Implementing Meaningful Physical Education Pedagogies in Physical Education: Lessons from the Field

Wintle, Jordan ORCID: https://orcid.org/0000-0002-1195-4964 and Paterson, Juliet ORCID: https://orcid.org/0000-0003-0219-8471 (2025) Implementing Meaningful Physical Education Pedagogies in Physical Education: Lessons from the Field. In: AIESEP International Conference 2025. At: St Petersburg, Florida, USA, 18-22/05/2025, St Petersburg, Florida. (Unpublished)

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Abstract

This presentation explores the implementation of meaningful physical education (PE) pedagogies through two action research projects in the UK, with a focus on the opportunities and challenges of implementing meaningful physical education pedagogies. The first approach, conducted within primary education, adopted an experience-based co-design methodology to empower pupils as decision-makers in their PE experience. In the second intervention, meaningful physical education was applied in two secondary schools as a guiding framework for delivering lifestyle sports. Data were collected through visual participatory methods, observations from teachers, and researcher reflections. Findings indicate that successfully integrating these pedagogical approaches requires deliberate action and a shared vision aligned with meaningful PE principles. In the secondary schools, while micro-level influences were achieved—such as promoting autonomy in specific lesson activities—systemic issues, such as PE kit policies and rigid curriculum designs, remained beyond the scope of influence, despite their importance to the pupils’ overall experience. Democratic approaches, reflection and goal setting were identified as essential components of meaningful PE; however, time constraints, particularly in short lessons, often posed challenges. Despite these obstacles, the interventions led to several "quick wins" at the lesson level, with democratic practices positively impacting student motivation and enjoyment. The "action gang" approach, for example, fostered a sense of ownership among primary students, who likened their role to that of "mini-teachers." This increased autonomy and agency, leading to a more engaging and enjoyable learning environment. The challenges and benefits observed highlight the complexity of embedding democratic, meaningful PE pedagogies, yet also offer practical insights for educators interested in adopting these practices. This presentation provides reflections on the practicalities of applying democratic approaches, goal setting, and reflective practices in PE contexts, offering advice to practitioners seeking to create more inclusive, pupil-centred learning experiences.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	L Education > L Education (General)
Divisions:	Schools and Research Institutes > School of Education, Health and Sciences
Depositing User:	Jordan Wintle
Date Deposited:	04 Sep 2025 09:43
Last Modified:	04 Sep 2025 10:00
URI:	https://eprints.glos.ac.uk/id/eprint/15243

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