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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). In

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