1
Student Teachers Attitudes Towards, and Perceptions of Physical Education on
entry to Primary Phase Initial Teacher Training
Authors: Davies, H, & Haines, G. [2000] [unpublished study]
Abstract
This study examines student teachers’ attitudes towards, and their perceptions of
physical education and school sport on entry to primary phase initial teacher training.
Results of this study reveal that large numbers of student teachers are entering initial
teacher training with feelings of alienation towards physical education and school
sport. Many of the subjects’ negative attitudes and perceptions are closely related to
their experiences in physical education and school sport during their secondary
education.
Potentially, the knock-on effect of these experiences has enormous
implications for standards in PE and school sport in the primary sector.
Recommendations are made to revise aspects of the inspection system and to ensure
PE teachers in secondary schools are provided with an appropriate programme of
professional development.
Introduction
1.
Purpose of the Study
The purpose of this study was to examine student teachers’ perceptions of, and their
attitudes towards physical education (PE) and school sport, on entry to primary phase
initial teacher training (ITT). Since the introduction of the National Curriculum for
Physical Education (NCPE) (3) in 1992, several studies have examined the provision of
PE at Key Stage 1 (KS1) and Key Stage 2 (KS2) (Shaugnessy and Price, 1995a and
1995b; SCW, 1996; Evans et al., 1996; Morgan, 1997a; Davies, 1999a & 1999b).
There are also studies that have looked at issues surrounding the provision of PE at
secondary level (5) (Talbot, 1996; SCW, 1996; SCW, 1995a; Penney and Evans, 1996;
Milosevic, 1996; Miller, 1996; Williams and Bedward, 1999). Carney and Chedzoy
(1998) studied PGCE students’ prior experiences and thoughts about PE and their
relationship to estimated competence to teach NCPE. However, no study to date has
considered the potential impact for standards in PE at KS1 and KS2 as a consequence
2
of students’ previous experiences in PE and school sport.
2.
Issues Identified in Teaching PE at Primary Level
The teaching of PE in the primary sector appears to have a trend of shortcomings.
Shaugnessy and Price (1995a and 1995b) discovered serious problems at KS1 and
KS2 in implementing the NCPE. Of particular concern were teachers’ low levels of
confidence and their attitudes to developing their knowledge and understanding of PE.
Davies (1999a) agrees, suggesting that the level of professional development of
primary school teachers since 1992 has been poor and the role of the PE co-ordinator
(5) is
very much underdeveloped. For Davies (1999a) around a third of primary school
teachers in England have serious weaknesses in teaching PE. As a result, children in
as few as one in ten schools consistently reach good levels of attainment and children
in about a third of schools are underachieving. Ofsted (1999) (6) disagree, stating that
overall, progress is below satisfactory in PE in just three per cent of primary schools
in England.
Several reports have linked difficulties in teaching PE in the primary sector to
shortcomings in ITT. The problem, mainly associated with teachers not having
enough exposure to PE during their ITT, is an historical one. Long before the
introduction of the NCPE, Downey (1979), Whitaker (1979), Kerr and Rodgers
(1981) were unanimous in their reports; the time provision allocated to PE for the vast
majority of students in ITT was simply not enough. It seems also that in the post
1992 era little has been done to alleviate the problem (Harrison and Warburton, 1994;
Carney and Armstrong, 1996; Evans et al., 1996; Morgan, 1997b; Davies, 1999a;
Harrison, 1998; Ormerod, 1999).
More recently, several recommendations have been made with the object of
compensating for the apparent shortcomings in the teaching of PE at KS1 and KS2.
However, there is little evidence to suggest that these have been deployed on any
consistent basis. Severs (1995) promotes the development of several types of PE
teacher, including: the ‘Basic Teacher’ who could work mainly at secondary level,
though would also help as a visiting specialist at KS2; and the ‘Peripatetic Teacher’
who could teach PE at KS1 and KS2 in several different schools for blocks or days
each week. The SCW (1996) agree, identifying the need for more specialist help at
3
KS1 and KS2, possibly by secondary PE teachers who could be contracted to
undertake development work in their partner primary schools.
Problems with teaching PE at KS1 and KS2 have also been a recognised by the
introduction of several schemes and initiatives. Possibly the most publicised, and
surely the most funded is the ‘Tops Scheme’
(7).
However, since its introduction in
1996 in English primary schools there have been conflicting reports about its
effectiveness. Spode (1997), Hooper (1998), Porteous & Porteous (1998) and Roberts
(1998) are all positive about the impact the ‘Tops’ programme is having in individual
local education authorities (LEAs). However, for Roberts (1998) and Davies (1999a)
there are enormous variations in quality of the implementation of this scheme. For
Davies (1999a) this raises serious issues about equal access and opportunity for many
children and their teachers.
3.
Issues Identified in Teaching PE at Secondary Level
Naturally there are differences between the way PE is taught in the primary and
secondary stages
(7)
of education. Nevertheless, it appears that concerns about the
effectiveness of ITT to prepare students to teach PE are not just limited to the primary
phase. Given the standards for Qualified Teacher Status
Welsh Office, 1998) and the Curriculum 2000
(9)
(8)
(QTS) (DfEE, 1997;
(DfEE, 2000; ACCAC, 2000), it
appears that if newly qualified PE teachers are to be visionary, reflective and creative,
then the traditional notion that a PE teacher is an activity specific coach needs to be
addressed: however, this perception is not new.
Furlong and Maynard (1995) consider that students in their final stages of training
need to switch from a focus on their own performance to one on children’s learning.
Woodhouse (1998) agrees, believing that current changes in ITT in the UK will result
in an increased number of places on postgraduate courses for secondary PE and a
subsequent decrease in the undergraduate route. Traditionally, undergraduate
secondary PE courses have had sizable practical and pedagogical components.
However, with the current trend in training it can be argued that it is now more
difficult for teacher educators to provide adequate grounding in all six Programmes of
Study (PoS)
(10)
and pedagogical components. Further, Capel (1998) suggests that if
the Post Graduate Courses in Education (PGCE) (11) are to prepare successfully the
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next generation of teachers, mentors must take into account students’ perceptions of
their own development and tailor the school based learning experiences towards these
needs. Carpenter (1998) agrees, suggesting that ITT courses should move towards
concentrating on learning, knowledge of how pupils learn and a concept of their
preferences. For Carpenter (1998) learning at KS3 and KS4 must include teachers not
belittling pupils and giving them a right to select from alternative practices and
activities provided by the teacher.
There are also reported issues of pupil entitlement, equality of access and opportunity,
and gender surrounding PE at secondary level. The SCW (1995a) commissioned a
study to explore changes in pupils' perceptions of PE and school sport as they move
from primary to secondary schools. Results indicated that in primary schools children
perceive PE and school sport as having a strong emphasis on 'a sport for all' and a fun
element. In secondary schools, PE and school sport was perceived to be more serious
and structured by skills, training and competition.
Accepting these differences, the SCW (1995a) nevertheless suggest that in their study
around half the subjects identified issues of entitlement, equality and gender within
the teaching of PE, and these factors that contributed to alienating the subject for
them. For example, SCW (1995a) refer to pupils experiencing embarrassment whilst
changing (particularly girls who also made reference to the degrading experience of
showering); playing games outside in bad weather conditions; fear of injury; undue
criticism by teachers; feelings of inadequacy caused by teachers favouring the more
able pupils; and issues of equal opportunities linked to the huge bias towards team
sports (SCW, 1995a).
Several years before the introduction of the NC, Ball (1986) referred to the unhealthy
obsession with team sports in our schools; a fixation based primarily upon
competition, aggression and the cultivation of the talented at the expense of the poorer
performers. A decade later, Rose (1996) maintained that although for many children
team games and sports are invigorating and exciting, for others participation in these
activities can be a miserable and degrading experience where personal failing and
ineptitude are clear for all to see. Penney and Evans (1996) are also highly critical of
the promotion of selfish individualism, ruthless competitivism and a lasting sense of
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failure as a consequence of competitive sport. Perhaps Ashburn (1998) offers a
realistic solution when identifying a clear distinction between curricular and extra
curricular activities; one should be educational, the other competitive. However, with
the growing number of schools seeking sport mark awards (12) and sport college status
(13)
there arises pressure on PE departments to promote the success of PE in a
competitive context. Unfortunately, for many of these schools PE is judged on the
success of all pupils irrespective of ability and not their school team record (Ashburn,
1998).
More recently, Williams and Bedward (1999) draw our attention to the preservation
of a gender-differentiated curriculum within secondary PE that ‘is an anomaly which
is inappropriate to young people, particularly as they have experienced most of their
education in the late nineties within a framework of equal opportunities’ (p. 10).
Practices such as teachers exposing students to unnecessary pressure and humiliation
in front of their more able peers and focusing on the more able performers, thus
denying some the possibility of improvement, are unacceptable (Williams and
Bedward, 1999).
For Woodhouse (1996) the time has come to shift the focus from the content of the
programme to ensure it best serves the learning needs of all pupils. Williams et al.
(2000) concur, and highlight the significance of contextual factors in the promotion of
a genuinely inclusive curriculum.
Nike/Youth Sport Trust (2000) provide some
sobering messages about secondary PE and school sport. Of particular cause for
concern is the need to change aspects of the PE programme itself; upgrading policies
on kit and showering; the use of imagery to promote positive role models; setting
teaching groups; single sex teaching; developing better school-club links; teaching
styles and attitudes towards girls; and creating school sports councils to provide a
voice for girls. According to Nike/YST (2000) both girls and boys deeply felt beliefs
and values regarding gender, PE and sport are consistent with dominant stereotypical
and sexist attitudes evident in British society. These remain significant factors in
limiting girls’ access to acquiring the skills that can assist in healthy and active lives,
through participating in PE (sentiments previously echoed by Miller,1996; Milosevic,
1996; SCW, 1996; Talbot, 1996). According to Nike/YST (2000) there is some
evidence to suggest that young people would, in a supportive environment, be
6
prepared to challenge dominant attitudes and sexist practices in PE. For Nike/YST
(2000), changes in the PE programme and to teaching and learning are critical to
success. Outcomes from the project to date indicate that when these issues have been
addressed, trends show an improvement from 26% female uptake of active and
healthy lifestyles in 1997 to 50% in 1999.
Given the strength of argument towards such issues within secondary PE, it seems
reasonable to expect that the schools’ inspection system would detect such practices if
they existed. However, Ofsted (1998 & 1999), OHMCI (1997a & 1997b), and Estyn
(1999) have not identified these issues as matters of any particular concern. In
England, Ofsted (1998) in their review of secondary schools between the 1993 and
1997 inform us that standards in PE are generally high and improved steadily between
this period. Further, we are assured that the overall rising standards in PE are a
reflection of improvements in the quality of teaching.
Ofsted (1998) report the
incidence of poor teaching by the end of 1997 was about one in twelve lessons. For
Ofsted (1998) skilful teachers are able to ensure that the needs of all pupils are
accommodated with well-targeted and differentiated tasks. However, we are assured
that not all teachers reach this high standard, since in a small proportion of less
successful lessons, slow pace and poorly differentiated tasks leave pupils either underchallenged or out of their depth. For Ofsted (1998) the most worrying issue over the
four year period was the inability of a large numbers of pupils to plan for and evaluate
their work and that of others to improve their performance. More recently, Ofsted
(1999) suggest that the positive trends reported between 1993 and 1997 continued
during 1998 and 1999. According to Her Majesty’s Chief Inspector for Schools,
pupils are making good progress in most schools in KS3 and results are continuing to
improve at KS4.
In Wales, Estyn (1999) in their review of standards in secondary schools during
1998–99, state that the quality of learning was satisfactory or better in most classes in
KS3 and good in nearly a third. In KS4 the quality of learning was mainly good in
GCSE classes, but less satisfactory in core PE lessons. The quality of teaching was
satisfactory in 75% of classes, and good in one class in four; the proportion of
unsatisfactory teaching was higher in KS4. Curriculum planning was unsatisfactory
in 30% of PE departments, mainly because of a neglect of gymnastics and dance.
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Shortcomings include a lack of access to a balanced programme for boys and girls and
in well over a third of schools, changing areas are in need of redecoration and
refurbishment. According to Estyn (1999) such factors inhibit the development of
good attitudes towards personal hygiene. Of particular interest to this study, Estyn
(1999) inform us that equality of access is good in just around half of schools and PE
has an appropriate place in the curriculum in just over a third of schools. Further we
are told that most pupils enjoy PE and have a positive attitude to their work. For
Estyn (1999) the main weaknesses across both key stages is matching work to pupils’
differing levels and ability, teachers expectation and pace of lessons.
Methodology
This study was conducted in September 1999 at a university in Cardiff, South Wales,
United Kingdom. Subjects comprised of one hundred and thirteen student teachers,
the entire cohort of a primary phase PGCE during their pre-course induction week.
Data collection was by a self-completion questionnaire, containing closed statements
(Oppenheim, 1966). In designing the questionnaire, every attempt was made to
ensure that the contents were both meaningful and interesting for the subjects. Short,
straightforward statements were used to avoid ambiguity and double meaning
(Gilbert, 1992). Attention was also given to ensuring that no statements were
negative, leading or presuming. Subjects were required to respond to all statements
on a five point scale ranging from 1 (strongly agree) to 5 (strongly disagree). Subjects
were also given the opportunity to make comments at the end of the questionnaire
(Bell, 1992).
Following the procedure of test/retest on two different groups of students (Gilbert,
1992), the final questionnaire comprised of sixty-two statements based on criteria
identified in; the Common Requirements and General Requirements of the National
Curriculum for Physical Education (1995); contemporary research in PE
(Shaugnessey and Price, 1995; Penney and Evans, 1996; Woodhouse, 1996; Capel,
1998; Carpenter, 1998; Davies, 1999a; Williams and Bedward, 1999.); and inspection
surveys (OHMCI, 1997; Ofsted, 1997; Estyn, 1999). In an attempt to identify
possible areas for discussion, each statement was placed in one of nine distinct
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categories (Table 1). However, in order for the questionnaire to be completed as
efficiently as possible, the authors did not include category headings in it (Appendix
1).
All subjects completed the questionnaire simultaneously in a large lecture theatre.
Subjects had only met once as a cohort, had no previous contact with the authors or
any PE input from their course. Questionnaires were distributed and a short verbal
explanation was given by the authors to ensure all subjects fully understood the
procedures (Bell, 1992). At no time were subjects told about the exact purpose of the
questionnaire though they were guaranteed that complete confidentiality was assured.
Subjects were asked if any points of clarification were needed, then requested to
individually complete the questionnaire. All questionnaires were collected
immediately after completion. Responses from each questionnaire were entered into a
database and collated in tabular format.
Table 1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Statement Categories
(With Reference to Individual Statement Numbers)
Achievement and success through participating in PE and school sport.
Comprises of statements 1, 2, 3.
Enjoyment of participating in PE and school sport.
Comprises of statements 4, 5, 6, 7, 8, 9, 10.
Beliefs about the value of PE and school sport.
Comprises of statements 11, 12, 15, 16, 17, 18, 25, 26, 27, 28.
Social benefits through participating in PE and school sport.
Comprises of statements 20, 21, 22, 48.
Intellectual benefits through participating in PE and school sport.
Comprises of statements 23, 24.
Equal access and opportunity experienced in PE and school sport.
Comprises of statements 13, 14, 19, 29.
Physical benefits through participating in PE and school sport.
Comprises of statements 41, 42, 43, 44, 45.
Health benefits through participating in PE and school sport.
Comprises of statements 56, 57, 58, 59, 60, 61, 62.
Teaching and learning experiences in PE and school sport.
Comprises of statements 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 46, 47, 48,
49, 50, 51, 52, 53, 54, 55.
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Results
Eighty three percent of subjects in this study were female and 17 per cent were male.
Responses were analysed according to the nine categories identified in the
questionnaire design. Within each of these categories the mean percentage for each of
the statements was calculated (Table 2). This allowed the authors to gain an overview
of students’ responses.
However, to enable the authors to identify more specific
issues for analysis and discussion, individual statements were considered in greater
depth.
Table 2. Mean Percentage for Each Response Category
Statement Categories
1.
2.
3.
4.
5.
6.
7.
8.
9.
Achievement and success through
participating in PE and school sport.
Enjoyment of PE and school sport.
Beliefs about the value of PE and
school sport.
Social benefits through participating in
PE and school sport.
Intellectual benefits through
participating in PE and school sport.
Equal access and opportunity in PE and
school sport.
Physical benefits through participating
in PE and school sport.
Health related benefits through
participating in PE and school sport.
Teaching and learning experiences in
PE and school sport.
Strongly
Agree
7.7%
38.4%
11.7%
32.8%
16.1%
29.6%
9.8%
16.4%
50.7%
14.6%
14.5%
3.8%
4.6%
34.5%
19.9%
34.5%
6.5%
0.9%
11.5%
28.3%
50.5%
8.8%
2%
25.4%
15.6%
41.8%
11.3%
22.1%
37.5%
7.7%
4.4%
Agree
28.3%
Undecided Disagree Strongly
Disagree
15.5%
33.3%
5.1%
5.5%
45.6%
19.3%
25.3%
4.3%
2.6%
25.5%
23.1%
32.5
16.5%
Discussion
If the success of all learning is reflected in positive outcomes, then the authors of this
study argue that any response not in the ‘strongly agree’ or ‘agree’ categories reflects
an unsatisfactory learning experience for the individual.
Initially, discussion focused on each statement category. However, specific responses
to individual statements and students’ additional comments were made when
10
appropriate. Students’ comments, both positive and negative, are given equal
consideration in the discussion.
.
1.
Achievement and success through participating in PE and school sport.
Overall positive responses to this category were made by 46.1 per cent of subjects.
However, comments made, even by those who stated that they themselves had
experienced achievement and success through participation in PE and school sport,
indicated concerns over equal opportunities. Comments included, ‘My experience
was positive, I was good at sport and involved with many teams.
I know for others
this was not the case.’ ; ‘I felt I had a very positive experience in PE at school,
perhaps this was because I was part of the netball, baseball and hockey teams.’
Of great concern is that over half the subjects in this study did not relate to
experiencing achievement and success in PE and school sport (38.1 per cent either
disagreeing or strongly disagreeing, with 15.5 per cent undecided). Comments
included; ‘Those pupils with natural ability and who played in the school teams had
the most attention from PE teachers. Even in PE lessons the teacher would spend
most time with the most talented.’
Notably over half (51.4%) disagreed or were undecided with statement 3. PE lessons
provided me with activities I was interested in. Clearly subjects consider the nature
of the activity as being significant. Comments included; ‘I only enjoyed PE in school
when I was in the 6th form. Although it was still compulsory I could choose which
activity I wanted. My PE teachers were very biased towards those who were very
good at PE.’
2.
Enjoyment of PE and school sport
Overall fewer than half the responses to this category (44.5 per cent) were positive.
Most subjects (56.6percent) agreed with statement 6. Enjoyment was a key factor in
my PE lessons. However, all comments included reference to issues of imagery,
perceived standards of teaching, equality of opportunity and choice of activity.
Comments included; ‘I enjoyed PE itself although I hated the girls’ uniform (small
gym knickers) it made me feel self-conscious and lowered my self-esteem’ ; ‘I enjoyed
PE and after school activities but as a group we did not feel supported by the
11
teachers’ ; ‘My PE experience in school on the whole was enjoyable. Lesser
achievers felt inadequate to these competent athletes. Since leaving school I enjoy PE
more as I can participate in the activities I enjoy’.
Significantly, almost 40 per cent clearly stated that they did not enjoy PE and school
sport; with 16.1 per cent undecided. Only 28.3 percent of subjects agreed that 10. PE
was one of my favourite lessons in school. Comments included; ‘Physical Education
should be made more enjoyable for those pupils who are not the best at sport. These
pupils I think are threatened by their peers’ ; ‘PE was awful during my school days as
I wasn’t the sporty type. We were not encouraged to find a sport we enjoyed; we
played only netball and hockey and although I enjoyed netball, as I wasn’t very good
I was not encouraged’ ; ‘Not a positive experience in my school, though others I
have witnessed have had better experiences’ ; ‘The PE lessons at my school were
geared towards sporty types. All others were ignored or made to run around the
field.........terrible’ ; ‘I didn’t enjoy PE in school but do participate in exercise now
with no thanks to schooling experience’.
3.
Beliefs about the value of PE and school sport
Overall, 67.1 per cent of subjects hold positive beliefs and values about PE and school
sport. Relative to most other statement categories, this appears hugely encouraging.
In whatever context these beliefs and values are held, whether they are about the
potential benefits to children, or to themselves, or both, a clear majority of students
enter primary ITT recognising the importance of teaching and learning PE and school
sport. Positively, 78.8 per cent of subjects agreed with statement 12. PE lessons are
of value to the educational development of all pupils. In agreeing with this
statement some subjects identified their concerns. Comments again made reference to
issues of perceived standards in teaching, choice of activity, the importance of PE
within the whole curriculum and a desire to put right personal experiences of the
subject. Comments included; ‘I did not have a very good PE experience, but would
have enjoyed it if my teacher had been encouraging and dynamic. I think PE is very
important’ ; ‘I enjoyed all sporting activities but, limited after- school activities gave
us little incentive to train as a group. PE was regarded by most as a break from
lessons’ ; ‘I agree that PE is essential for good education, but from my own
experience PE was not a subject to be looked forward to because of lack of choice in
12
activity i.e. you were forced to do a sport you hated’ ; ‘My reasons for PE
specialisation are because my own PE experiences at primary and secondary levels
were so poor and could have been improved immensely’.
Although most subjects agreed with the vast majority of statements in this category,
virtually half (49.5 per cent) disagreed with 11. PE lessons have been a value to my
educational development.
4.
Social benefits through participating in PE and school sport
Overall just under 40 per cent of subjects experienced positive social benefits from
participating in PE and school sport. However, for the remainder, they identify PE
and school sport as making little or no contribution towards their social development.
In response to statement 20. I enjoyed competing against others, 46% agreed, but
in response to statement 22. My self esteem improved because of PE, 51.4 per cent
disagreed and almost a quarter (24.8 per cent) were undecided. Subjects made further
reference to a lack of choice of activity and their comments included; ‘Most of my
enjoyment and increased self-esteem for PE has come after I left school and
discovered activities I gained enjoyment from. I now value PE highly in the school
curriculum’ ; ‘Other PE experiences have improved attitude since leaving school’.
5.
Intellectual benefits through participating in PE and school sport
Only 12.4 per cent of subjects in this study agreed that PE and school sport had made
a positive contribution towards their intellectual development. A clear majority (59.2
per cent ) disagreed with statement 23. PE lessons helped my intellectual
development (28.3 per cent were undecided). It seems that most subjects in this
study have experienced a programme of PE and school sport which has failed to
challenge their intellectual capacity. There were no comments offered in this
category.
6.
Equal access and opportunity in PE and school sport
Overall, 27.4 per cent of subjects in this study indicated that they have experienced
equality of access and opportunity in PE and school sport. The most positive
response in this category was to statement 29. In school there was adequate time for
PE lessons, with 65.5 per cent of subjects agreeing. Of some concern is that 53.1 per
13
cent of students either disagreed or strongly disagreed that they had not witnessed
equal access and opportunity and a further 15.6 per cent were undecided. It is
possible therefore that large numbers (over 72 per cent) of students are entering a
primary ITT course without having experienced equal access and opportunity to
participate fully in PE and school sport. Almost 90 per cent (89.4 per cent) clearly
disagreed with statement 19. All pupils participate equally in PE lessons (only 5.3
per cent agreed), and in response to 26. The PE programme I followed in school
was appropriate to the needs of all pupils, 73.4 per cent of subjects disagreed, and a
further 15 per cent were undecided. The following comments speak for themselves;
‘The main focus of PE lessons in my secondary school was competition, not fun or
personal achievement. Because co-ed (mixed gender) PE lessons were dominant, the
boys always won and made fun of the girls in the class. This was sometimes very
threatening.’ ; ‘Girls uniform, i.e. pants, was horrible and made me self-conscious. I
had to fight to get any rugby lessons for girls, we never used the showers and often
less able pupils were openly disliked’.
7.
Physical benefits through participating in PE and school sport
Overall, just under a third of subjects (32.7 per cent) felt they had benefited physically
from their PE and school sport programme. However, for the remainder (67.3 per
cent), they considered that their involvement in PE and school sport had no significant
physical advantage. Further, of these, 45.2 per cent either disagreed or strongly
disagreed that they had benefited physically through participation in PE and school
sport. Comments included; ‘I did not enjoy PE at school at all. It was only at
college that I discovered the joys of physical exercise’ ; PE was not fun...I’m not
competitive or co-ordinated. I was always interested in dance but never saw that as
PE’.
8.
Health related benefits through participating in PE and school sport.
Overall, just over half the subjects in this study (51.1 per cent) indicated that they had
gained health-related benefits from participating in PE and school sport. Of the
remainder of subjects, 29.6 per cent felt that their programme of PE and sport had
failed to provided them with health related benefits, and a further 19.3 per cent were
undecided. Of particular note was response to 56. PE lessons have helped me
develop a healthy lifestyle, only 31 per cent agreed. The remainder of subjects varied
14
in their responses with marginally under one third stating that they had received little
or no health related benefits from their programme of PE and school sport.
Additionally 30.1 per cent were undecided. No comments were made.
9.
Teaching and learning experiences in PE and school sport
Overall, 28.1 per cent of subjects in this study reflected positively on their teaching
and learning experiences in PE and school sport. Of some concern is that almost half
the subjects (48.8 per cent) in this study clearly felt they had not received positive
teaching and learning experiences. Further, there were 23.1 per cent of subjects who
were undecided, possibly indicating that their experiences were mixed. Notably,
issues of the perceived quality of teaching and equal opportunity were raised. For
example, in response to statement 30. My PE teachers provided a good role model
for me, only 37.2 per cent agreed, whilst 42.4 disagreed. In response to statement 32.
My PE teachers were sympathetic to the needs of all pupils, only 11.5 per cent of
subjects agree, with 71.7 per cent clearly disagreeing. These sentiments were
supported by the response to statement 33. My PE teachers considered all pupils
equally, with less than one in ten subjects (9.7 per cent) agreeing and 72.6 per cent
disagreeing. Further, in response to statement 35. My PE teachers helped me
develop a positive attitude towards the subject, only 28.4 per cent of subjects
agreed; this was far outweighed by those who disagreed (46 per cent). This category
generated the greatest number of subjects’ comments, reflecting some worrying and
emotive issues. The comments speak for themselves. ‘My PE lessons were a weekly
ritual of humiliation and did nothing to help me at all. I lead a very healthy lifestyle
now but no thanks to PE lessons or the teachers. PE should and could be very
enjoyable though’ ; ‘PE should be made more enjoyable for those pupils who are not
the best at sport. These pupils I think are threatened by their peers’ ; ‘Unfortunately
PE at my school was not a very pleasant experience due to lack of confidence’ ; ‘I do
not believe my school had a very good PE programme or suitable or sympathetic PE
teacher which is why I have a negative recall of PE in my school years’ ; ‘PE
teachers tended to focus on the pupils who had talent, whereas those who were not
interested in PE or who had below average ability were not encouraged’ ;
15
‘PE lessons were very badly taught, geared up only for the benefit of the talented. All
physical development has been achieved since leaving school’ ; ‘My PE lessons at
school were awful but outside sporting interests kept my enthusiasm for sport’ ; ‘My
PE teachers were only interested in successful students’ ; ‘PE at secondary level was
only tailored towards those who were currently involved in sports/teams. No
encouragement was given towards those pupils who were on the periphery’.
Conclusion
Results of this study suggest that there are large numbers of PGCE primary students
entering ITT with very negative attitudes towards, and perceptions of PE and school
sport. Of some concern is the relationship between these attitudes and perceptions,
and subjects’ experiences in PE during their secondary education. As potential
teachers of physical activity in the early years, KS1 and KS2, there could be a
significant effect on children’s progress and attainment. Whilst acknowledging that
subjects in this study have not experienced PE lessons for at least three years, the
authors of this study propose that the issues surrounding this problem are deeply
rooted. These issues are likely to be at the heart of reported standards of attainment
and in the delivery of the primary PE curriculum (Shaugnessy and Price, 1995a and
1995b; SCW, 1996; Evans et al., 1996; Morgan, 1997a; Davies, 1999a & 1999b).
For teacher trainers, apart from trying to deliver the content of the curriculum, address
issues of safety in PE, provide effective and safe management and organisation of
children in the PE environment, they also have to attempt to turn around many
negative attitudes and extremely low levels of confidence in PE. For students
following the PGCE route these problems need to be addressed within a year.
However, given the intensity of PGCE ITT in primary phase, and taking into account
the lack of exposure to PE that the majority of PGCE students receive (Carney and
Armstrong, 1996) this seems an unrealistic proposition. However, given the
Governments’ apparent commitment to develop the PGCE route at the demise of
undergraduate courses, the authors of this study propose that the potential for further
decreasing standards in PE at KS1 and KS2 is ominous, regardless of the quality of
intake of PGCE students in ITT institutions. This problem is further exacerbated by
the fact that there is no effective system in place to ensure that newly qualified
teachers (NQTs) receive their entitlement to CPD (Davies, 1999a).
16
A further consideration in this dilemma is that there are almost certainly large
numbers of teachers in primary schools in England and Wales who possess mainly
negative attitudes towards PE and schools sport and low levels of confidence in
delivering the PE curriculum. Given the findings of Shaugnessy and Price (1995a and
1995b) and Davies (1999a & 1999b) it is likely that this trend has existed since at
least the introduction of the NCPE in 1992, and probably long before that. This
proposition goes a long way to support Davies (1999a, 1999b) that pupils in as little
as one in ten primary schools in England, and probably Wales too, are attaining good
levels of performance in PE on a consistent basis.
Should the Government and the Welsh Assembly become really determined to
improve standards in PE in England and Wales by raising its status in the curriculum,
then courses for CPD must be provided. Chedzoy (2000) identifies the need for
additional support to teach outdoor and adventurous activities and swimming.
However, given the level of negative attitudes towards PE, caused mainly by deeply
rooted feelings of alienation towards the subject by large numbers of teachers in the
primary sector, it cannot be appropriate for schools to determine whether or not their
staff receive professional development in PE. Continuing professional development
for teachers in PE must not only be compulsory, but must be driven by a core
philosophy which will address negative attitudes and perceptions of the subject. It is
further proposed that current problems in teaching PE at KS1 and KS2 will not be
addressed alone by schemes and initiatives that are largely content based. The
problem will only be resolved by recognising teachers’ perceptions of PE and helping
them to acquire positive attitudes to the subject; not merely in providing them with
extra resources.
Results of this study also have serious implications for PE in the secondary phase and
lend strong support to SCW (1995a,1996) Talbot (1996), Penney and Evans (1996),
Milosevic (1996), Miller (1996), Williams and Bedward (1999) Nike/YST (1999). If
the results of this research reflect students’ perceptions and attitudes in other primary
ITT cohorts, then there are practices in many secondary schools in England and
Wales, which are highly detrimental and are failing to meet the requirements of the
NC and the specific needs of vast numbers of pupils. Of particular concern are issues
17
of inequality, lack of pupil entitlement and the quality of teaching and learning. The
authors of this study agree with Severs (1995) that there is a need for more specialist
PE teaching in the primary sector. However, the suggestions that secondary
specialists be contracted to undertake development work in their partner primary
schools is totally inappropriate. If the feelings of large numbers of subjects in this
study accurately reflect a widespread picture of insensitive and ill-informed teaching
of PE at secondary level, then such practices would have an even more devastating
effect at KS1 and KS2.
The strength of feeling by the majority of subjects in this study towards issues of
inequality, lack of pupil entitlement and the quality of teaching and learning cannot be
ignored. However, it seems a strange phenomenon that inspection evidence provided
by OHMCI (1997a & 1997b), Ofsted (1998 & 1999) and Estyn (1999) make no
significant reference to these problems. A possible explanation is that many of those
who are charged with inspecting secondary PE are historically bound by the same
elitist focus that has had such a disturbing influence on so many of the subjects in this
study. Results of this study must raise questions as to the effectiveness of the
inspection system and lends support to the suggestion of Davies (1999a), that in the
context of PE, aspects of the inspection system are futile and in need of immediate
revision.
Given the degree of negative and often emotive responses by subjects in this study to
several issues surrounding the teaching of PE at KS3 and KS4, it is suggested that
many current practices are traditional and outdated. The authors of this study
welcome changes to the PE curriculum at secondary level as prescribed by
Curriculum 2000. Nevertheless, it is critical that a compulsory programme of
professional development supports the revised curriculum for secondary PE teachers.
Additionally, it is proposed that a focus for inspections should be the schools’
provision for equality of access and opportunity, choice of activity and in the quality
of teaching and learning. It seems sensible to suggest also that secondary PE
departments be required to demonstrate that their programme addressees these issues
and that it is carefully monitored and recorded. Therefore pupils’ perception of PE
should be a major source of inspection evidence at KS3 and KS4.
18
Finally, the authors of this study acknowledge that subjects in this study are not
necessarily typical of the wider population. However, they are typical of those
choosing to teach in the primary sector. Overall, the PE and school sports programme
they have experienced has failed them. For the majority it has not promoted PE and
school sport; it has very much limited their experiences of achievement and success.
It has failed to allow them to enjoy participation in physical activity and has generated
mainly negative beliefs and values about the contribution of PE and school sport to
their physical, intellectual and social development.
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