When an old cricketer leaves the crease’
Bittersweet reflections on examination awards in physical education
Bibliographic Data
| ID | 12571842 |
|---|---|
| Authors | Malcolm Thorburn (0000-0001-6738-6583, University of Edinburgh, corresponding author) |
| Year | 2017 |
| Volume | 24 |
| Issue | 4 |
| Pages | 404-414 |
| Publication date | 2017-11-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sport Education and Society (JOURNAL) |
| Journal identifiers | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2017.1401533 |
| OpenAlex | W2768918372 |
| Language | EN |
| Citations received | 2 |
| References cited | 30 |
The paper reflects on the development of examination awards in physical education from a predominantly autobiographical research perspective. The paper draws on experiences and reflections from inside examinations as a teacher, part of the policy and implementation process and document author and outside examinations as a researcher of the aspirations of awards and policy enactment in schools in Scotland. This combined perspective proceeds via a largely chronological appraisal of school and national policy developments allied to analysis from a wider academic review of progress. Despite early enthusiasm by students and many teachers the review highlights the problems of announcing policy rather than engaging with the ongoing detail of policy problems. This approach has led to variable progress and a lack of boldness in making learning suitably personalized with closer connections between practice and theory informing teaching and assessment. Furthermore, through the adoption of rote learning and assessment procedures, teachers have become complicit in affirming that while greater educational goals are achievable their particular practices are unlikely to realize these goals. In order to avoid further regression it is argued that examination awards need to unlock practice problems through engaging with research evidence which assists in understanding better the complex components of authentic practice, practice and theory integration and how increased use of digital technologies can personalize learning and enliven teaching and assessment. Without this occurring, examinations in Scottish physical education represent something akin to a pyrrhic victory, where expanding policy provision has left behind rather underwhelming learning gains and where teachers’ sense of agency is curtailed by a messy combination of difficult to rectify professional concerns
Agency (philosophy · Argument (complex analysis · Cooperative learning · Engineering ethics · Enthusiasm · Pedagogy · Perspective (graphical · Political science · Politics · Public relations · Rote learning · Social science · Sociology · Teaching method · Victory · Computer Science · Engineering · Inclusion and Disability in Education and Sport · Law · Medicine · Physical Education and Pedagogy · Psychology · Social Psychology · Sport and Mega-Event Impacts
Understanding Physical Education
Politics, Policy and Practice in Physical Education
Talking about education
A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education
A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education
Big policies and a small world
Digital technologies and learning in physical education
The social construction of higher grade physical education
Physical education teachers’ perceptions of factors that inhibit and facilitate the enactment of curriculum change in a high-stakes exam climate
Knowledge, Practice and Theory in Physical Education
The Concept of Physical Education in Current Curriculum and Assessment Policy in Scotland
Physical Education and Value Diversity
The effects of an integrated curriculum model on student learning and attainment
Value Pluralism and Physical Education
Integrated Curriculum Models and their Effects on Teachers' Pedagogy Practices
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.33 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |