Examination Physical Education by Brown Trent D.;Penney Dawn; & Dawn Penney

Author:Brown, Trent D.;Penney, Dawn; & Dawn Penney
Language: eng
Format: epub
Publisher: Taylor & Francis Group
Published: 2017-03-22T00:00:00+00:00

This pedagogical focus is in our view welcome and arguably, much needed in research addressing examination and senior secondary physical education.

An issue related to the pedagogic exploration of ‘integration’ is choice of physical activity contexts that will provide the context for learning ‘opportunities’ and for students to demonstrate their learning in assessment tasks. It is a choice that is often framed by perceptions about the extent to which particular activities will enable the exploration of particular theoretical knowledge. Yet, as Penney and Hay’s (2008) work highlighted, the choice can also have profound pedagogic implications for students:

For example, Chantel, identified by her senior PE teacher as ‘low ability’, was a student whose potential achievement was limited by inexperience in the physical activities offered and the conditions of their implementation. Notably, Chantel excelled in activities including equestrian competitions, athletics, and formally, had also done well in junior PE. She lacked experience, however, in three of the activities incorporated in the senior PE studies course at Green Pines; volleyball, touch football and badminton, and her teacher was unaware of her engagement in physical activity and physical culture beyond the PE class. Her position as an inexperienced participant in these activities, as a designated ‘low ability’ student, as a girl in a mixed gender group setting, and as someone of relatively quiet disposition combined to leave her frustrated and disadvantaged in terms of learning opportunities.

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