Shaun D Wilkinson
Biographic Data
| ID | 6154588 |
|---|---|
| NAME | Shaun D Wilkinson |
| GIVEN NAMES | Shaun D |
| FAMILY NAME | Wilkinson |
| SIGNATURE | WILKINSON S D |
| AFFILIATIONS | Northumbria University |
| ORCID | 0000-0002-4405-7549 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 52 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
The hows and whys of gendered grouping practices in primary physical education in England
Background: Single- and mixed-sex grouping have long been a focus of attention in physical education (PE) and are matters often at the fore of discussions about curriculum planning, teaching, and learning. Nonetheless, there remains little consensus or guidance on which approach (or combination of approaches) should be preferred in PE in primary and secondary schools in England. Further, while single- and mixed-sex grouping have been extensively …
A national survey of gendered grouping practices in secondary school physical education in England
Background Gendered grouping practices and curriculum provision are matters of long-standing contention and debate in physical education (PE) policy, research, and practice internationally. In England, there is a long tradition of single-sex grouping in PE in secondary schools, with accompanying gendered patterns of staffing and many boys and girls taught different activities in the curriculum. Research on the incidence of single- and mixed-sex g…
Gendered grouping practices in secondary physical education in England
There is substantial international literature on single- and mixed-sex grouping in physical education (PE), much of which focuses on the relative impact on students’ physical activity levels, perceived self-confidence and/or interactions with teachers and peers. A smaller body of research has explored students’ perspectives on single- and/or mixed-sex grouping in PE. However, much of this research is dated, limited in scope to a relatively small …
Ability grouping in primary physical education in England
This study recognised that there is currently limited understanding of the extent and nature of ability grouping practices in subject areas other than mathematics and English in primary schools. Using survey methods, this research sought to generate data of sufficient scale to extend understanding of the use of ability grouping practices in primary physical education (PE) in England. Administration of a web‐based survey to all ( n = 917) state‐fu…
A national survey of ability grouping practices in secondary school physical education in England
This research sought to generate large-scale yet sophisticated data relating to ability grouping practices in physical education (PE) in secondary schools in England, with the intent of extending knowledge of the various ability grouping practices being adopted within and across schools. The prevalence of particular ability grouping practices, processes associated with their application, and factors influencing their use and non-use were explored…
Students' preferences for setting and/or mixed‐ability grouping in secondary school physical education in England
There is an extensive international literature on different forms of ability grouping in schools, much of which describes their impact on students' academic achievement, motivation, self‐concept and/or attitudes towards learning. Comparatively little research has focused on students' perspectives of these practices, while the research that has been conducted has primarily focused on mathematics, English and science. There is a conspicuous and arg…
The participation group means that I'm low ability’
Mixed‐ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed‐ability grouping in the education literature, particularly in terms of its impact on students’ experiences. The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students’ perce…
Mixed-ability grouping in physical education
In the United Kingdom (UK) particularly, grouping strategies in secondary education have attracted considerable political attention. While setting students by ability is frequently adopted in mathematics, English and science, mixed-ability grouping is common in other subjects, including physical education (PE). Educational research exploring grouping has highlighted the need for research to extend understanding of the pedagogical assumptions, cha…
The enactment of setting policy in secondary school physical education
The micro-level enactment of educational policy has received little attention in the physical education [PE] literature, particularly as it relates to setting policy. This study employs enactment theory to provide original insights into the ways in which setting policy was enacted by PE teachers in three mixed-gender secondary schools in England. The work of Stephen Ball and colleagues is used to examine the distinct and combined influence of the…
Setting policy and student agency in physical education
In turning a spotlight on students in physical education, this paper seeks to extend applications of policy enactment theory, and particularly, the policy actor framework. Following the lead of Stephen Ball and colleagues, the research that this paper draws on examined the various dimensions of context shaping policy enactment in different schools. The focus of the research was policy associated with ability grouping, and setting particularly, in…
Setting and within-class ability grouping
Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE). The purpose of this paper is to explore ability grouping in PE in North East of England schools. Spec…
The involvement of external agencies in extra-curricular physical education
Within the UK and internationally, schools are increasingly being encouraged to call on external agencies and draw on the services of individuals, including sport coaches, to ‘help teach or lead sports within the school setting and out of school time’. This trend arises from and has contributed to a changing policy landscape and relations that characterise ‘physical education and school sport’ (PESS) and the growing use of the terminology of ‘PES…
What is recognised as ability in physical education? A systematic appraisal of how ability and ability differences are socially constructed within mainstream secondary school physical education
In sport, schools and physical education (PE) ability has invariably been understood as an inherent and relatively immutable capacity, amendable to varying degrees by interventions such as training regimes and education. Differences in achievement are assumed to be an inevitable consequence of natural variations in ability and an indication of motivation or effort. Drawing on the theoretical tools of Pierre Bourdieu, Evans, in 2004, proposed an a…
The enactment of setting policy in secondary school physical education
The micro-level enactment of educational policy has received little attention in the physical education [PE] literature, particularly as it relates to setting policy. This study employs enactment theory to provide original insights into the ways in which setting policy was enacted by PE teachers in three mixed-gender secondary schools in England. The work of Stephen Ball and colleagues is used to examine the distinct and combined influence of the…
Setting and within-class ability grouping
Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE). The purpose of this paper is to explore ability grouping in PE in North East of England schools. Spec…
Setting policy and student agency in physical education
In turning a spotlight on students in physical education, this paper seeks to extend applications of policy enactment theory, and particularly, the policy actor framework. Following the lead of Stephen Ball and colleagues, the research that this paper draws on examined the various dimensions of context shaping policy enactment in different schools. The focus of the research was policy associated with ability grouping, and setting particularly, in…
Mixed-ability grouping in physical education
In the United Kingdom (UK) particularly, grouping strategies in secondary education have attracted considerable political attention. While setting students by ability is frequently adopted in mathematics, English and science, mixed-ability grouping is common in other subjects, including physical education (PE). Educational research exploring grouping has highlighted the need for research to extend understanding of the pedagogical assumptions, cha…
What is recognised as ability in physical education? A systematic appraisal of how ability and ability differences are socially constructed within mainstream secondary school physical education
In sport, schools and physical education (PE) ability has invariably been understood as an inherent and relatively immutable capacity, amendable to varying degrees by interventions such as training regimes and education. Differences in achievement are assumed to be an inevitable consequence of natural variations in ability and an indication of motivation or effort. Drawing on the theoretical tools of Pierre Bourdieu, Evans, in 2004, proposed an a…
A national survey of ability grouping practices in secondary school physical education in England
This research sought to generate large-scale yet sophisticated data relating to ability grouping practices in physical education (PE) in secondary schools in England, with the intent of extending knowledge of the various ability grouping practices being adopted within and across schools. The prevalence of particular ability grouping practices, processes associated with their application, and factors influencing their use and non-use were explored…
The participation group means that I'm low ability’
Mixed‐ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed‐ability grouping in the education literature, particularly in terms of its impact on students’ experiences. The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students’ perce…
The involvement of external agencies in extra-curricular physical education
Within the UK and internationally, schools are increasingly being encouraged to call on external agencies and draw on the services of individuals, including sport coaches, to ‘help teach or lead sports within the school setting and out of school time’. This trend arises from and has contributed to a changing policy landscape and relations that characterise ‘physical education and school sport’ (PESS) and the growing use of the terminology of ‘PES…
Students' preferences for setting and/or mixed‐ability grouping in secondary school physical education in England
There is an extensive international literature on different forms of ability grouping in schools, much of which describes their impact on students' academic achievement, motivation, self‐concept and/or attitudes towards learning. Comparatively little research has focused on students' perspectives of these practices, while the research that has been conducted has primarily focused on mathematics, English and science. There is a conspicuous and arg…
What is recognised as ability in physical education? A systematic appraisal of how ability and ability differences are socially constructed within mainstream secondary school physical education
In sport, schools and physical education (PE) ability has invariably been understood as an inherent and relatively immutable capacity, amendable to varying degrees by interventions such as training regimes and education. Differences in achievement are assumed to be an inevitable consequence of natural variations in ability and an indication of motivation or effort. Drawing on the theoretical tools of Pierre Bourdieu, Evans, in 2004, proposed an a…
The involvement of external agencies in extra-curricular physical education
Within the UK and internationally, schools are increasingly being encouraged to call on external agencies and draw on the services of individuals, including sport coaches, to ‘help teach or lead sports within the school setting and out of school time’. This trend arises from and has contributed to a changing policy landscape and relations that characterise ‘physical education and school sport’ (PESS) and the growing use of the terminology of ‘PES…
Setting and within-class ability grouping
Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE). The purpose of this paper is to explore ability grouping in PE in North East of England schools. Spec…
The enactment of setting policy in secondary school physical education
The micro-level enactment of educational policy has received little attention in the physical education [PE] literature, particularly as it relates to setting policy. This study employs enactment theory to provide original insights into the ways in which setting policy was enacted by PE teachers in three mixed-gender secondary schools in England. The work of Stephen Ball and colleagues is used to examine the distinct and combined influence of the…
Setting policy and student agency in physical education
In turning a spotlight on students in physical education, this paper seeks to extend applications of policy enactment theory, and particularly, the policy actor framework. Following the lead of Stephen Ball and colleagues, the research that this paper draws on examined the various dimensions of context shaping policy enactment in different schools. The focus of the research was policy associated with ability grouping, and setting particularly, in…
Mixed-ability grouping in physical education
In the United Kingdom (UK) particularly, grouping strategies in secondary education have attracted considerable political attention. While setting students by ability is frequently adopted in mathematics, English and science, mixed-ability grouping is common in other subjects, including physical education (PE). Educational research exploring grouping has highlighted the need for research to extend understanding of the pedagogical assumptions, cha…
The participation group means that I'm low ability’
Mixed‐ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed‐ability grouping in the education literature, particularly in terms of its impact on students’ experiences. The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students’ perce…
A national survey of ability grouping practices in secondary school physical education in England
This research sought to generate large-scale yet sophisticated data relating to ability grouping practices in physical education (PE) in secondary schools in England, with the intent of extending knowledge of the various ability grouping practices being adopted within and across schools. The prevalence of particular ability grouping practices, processes associated with their application, and factors influencing their use and non-use were explored…
Students' preferences for setting and/or mixed‐ability grouping in secondary school physical education in England
There is an extensive international literature on different forms of ability grouping in schools, much of which describes their impact on students' academic achievement, motivation, self‐concept and/or attitudes towards learning. Comparatively little research has focused on students' perspectives of these practices, while the research that has been conducted has primarily focused on mathematics, English and science. There is a conspicuous and arg…
A national survey of gendered grouping practices in secondary school physical education in England
Background Gendered grouping practices and curriculum provision are matters of long-standing contention and debate in physical education (PE) policy, research, and practice internationally. In England, there is a long tradition of single-sex grouping in PE in secondary schools, with accompanying gendered patterns of staffing and many boys and girls taught different activities in the curriculum. Research on the incidence of single- and mixed-sex g…
Gendered grouping practices in secondary physical education in England
There is substantial international literature on single- and mixed-sex grouping in physical education (PE), much of which focuses on the relative impact on students’ physical activity levels, perceived self-confidence and/or interactions with teachers and peers. A smaller body of research has explored students’ perspectives on single- and/or mixed-sex grouping in PE. However, much of this research is dated, limited in scope to a relatively small …
Ability grouping in primary physical education in England
This study recognised that there is currently limited understanding of the extent and nature of ability grouping practices in subject areas other than mathematics and English in primary schools. Using survey methods, this research sought to generate data of sufficient scale to extend understanding of the use of ability grouping practices in primary physical education (PE) in England. Administration of a web‐based survey to all ( n = 917) state‐fu…
The hows and whys of gendered grouping practices in primary physical education in England
Background: Single- and mixed-sex grouping have long been a focus of attention in physical education (PE) and are matters often at the fore of discussions about curriculum planning, teaching, and learning. Nonetheless, there remains little consensus or guidance on which approach (or combination of approaches) should be preferred in PE in primary and secondary schools in England. Further, while single- and mixed-sex grouping have been extensively …
Pedagogy (13 works) · Physical Education and Pedagogy (13 works) · Psychology (13 works) · Inclusion and Disability in Education and Sport (11 works) · Physical education (11 works) · Mathematics education (10 works) · Sociology (8 works) · Curriculum (6 works) · Motivation and Self-Concept in Sports (5 works) · Political science (5 works)