An examination of policymakers’ and facilitators’ efforts to create physical education communities of practice to support girls’ football in schools in England
Datos Bibliográficos
| ID | 21783697 |
|---|---|
| Autores | Chloe Emery (0009-0006-3090-4053, Loughborough University, autor de correspondencia), R Sandford (Loughborough University), E Cope (Loughborough University) |
| Año | 2026 |
| Páginas | 1-19 |
| Fecha de publicación | 2026-05-10 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Physical Education and Sport Pedagogy (JOURNAL) |
| Identificadores de la revista | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2026.2660940 |
| OpenAlex | W7160838328 |
| Idioma | EN |
| Referencias citadas | 56 |
Purpose Physical education (PE) communities of practice (CoPs) have been used successfully to support teacher professional development (PD), typically with guidance from a CoP expert. As policymakers (individuals from sporting organisations responsible for developing and/or delivering CoPs for PD) increasingly look to CoPs to strengthen teacher education and programme delivery, more research is needed on how policymakers and facilitators understand and develop CoPs when working independently. The study explored how policymakers and PE teacher facilitators attempted to create CoPs aimed at improving girls’ football provision in secondary schools across England.Research design and methods One-to-one, semi-structured online interviews were conducted from June to November 2023 with policymakers’ (n = 11) and facilitators’ (n = 5). Inductive, collaborative analysis produced three themes: (1) Participants’ conceptual knowledge of CoPs, (2) Connections leading to collaborations, and (3) The need for improved support systems for CoPs.Results Facilitators valued sharing knowledge and resources. Policymakers and facilitators recognised that sustained collaboration would allow members to better understand one another’s situations, thus improving contextual relevance. However, limited understanding of how CoPs function meant CoPs were not successfully formed, reducing their impact. Facilitators often focused on structural tasks – such as establishing girls’ football clubs – rather than on CoPs as PD spaces. Both facilitators and policymakers also required greater institutional support to devote time to developing the CoPs.Conclusions The findings offer valuable insights, particularly regarding how policymakers approach creating and supporting a CoP with teacher facilitators from a programme level. They also emphasise the need for policymakers and facilitators to better understand how CoPs function to provide a PD benefit, in order that a new CoP might reach its goals more efficiently. This builds on previous understanding by exploring the successes and pitfalls of a case where policymakers attempted to create teacher-facilitated CoPs without guidance from experts, which can inform practice for other policymakers or teachers looking to do the same
Football · Football players · Physical education · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Sports, Gender, and Society
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |