Sport Pedagogy: An Introduction for Teaching and Coaching

365 Pages·2011·7.37 MB·English

by  Kathleen Armour

Spor t Pedagogy S EDITED BY
EDITED BY
KATHLEEN ARMOUR
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An Introduction for Teaching and Coaching
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Sport Pedagogy offers an essential starting point for anyone who cares about sport, education and P
young people. It offers invaluable theoretical and practical guidance for studying to become an effective
teacher or coach, and for anyone who wants to inspire children and young people to engage in and enjoy e
sport for life. The book also focuses on you as a learner in sport, prompting you to refl ect critically on the
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ways in which your early learning experiences might affect your ability to diagnose the learning needs of
young people with very different needs.
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Sport Pedagogy is about learning in practice. It refers to both the ways in which children and young people g
learn and the pedagogical knowledge and skills that teachers and coaches need to support them to learn
effectively. Sport pedagogy is the study of the place where sport and education come together. o
The study of sport pedagogy has three complex dimensions that interact to form each pedagogical g
encounter: Knowledge in context – what is regarded as essential or valuable knowledge to be taught,
coached or learnt is contingent upon historical, social and political contextual factors that defi ne practice; y
Learners and learning – at the core of sport pedagogy is expertise in complex learning theories, and a deep
understanding of diversity and its many impacts on the ways in which young learners can learn; and
Teachers/teaching and coaches/coaching – effective teachers and coaches are lifelong learners who can T
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harness the power of sport for diverse children and young people. Gaining knowledge and understanding aA
of the three-dimensional concept of sport pedagogy is the fi rst step towards ensuring that the rights of large cn
numbers of children and young people, to effective learning experiences in and through sport, are not denied. h
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This book is organised into three sections that refl ect the three-dimentional structure of sport pedagogy: nd
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background and context; young people as diverse learners; and the professional responsibility of dc

teachers and coaches. Features of each chapter include: Ct
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• research extracts, an
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• ‘comments’ to summarise key points, hfo
• individual and group learning tasks, inr
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• suggested resources for further reading,
• and reference lists to enable you to follow-up points of interest.
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Dr Kathleen Armour BEd MA PhD is Professor of Education and Sport in the school of Education, H
University of Birmingham, UK. LEED Spor t Pedagog y
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© Getty ImagesCover photograph UR An Introduction for Teaching and Coaching
www.routledge.com
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Sport Pedagogy
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Sport Pedagogy
An Introduction for Teaching and Coaching
Edited by
Kathleen Armour
University of Birmingham
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First published 2011 by Pearson Education Limited
Published 2013 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
711 Third Avenue, New York, NY 10017, USA

Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright © 2011, Taylor & Francis.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or
by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.

Notices
Knowledge and best practice in this field are constantly changing. As new research and experience
broaden our understanding, changes in research methods, professional practices, or medical
treatment may become necessary.

Practitioners and researchers must always rely on their own experience and knowledge in
evaluating and using any information, methods, compounds, or experiments described herein. In
using such information or methods they should be mindful of their own safety and the safety of
others, including parties for whom they have a professional responsibility.

To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors,
assume any liability for any injury and/or damage to persons or property as a matter of products
liability, negligence or otherwise, or from any use or operation of any methods, products,
instructions, or ideas contained in the material herein.
ISBN: 978-0-273-73258-7(pbk)
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
Library of Congress Cataloging-in-Publication Data
A catalog record for this book is available from the library of Congress.
Typeset in 10/13 pt Minion by 73
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Dedication
For Charlie, Georgie and Jamie
And to the memory of Michael and Margaret
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Brief contents
Acknowledgements xvii
Introduction 1
Section 1
Pedagogy in physical education and youth sport 9
1 What is ‘sport pedagogy’ and why study it?
Kathleen Armour 11
2 Children learning in physical education: a historical overview
David Kirk 24
3 Learning theory for effective learning in practice
Fiona Chambers 39
4 Learning about health through physical education
and youth sport
Lorraine Cale and Jo Harris 53
5 Critical health pedagogy: whose body is it anyway?
John Evans, Emma Rich and Brian Davies 65
6 Youth sport policy: an international perspective
Iain Lindsey and Ruth Jeanes 77
7 Olympism: a learning philosophy for physical education
and youth sport
Dikaia Chatziefstathiou 90
Section 2
Children and young people: diverse learners in physical
education and youth sport 103
8 Youth voices in physical education and sport: what are
they telling us and what do they say they need?
Ann MacPhail 105
9 Understanding young people’s motivation in physical
education and youth sport
Christopher M. Spray 116
10 Young people, sporting bodies, vulnerable identities
Laura Azzarito 127
vii
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Brief contents
11 Playtime: the needs of very young learners in physical
education and sport
Frances Murphy and Dierdre Ní Chroinin 140
12 Disabling experiences of physical education and youth sport
Hayley Fitzgerald 153
13 Disaffected youth in physical education and youth sport
Rachel Sandford and Rebecca Duncombe 165
14 Barriers to learning in physical education and youth
sport: does social class still matter?
Symeon Dagkas 178
15 Young people, ethnicity and pedagogy
Louisa Webb 190
16 Gender and learning in physical education and youth sport
Anne Flintoff 202
17 Right to be active: looked-after children in physical
education and sport
Kathleen Armour, Rachel Sandford and Rebecca Duncombe 214
Section 3
Being a professional teacher or coach in physical
education and youth sport 227
18 Effective career-long professional development for
teachers and coaches
Kathleen Armour 229
19 Personalised learning: a perfect pedagogy for teachers and coaches?
Kyriaki Makopoulou 244
20 Becoming an effective secondary school physical education teacher
Frank Herold 258
21 Becoming an effective primary school physical
education teacher
Mike Jess 271
22 Becoming an effective youth sport coach
Julia Walsh 287
23 Mentoring as a professional learning strategy
Mark Griffiths 299
24 Professional learning in communities of practice
Deborah Tannehill 312
25 Models-based practice: structuring teaching and
coaching to meet learners’ diverse needs
Toni O’Donovan 325
Index 338
viii
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Contents
Acknowledgements xvii
Introduction 1
Section1
PEDAGOGY IN PHYSICAL EDUCATION
AND YOUTH SPORT 9
1 What is ‘sport pedagogy’ and why study it? 11
Kathleen Armour
Why sport pedagogy? 11
So, what is sport pedagogy? 13
Pedagogy revealed . . . and confounded 15
Sport pedagogy revealed . . . and confounded 18
Conclusion 21
Learning tasks 22
2 Children learning in physical education:
a historical overview 24
David Kirk
Introduction 25
Physical education as drilling and exercising, 1906 26
Anyone for tennis (by numbers)? 1920s 28
Freeing the body through educational gymnastics, 1951 29
The masculinisation of physical education as gymnastics, Carnegie, 1950s 31
Discontinuity and continuity: the silences of and echoes from the past? 34
Conclusion 37
Learning tasks 37
3 Learning theory for effective learning in practice 39
Fiona Chambers
Introduction 39
Metaphors to explain learning 40
Behaviourism 41
Cognitivism 44
Constructivism 45
Social theories of learning 48
Conclusion 50
Learning tasks 50
ix