The metaphor of a jigsaw puzzle as a pedagogy of PE teacher education
Written by: Alex Beckey and Declan Hamblin
7 min read
ALEX BECKEY AND DECLAN HAMBLIN, SENIOR LECTURERS, CENTRE FOR PHYSICAL EDUCATION, SPORT & ACTIVITY (CPESA), KINGSTON UNIVERSITY, UK
Learning to teach is a complex undertaking. It is further complicated by being a profession where the novice has already accumulated thousands of hours of experience before they begin. This acculturation contributes to much of the complication and confusion, as being taught is firstly not the same as teaching, and secondly does not provide a sound understanding as to why teaching might look and feel the way it does (Kennedy, 2009). In physical education (PE), this complexity and confusion is further intensified as it is a low-consensus and highly contested curriculum subject, with very little agreement of both the aims and the means. A quick review of the field will reveal that the subject can fight obesity, develop competitive excellence, improve mental wellbeing, instil leadership and educate for lifelong physical activity habits (afPE, 2019).
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- Association for Physical Education (afPE) (2019) Developing the whole child through physical education, school sport and physical activity. Available at: https://www.afpe.org.uk/physical-education/wp-content/uploads/Outcomes-Poster-2019-Final.pdf (accessed 30 November 2021).
- Casey A and Kirk D (2021) Models-Based Practice in Physical Education. Abingdon: Routledge.
- Department for Education (DfE) (2014) The National Curriculum in England: Key stages 3 and 4 framework document. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/840002/Secondary_national_curriculum_corrected_PDF.pdf (accessed 2 December 2021).
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