PHE Canada Research Forum In Review: Part 2

By Déirdre Ní Chróinín

Tim and I have recently published a paper outlining pedagogical principles of Learning about Meaningful Physical Education (LAMPE) we have developed in our physical education teacher education programmes. At the recent Physical and Health Education Canada conference Tim and I presented on our experiences of implementing LAMPE pedagogies. We identified critical incidents from across a one-year period of implementing LAMPE pedagogical principles in our PETE courses from data sources including teacher educator weekly reflections, critical friend responses, non-participant observations, and student work samples developed in lessons. We shared decision-making moments that illustrate how we drew on LAMPE pedagogical principles in our teaching to support our students learning about meaningful physical education.

The first incident we shared occurred during a station-based teaching activity when some of the students in Tim’s class started playing around with the hula hoops in unintended ways during the transition between stations. Tim drew on LAMPE principles to help him and his students reinterpret what might be perceived as being off-task activity and positioning participants as co-constructors of an activity they were finding value in (i.e., they were having fun, interacting positively with each other, challenging themselves and developing some skills.

In the second incident Tim’s students were struggling to implement the rules of a games-based activity which they described as ‘boring’. Tim drew on the LAMPE principles to direct students to make changes to both the challenge and social interaction elements of the activity to better align with features of a meaningful experience.

In the third incident Déirdre developed a peer observation activity in response to student uncertainty about the practical implementation of meaningful physical education. Déirdre drew on LAMPE principles to develop an activity in which students engaged cyclically in planning, teaching, observing and reflecting on how to teach physical education framed by the features of meaningful physical education.

These examples of moment-to-moment and day-to-day decision-making illustrate the value of LAMPE pedagogical principles in guiding our decision-making to support student learning about meaningful physical education. Drawing on LAMPE principles resulted in a shared language of learning and a more coherent learning experience for our students.

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