development of teaching materials
 Evaluation of the impact of programme
of work
 Methods include interviews, filming of
lessons, children’s drawings, GPAI
Impacts
 School organisation
– The support of the Head Teacher and
teacher colleagues
– Flexible use of timetable
 Physical education programme
– Innovative while meeting NCPE
requirements
 Pupil learning
Pupil learning
 Inclusivity and social learning
 Taking responsibility for actions of self
and others
 Authentic experience of team sport
 Understanding how they as individuals
add value to their team
 Cross-curricular learning
 Learning elementary rules, strategies
and skills
What is the impact of collaboration
on the professional practices of
teachers and researchers?
 Between hope and happening – living
and bridging the theory-practice gap
 Seeing new possibilities for pupil
learning
 Sport as a theme for cross-curricular
learning
 Imagining new possibilities for physical
education
 Teacher learning