PE teachers’ and pupils’ perceptions of the delivery of health-related exercise in physical education

The concept of health-related exercise (HRE) emerged within the Physical Education (PE) profession during the 1980s (Green, 2008). Subsequently, HRE has gained momentum within many UK schools and the position of health has increased within the National Curriculum for Physical Education (NCPE). The ambiguous nature of the NCPE, over this period, led to educationally undesirable practices in HRE (Cale and Harris, 2009a; Harris, 2009, 2005, 2000a). This has been exacerbated by the NCPE only outlining the content to be taught and not „how‟ the content should be implemented (Harris, 2009). The purpose of this study was to explore HRE delivery methods (permeated-only, discrete-only and combined approaches) in secondary school PE lessons. Fifteen PE teachers (7 female and 8 male; aged 22-54 years) and forty-seven pupils (35 male and 12 female; aged 11-16 years) were selected from four secondary schools. A qualitative multiple site design was adopted that utilised semi-structured interviews of PE teachers and pupils, and direct lesson observations. The study revealed that the discrete approach was by far the most popular method of delivering HRE. PE teachers preferred the discrete approach because it allowed a designated time slot to undertake meaningful health and fitness work. Pupils also preferred HRE being delivered in a discrete manner because it was more „functional‟ than other approaches and allowed them to concentrate on one aspect at a time within a lesson. The two other approaches investigated displayed mixed fortunes. Results are discussed in relation to the implications Abstract vi for research and practice and provided the first insights into pupils‟ and teachers‟ perceptions of the range of HRE delivery methods „in situ‟ HRE practice. Future research should investigate the most effective method of HRE delivery.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of East Anglia

Year dc:date.issued

2012

Author dc:creator

• Beaumont, Lee

Language dc:language

en