Anna Bryant
Biographic Data
| ID | 6685751 |
|---|---|
| NAME | Anna Bryant |
| GIVEN NAMES | Anna |
| FAMILY NAME | Bryant |
| SIGNATURE | BRYANT A |
| AFFILIATIONS | Cardiff Metropolitan University |
| ORCID | 0000-0003-4603-7004 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Towards equity and quality in education
This article focuses on the current education context in Wales (UK) and outlines some of the policy drivers aimed at securing greater equity and quality. In many education systems, equity remains the primary policy priority, as the persistent and endemic impact of poverty on subsequent educational achievement and attainment persists for many young people. Equity is also a central policy driver across many education systems globally, as it is now …
Using the Principles from Community of Practice
Continuing professional development is vital for enhancing teaching quality in Physical Education, but traditional approaches often lack effectiveness. This study explores the implementation of a Community of Practice framework integrated with motivational theory to develop and evaluate a Physical Education professional development programme in a Welsh secondary school, assessing its impact, benefits, challenges, and critical considerations. This…
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
Appreciative inquiry as a methodological approach to collaboration between different sporting organisations in Wales to promote physical literacy
The aim of this study was for university consultants to apply and critically evaluate Appreciative Inquiry (AI) as a methodological approach to collaboration with the national organisation for promoting sport and physical activity in Wales, a Welsh national governing body for sport, and a Welsh local authority department responsible for sport and leisure, to develop a physical literacy (PL) programme for primary schools. Three phases of an AI cyc…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
Appreciative inquiry as a methodological approach to collaboration between different sporting organisations in Wales to promote physical literacy
The aim of this study was for university consultants to apply and critically evaluate Appreciative Inquiry (AI) as a methodological approach to collaboration with the national organisation for promoting sport and physical activity in Wales, a Welsh national governing body for sport, and a Welsh local authority department responsible for sport and leisure, to develop a physical literacy (PL) programme for primary schools. Three phases of an AI cyc…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
Using the Principles from Community of Practice
Continuing professional development is vital for enhancing teaching quality in Physical Education, but traditional approaches often lack effectiveness. This study explores the implementation of a Community of Practice framework integrated with motivational theory to develop and evaluate a Physical Education professional development programme in a Welsh secondary school, assessing its impact, benefits, challenges, and critical considerations. This…
Towards equity and quality in education
This article focuses on the current education context in Wales (UK) and outlines some of the policy drivers aimed at securing greater equity and quality. In many education systems, equity remains the primary policy priority, as the persistent and endemic impact of poverty on subsequent educational achievement and attainment persists for many young people. Equity is also a central policy driver across many education systems globally, as it is now …
Pedagogy (5 works) · Sociology (5 works) · Curriculum (4 works) · Physical Education and Pedagogy (4 works) · Political science (4 works) · Inclusion and Disability in Education and Sport (3 works) · Physical education (3 works) · Psychology (3 works) · Law (2 works) · Professional development (2 works)