Andrea Casey
Dados Biográficos
| ID | 297838 |
|---|---|
| NOME | Andrea Casey |
| PRENOMES | Andrea |
| SOBRENOME | Casey |
| ASSINATURA | CASEY A |
| AFILIAÇÕES | Loughborough University |
| ORCID | 0000-0002-8232-5727 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 36 |
| TOTAL DE CITAÇÕES | 59 |
| TOTAL COMO AUTOR | 36 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 6 |
Coach experiences of formal coach education developed by national governing bodies
The influence of physical education on the use of healthy lifestyle technologies
Background In recent years, there has been a growing interest in the integration of traditional digital media and/or healthy lifestyle technologies (HLT) into physical education/health and physical education (PE/HPE) to support teachers’ teaching and students’ learning. However, little attention has been paid to how digital PE experiences influence young people’s physical activity (PA) participation and health learning beyond formal education set…
(L)earning to Teach
Teacher shortages are a global issue. England chose to address this by offering financial incentives (in the form of bursaries and scholarships) to postgraduates in shortage subjects. The impact of these incentives, however, on those training in non-shortage areas remains unclear. A survey of 439 trainee teachers in England (2019–2020) revealed that those without financial incentives often took up additional paid work, primarily during holidays a…
The role of healthy lifestyle technologies in supporting young adults’ healthy active lifestyles
Young people are increasingly using healthy lifestyle technologies (HLT) to support their healthy active lifestyles, yet little is known about how they use their digital skills and/or health knowledge to regulate their healthy behaviours and engage with HLT critically. Moreover, there is a dearth of literature on young adults’ perspectives and experiences of HLT use in this regard. This is noteworthy as this age group is more likely to use HLT to…
Exploring how social media shapes the personal learning environments of Chinese pre-service physical education teachers
Teachers’ experiences of enacting pedagogical models and models-based practice
Background The shift from traditional, teacher-led methods towards more student-centred approaches in many countries has positioned pedagogical models and Models-based Practice (MbP) as a potential future for physical education pedagogy. Over the last 10–15 years there has been a surge in publications reporting on teachers’ experiences of enacting models. These studies have not, until now, been synthesised. Such a synthesis would allow a richer, …
Practising collaboration in model implementation in physical education
Background: Over the last two decades, teachers’ use of models has been frequently highlighted as a possible future for physical education. Literature has also shown that collaborations between teachers and researchers can be effective in supporting teachers not only to successfully implement but also sustain their long-term use of models Despite this evidence, the practice of collaboration itself has so far, at best, been an implicit focus for i…
The ghosts of research past, present and future
Background Each year, at the Invisible College – a one-day physical education and sport pedagogy (PESP) special interest group conference hosted prior to the main British Educational Research Association’s annual conference – a scholar is honoured with the Scholar Lecture in recognition of their significant contribution to the PESP field. This paper represents the 2024 Scholar Lecture.Purpose The purpose of this Scholar Lecture is to reflect on m…
‘I am struggling to survive’
The aim of this study was to investigate the experiences of individuals who are facing finance-related worries and/or a perceived requirement or desire to work, whilst training to teach.We sought to explore this issue by gathering qualitative and quantitative data from trainee teachers through an Online Survey.This elicited 438 responses from trainees across England.Our findings showed that many trainees are required to work and/or rely on suppor…
Instead of Being on a Screen You Can Be More Out There and Enjoy Your Life”
It was suggested the findings could be partly attributed to limitations in students' learning and experiences with respect to physical activity and health in the PE curriculum
Sport education as a cooperative learning endeavour
Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hastie. 2010. “The Ecology of Cooperative Learning in Elementary Physical Education Classes.” Journal of…
Between hope and happening
Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the ‘newness’ of the terms, ‘pedagogical models’ and ‘Models-based Practice’ (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy.Purpose: To ask what happens if we take some of the ‘good s…
Cooperative learning in physical education encountering Dewey’s educational theory
Cooperative learning can be considered as an umbrella term for a number of classroom practices. In this paper we consider the educative nature of cooperative learning in physical education, and we have challenged ourselves to examine how cooperative learning can enhance the education of young people. We do this by revisiting cooperative learning’s Deweyan foundations and hold that such a move would be a constructive way forward for cooperative le…
Work and intimate partner violence
Because middle-class women do not report intimate partner violence (IPV) due to social stigma, few interventions address their problems. In addition, there is a dearth of literature on the role of paid work in middle-class women's lives, as prior studies have focused on several ways IPV hinders women's work and job performance. This hermeneutic phenomenology study reveals that 10 middle-class women did not consciously enter into an empowerment pr…
Appreciative inquiry for physical education and sport pedagogy research
With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practices that surround their use. Without such discussions, it is difficult to unpick ‘what works’ for prac…
Flipped learning, pedagogy and digital technology
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and vi…
Adopting a models-based approach to teaching physical education
Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a scho…
Social media as a tool for generating sustained and in-depth insights into sport and exercise practitioners’ ongoing practices
The purpose of this paper is to suggest and empirically illustrate how social media can be used to generate sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. This is achieved by discussing the potential for social media in research designs and presenting an analysis of 6 physical education teachers’ and a researcher’s tweets during a six-year school-based continuous professional development programme. Throu…
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…
Paying the piper
In many professions there are qualifications to gain and professional standards to achieve. Lawyers pass the bar and doctors pass their boards. In academic life the equivalent is a doctorate, closely followed by a profile of peer-reviewed publication. To hold a doctoral degree is the common requirement to become ‘academic’ but does it prepare individuals to advance in an academic career? In choosing the idiom ‘paying the piper’ (i.e. where one mu…
Student interactions in the hidden curriculum
This paper was accepted for publication in the European Physical Education Review. The definitive version is available at: http://dx.doi.org/10.1177/1356336X16642189
Innovation with change
Background: Physical education has long been caught in a time of ‘innovation without change’. Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the ‘traditional pedagogy’, teachers rarely move beyond the honeymoon period of implementation.Purpose: The purpose of this paper is to explore how communities of practice emerge, develop and support innovation that results in pedagogical change.Participan…
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012),…
Examining student-designed games through Suits' theory of games
This paper documents how a unit of student-designed games can create a more meaningful version of physical education (PE) for disengaged students, a version that enhances the educational legitimacy of the subject matter by affording it worth in and of itself rather than being justified for other, extrinsic or instrumental reasons. Furthermore, it seeks to develop new knowledge relating to the conduct of game instruction within PE, by using Suits'…
A narrative inquiry into the experience of negotiating the dominant stories of physical education
This paper explores the tensions that surfaced as a teacher of physical education (PE) shifted his ‘stories to live by’ [Clandinin, D. J., & Connelly, F. M. (1999). Storying and restorying ourselves: Narrative and reflection. In A. Y. Chen & J. Van Maanen (Eds.), The reflective spin: Case studies of teachers in higher education transforming action (pp. 15–23). Singapore: World Scientific] around PE. The tensions became explicit when his shifting …
Work and intimate partner violence
Because middle-class women do not report intimate partner violence (IPV) due to social stigma, few interventions address their problems. In addition, there is a dearth of literature on the role of paid work in middle-class women's lives, as prior studies have focused on several ways IPV hinders women's work and job performance. This hermeneutic phenomenology study reveals that 10 middle-class women did not consciously enter into an empowerment pr…
The implementation of models-based practice in physical education through action research
The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11—12. Data collection included: teacher and pupil evaluations of skill, pupil reflections on the lessons…
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…
Flipped learning, pedagogy and digital technology
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and vi…
Tweet me, message me, like me
While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to e…
Hiding behind the camera
Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with …
A narrative inquiry into the experience of negotiating the dominant stories of physical education
This paper explores the tensions that surfaced as a teacher of physical education (PE) shifted his ‘stories to live by’ [Clandinin, D. J., & Connelly, F. M. (1999). Storying and restorying ourselves: Narrative and reflection. In A. Y. Chen & J. Van Maanen (Eds.), The reflective spin: Case studies of teachers in higher education transforming action (pp. 15–23). Singapore: World Scientific] around PE. The tensions became explicit when his shifting …
Cooperative learning in physical education encountering Dewey’s educational theory
Cooperative learning can be considered as an umbrella term for a number of classroom practices. In this paper we consider the educative nature of cooperative learning in physical education, and we have challenged ourselves to examine how cooperative learning can enhance the education of young people. We do this by revisiting cooperative learning’s Deweyan foundations and hold that such a move would be a constructive way forward for cooperative le…
Paying the piper
In many professions there are qualifications to gain and professional standards to achieve. Lawyers pass the bar and doctors pass their boards. In academic life the equivalent is a doctorate, closely followed by a profile of peer-reviewed publication. To hold a doctoral degree is the common requirement to become ‘academic’ but does it prepare individuals to advance in an academic career? In choosing the idiom ‘paying the piper’ (i.e. where one mu…
Practitioner research
This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-yea…
Appreciative inquiry for physical education and sport pedagogy research
With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practices that surround their use. Without such discussions, it is difficult to unpick ‘what works’ for prac…
Student interactions in the hidden curriculum
This paper was accepted for publication in the European Physical Education Review. The definitive version is available at: http://dx.doi.org/10.1177/1356336X16642189
Building a Culture That Encourages Strategic Thinking
The ability to think strategically is critical for leaders and managers at multiple organizational levels. Specific work experiences can contribute to the development of an individual’s strategic thinking ability. Culture, among other organizational factors, can either encourage or limit those contributions. Leaders, as culture constructors and transformers, can act to maximize the relationship between organizational culture and the process of le…
The implementation of models-based practice in physical education through action research
The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11—12. Data collection included: teacher and pupil evaluations of skill, pupil reflections on the lessons…
Building a Culture That Encourages Strategic Thinking
The ability to think strategically is critical for leaders and managers at multiple organizational levels. Specific work experiences can contribute to the development of an individual’s strategic thinking ability. Culture, among other organizational factors, can either encourage or limit those contributions. Leaders, as culture constructors and transformers, can act to maximize the relationship between organizational culture and the process of le…
Using digital technology to enhance student engagement in physical education
This paper explored the use of video technology as an aid to student engagement in physical education. Working in a comprehensive high school in Australia with disaffected students, the study used the New South Wales Quality Teaching Program as a basis for assessing the effectiveness of video technology in enhancing students' engagement in Physical Education lessons aimed at facilitating deeper understanding of throwing and catching. The results …
Using the TGFU tactical hierarchy to enhance student understanding of game play. Expanding the Target Games category. (El uso de la jerarquía táctica de TGFU para mejorar la comprensión del juego de l…
El uso de la jerarqua tctica de TGFU para mejorar la comprensin del juego de los estudiantes
Hiding behind the camera
Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with …
Practitioner research
This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-yea…
Physical education teachers' use of practitioner inquiry
Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for any form of professional learning has been cited as an inhibiting factor. However, the purpose of this…
Models-based practice
Background: Many critical curriculum theorists in physical education have advocated a model- or models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandoned.Purpose: To review t…
Fidelity in Models-Based Practice Research in Sport Pedagogy
This paper provides a commentary on research on models-based practice within physical education and presents a tutorial that aims to guide the reporting of future research using pedagogical models. Three key elements are presented that could be considered as essential for inclusion in any methods section in order for readers to gain an accurate and complete understanding of the results of studies. These are (a) rich description of the curricular …
Narratives and memory in organizations
Organizations remember through narratives and storytelling. The articles in this Special Issue explore the interface between organization studies, memory studies, and historiography. They focus on the practices for organizational remembering. Taken together, the articles explore the similarities and differences between ethnographic and historical methods for studying memory in organizations, which represents a contribution to the historic turn in…
Tweet me, message me, like me
While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to e…
Innovation with change
Background: Physical education has long been caught in a time of ‘innovation without change’. Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the ‘traditional pedagogy’, teachers rarely move beyond the honeymoon period of implementation.Purpose: The purpose of this paper is to explore how communities of practice emerge, develop and support innovation that results in pedagogical change.Participan…
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012),…
Examining student-designed games through Suits' theory of games
This paper documents how a unit of student-designed games can create a more meaningful version of physical education (PE) for disengaged students, a version that enhances the educational legitimacy of the subject matter by affording it worth in and of itself rather than being justified for other, extrinsic or instrumental reasons. Furthermore, it seeks to develop new knowledge relating to the conduct of game instruction within PE, by using Suits'…
A narrative inquiry into the experience of negotiating the dominant stories of physical education
This paper explores the tensions that surfaced as a teacher of physical education (PE) shifted his ‘stories to live by’ [Clandinin, D. J., & Connelly, F. M. (1999). Storying and restorying ourselves: Narrative and reflection. In A. Y. Chen & J. Van Maanen (Eds.), The reflective spin: Case studies of teachers in higher education transforming action (pp. 15–23). Singapore: World Scientific] around PE. The tensions became explicit when his shifting …
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…
Paying the piper
In many professions there are qualifications to gain and professional standards to achieve. Lawyers pass the bar and doctors pass their boards. In academic life the equivalent is a doctorate, closely followed by a profile of peer-reviewed publication. To hold a doctoral degree is the common requirement to become ‘academic’ but does it prepare individuals to advance in an academic career? In choosing the idiom ‘paying the piper’ (i.e. where one mu…
Student interactions in the hidden curriculum
This paper was accepted for publication in the European Physical Education Review. The definitive version is available at: http://dx.doi.org/10.1177/1356336X16642189
Adopting a models-based approach to teaching physical education
Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a scho…
Social media as a tool for generating sustained and in-depth insights into sport and exercise practitioners’ ongoing practices
The purpose of this paper is to suggest and empirically illustrate how social media can be used to generate sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. This is achieved by discussing the potential for social media in research designs and presenting an analysis of 6 physical education teachers’ and a researcher’s tweets during a six-year school-based continuous professional development programme. Throu…
Appreciative inquiry for physical education and sport pedagogy research
With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practices that surround their use. Without such discussions, it is difficult to unpick ‘what works’ for prac…
Flipped learning, pedagogy and digital technology
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and vi…
Cooperative learning in physical education encountering Dewey’s educational theory
Cooperative learning can be considered as an umbrella term for a number of classroom practices. In this paper we consider the educative nature of cooperative learning in physical education, and we have challenged ourselves to examine how cooperative learning can enhance the education of young people. We do this by revisiting cooperative learning’s Deweyan foundations and hold that such a move would be a constructive way forward for cooperative le…
Work and intimate partner violence
Because middle-class women do not report intimate partner violence (IPV) due to social stigma, few interventions address their problems. In addition, there is a dearth of literature on the role of paid work in middle-class women's lives, as prior studies have focused on several ways IPV hinders women's work and job performance. This hermeneutic phenomenology study reveals that 10 middle-class women did not consciously enter into an empowerment pr…
Sport education as a cooperative learning endeavour
Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hastie. 2010. “The Ecology of Cooperative Learning in Elementary Physical Education Classes.” Journal of…
Psychology (32 obras) · Pedagogy (27 obras) · Physical Education and Pedagogy (26 obras) · Sociology (22 obras) · Mathematics education (19 obras) · Inclusion and Disability in Education and Sport (18 obras) · Computer Science (17 obras) · Physical education (16 obras) · Political science (16 obras) · Motivation and Self-Concept in Sports (13 obras)