Kathleen M Armour
Biographic Data
| ID | 6155355 |
|---|---|
| NAME | Kathleen M Armour |
| GIVEN NAMES | Kathleen M |
| FAMILY NAME | Armour |
| SIGNATURE | ARMOUR K M |
| AFFILIATIONS | Brunel University College, England |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 5 |
Young People’s health-related learning through social media
International regulatory bodies have argued that young people should be better supported to engage safely, responsibly and effectively with social media. This paper considers ways in which the introduction of structured social media engagement in schools could bring educational benefits for young people, particularly in supporting them to deal with challenges relating to health and wellbeing. New evidence is provided on: (i) the value of social m…
Young People, Social Media and Health
The pervasiveness of social media in young people's lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people's health and wellbeing.Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people's experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physic…
Rethinking the relationship between pedagogy, technology and learning in health and physical education
This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need t…
Sport & Exercise Pedagogy’. The case for a new integrative sub-discipline in the field of Sport & Exercise Sciences/Kinesiology/Human Movement Sciences
The European Union Sport Unit has identified the societal and educational role of sport as a central topic in its new research agenda. It is argued that European Union (EU) citizens should be supported to learn continuously across the life course. In the sport/physical activity (PA) context, the role of teachers, coaches and exercise instructors (among others) is pivotal to the delivery of this aspiration. Yet, in this paper, we argue that entren…
Lived experience and community sport coaching
Coaching in the participation domain as the act of coaching participants that are less intensely engaged in sport than performance orientated athletes. This form of coaching is a popular activity occurring in community settings such as schools or sport clubs, and it is often undertaken with a broad range of social and health outcomes in mind. The experiences and practices of the large army of 'community coaches' have been under-explored in compar…
Physical education teachers' career-long professional learning
The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning is worthy of scruti…
Do as we do and not as we say
This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad…
Great expectations
Effective Professional Development for Physical Education Teachers
This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group inte…
Re‐engaging disaffected youth through physical activity programmes
It is a cherished belief within physical education and sport communities that participation in sport/physical activity has the potential to offer young people a range of physical, psychological and social benefits. More recently in the UK, this belief has become prominent in government policies that, among other things, are seeking to re‐engage disaffected young people in order to increase their life chances and minimise the impact of anti‐social…
Continuing professional development for experienced physical education teachers
Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be ‘developed’ in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved, pupils' learning will be enhanced and standards w…
Personal, Social and Moral Development through Team Games
This article raises critical questions about the place of pupils’ personal, social andmoral development in team games. It is argued that clearer conceptual definitions and critical debate within the physical education (PE) profession are needed in order to determine the role of team games in promoting pupils’ personal, social and moral education. The complex inter-relationship between these aspects of pupils’ development is discussed and a case i…
The Case for a Body‐Focus in Education and Physical Education
This paper draws upon social theory to consider whether a focus on pupils' embodiment in education, and in physical education, could enhance the status of physical education in schools. The traditional conceptualization of the body in education is outlined in terms of the privileging of theoretical knowledge at the expense of practical knowledge, and the role of schools in the social regulation and control of pupils' bodies. In such a model, phys…
Developing a Personal Philosophy on the Nature and Purpose of Physical Education
Great expectations
Re‐engaging disaffected youth through physical activity programmes
It is a cherished belief within physical education and sport communities that participation in sport/physical activity has the potential to offer young people a range of physical, psychological and social benefits. More recently in the UK, this belief has become prominent in government policies that, among other things, are seeking to re‐engage disaffected young people in order to increase their life chances and minimise the impact of anti‐social…
Rethinking the relationship between pedagogy, technology and learning in health and physical education
This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need t…
Personal, Social and Moral Development through Team Games
This article raises critical questions about the place of pupils’ personal, social andmoral development in team games. It is argued that clearer conceptual definitions and critical debate within the physical education (PE) profession are needed in order to determine the role of team games in promoting pupils’ personal, social and moral education. The complex inter-relationship between these aspects of pupils’ development is discussed and a case i…
Lived experience and community sport coaching
Coaching in the participation domain as the act of coaching participants that are less intensely engaged in sport than performance orientated athletes. This form of coaching is a popular activity occurring in community settings such as schools or sport clubs, and it is often undertaken with a broad range of social and health outcomes in mind. The experiences and practices of the large army of 'community coaches' have been under-explored in compar…
Sport & Exercise Pedagogy’. The case for a new integrative sub-discipline in the field of Sport & Exercise Sciences/Kinesiology/Human Movement Sciences
The European Union Sport Unit has identified the societal and educational role of sport as a central topic in its new research agenda. It is argued that European Union (EU) citizens should be supported to learn continuously across the life course. In the sport/physical activity (PA) context, the role of teachers, coaches and exercise instructors (among others) is pivotal to the delivery of this aspiration. Yet, in this paper, we argue that entren…
Continuing professional development for experienced physical education teachers
Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be ‘developed’ in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved, pupils' learning will be enhanced and standards w…
Developing a Personal Philosophy on the Nature and Purpose of Physical Education
Physical education teachers' career-long professional learning
The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning is worthy of scruti…
Do as we do and not as we say
This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad…
The Case for a Body‐Focus in Education and Physical Education
This paper draws upon social theory to consider whether a focus on pupils' embodiment in education, and in physical education, could enhance the status of physical education in schools. The traditional conceptualization of the body in education is outlined in terms of the privileging of theoretical knowledge at the expense of practical knowledge, and the role of schools in the social regulation and control of pupils' bodies. In such a model, phys…
Young People’s health-related learning through social media
International regulatory bodies have argued that young people should be better supported to engage safely, responsibly and effectively with social media. This paper considers ways in which the introduction of structured social media engagement in schools could bring educational benefits for young people, particularly in supporting them to deal with challenges relating to health and wellbeing. New evidence is provided on: (i) the value of social m…
Developing a Personal Philosophy on the Nature and Purpose of Physical Education
The Case for a Body‐Focus in Education and Physical Education
This paper draws upon social theory to consider whether a focus on pupils' embodiment in education, and in physical education, could enhance the status of physical education in schools. The traditional conceptualization of the body in education is outlined in terms of the privileging of theoretical knowledge at the expense of practical knowledge, and the role of schools in the social regulation and control of pupils' bodies. In such a model, phys…
Personal, Social and Moral Development through Team Games
This article raises critical questions about the place of pupils’ personal, social andmoral development in team games. It is argued that clearer conceptual definitions and critical debate within the physical education (PE) profession are needed in order to determine the role of team games in promoting pupils’ personal, social and moral education. The complex inter-relationship between these aspects of pupils’ development is discussed and a case i…
Continuing professional development for experienced physical education teachers
Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be ‘developed’ in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved, pupils' learning will be enhanced and standards w…
Re‐engaging disaffected youth through physical activity programmes
It is a cherished belief within physical education and sport communities that participation in sport/physical activity has the potential to offer young people a range of physical, psychological and social benefits. More recently in the UK, this belief has become prominent in government policies that, among other things, are seeking to re‐engage disaffected young people in order to increase their life chances and minimise the impact of anti‐social…
Effective Professional Development for Physical Education Teachers
This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group inte…
Physical education teachers' career-long professional learning
The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning is worthy of scruti…
Do as we do and not as we say
This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad…
Great expectations
Lived experience and community sport coaching
Coaching in the participation domain as the act of coaching participants that are less intensely engaged in sport than performance orientated athletes. This form of coaching is a popular activity occurring in community settings such as schools or sport clubs, and it is often undertaken with a broad range of social and health outcomes in mind. The experiences and practices of the large army of 'community coaches' have been under-explored in compar…
Sport & Exercise Pedagogy’. The case for a new integrative sub-discipline in the field of Sport & Exercise Sciences/Kinesiology/Human Movement Sciences
The European Union Sport Unit has identified the societal and educational role of sport as a central topic in its new research agenda. It is argued that European Union (EU) citizens should be supported to learn continuously across the life course. In the sport/physical activity (PA) context, the role of teachers, coaches and exercise instructors (among others) is pivotal to the delivery of this aspiration. Yet, in this paper, we argue that entren…
Rethinking the relationship between pedagogy, technology and learning in health and physical education
This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need t…
Young People, Social Media and Health
The pervasiveness of social media in young people's lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people's health and wellbeing.Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people's experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physic…
Young People’s health-related learning through social media
International regulatory bodies have argued that young people should be better supported to engage safely, responsibly and effectively with social media. This paper considers ways in which the introduction of structured social media engagement in schools could bring educational benefits for young people, particularly in supporting them to deal with challenges relating to health and wellbeing. New evidence is provided on: (i) the value of social m…
Psychology (14 works) · Pedagogy (13 works) · Sociology (12 works) · Physical Education and Pedagogy (10 works) · Political science (9 works) · Physical education (7 works) · Inclusion and Disability in Education and Sport (6 works) · Medicine (6 works) · Mathematics education (5 works) · Motivation and Self-Concept in Sports (5 works)