Challenges related to promoting learning in the physical domain

Blair, Richard ORCID: https://orcid.org/0000-0001-5530-0770 and Blair, Neve (2025) Challenges related to promoting learning in the physical domain. In: Maximising Learning in Physical Education A Practice to Theory Approach. Routledge, London. ISBN 9781032662978 (In Press)

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Abstract

This chapter considers the three message systems of education: the relationship between curriculum, pedagogy and assessment. The alignment of the three systems provides the overarching structure through which the challenges and opportunities of intentionally facilitating pupils’ learning and the specific focus of this chapter, learning in the physical domain and the development of physical competence through school-based physical education, is undertaken. Learning in the physical domain and the development of physical competence are discussed critically against the real-world experiences of secondary school physical education. An introductory case study is used to present a real-world example of a challenge in relation to the physical education curriculum, learning in the physical domain and the development of physical competence. The chapter discusses how pupils develop their physical competence through school-based physical education. Connections between practice and theory are highlighted, in order that a reflective position can be considered. As the chapter develops to consider the details of its overall aim, developing pupils’ physical competence through school-based physical education, there is an awareness that the development of competence is considered a motivator for human behaviour.

Item Type:	Book Section
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Schools and Research Institutes > School of Education, Health and Sciences
Depositing User:	Charlotte Crutchlow
Date Deposited:	25 Nov 2025 10:12
Last Modified:	25 Nov 2025 10:12
URI:	https://eprints.glos.ac.uk/id/eprint/15576

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