Academic journal article Research Quarterly for Exercise and Sport

Influence of the National Curriculum for Physical Education on Inner City Teachers' Use of Teaching Styles

Academic journal article Research Quarterly for Exercise and Sport

Influence of the National Curriculum for Physical Education on Inner City Teachers' Use of Teaching Styles

Article excerpt

Matthew D. Curtner-Smith, The University of Alabama, John R. Todorovich, University of Wyoming, Nate A. McCaughtry, The University of Alabama, and Simon A. Lacon, University of Memphis

A central theme running through the early policy texts of the English and Welsh National Curriculum for Physical Education (NCPE) was that pupils should be taught to plan, perform, and evaluate movement. Therefore, scholars (Goldberger and Howarth, 1993; Mawer, 1993) argued that teachers would have to shift from the exclusive use of direct, reproductive, or teacher-centered styles of teaching to using more indirect, productive, or pupil-centered styles. One study of the effects of the NCPE completed soon after the new curriculum was introduced, however, indicated that 20 teachers working in a rural southwestern English town spent most of their time using direct teaching styles (Curtner-Smith and Hasty, 1997). The purpose of the present study was to ascertain whether teachers used an expanded range of teaching styles four years after the NCPE had been introduced. Participants were 18 teachers working in 7 state secondary schools in a large urban city situated in southeastern England. Two lessons of each teache r's choice in which they taught any activity to pupils in years 7, 8, or 9 were videotaped during the summer term. Lessons selected by the teachers were aimed at teaching typical British summer activities including track and field events, tennis, cricket, and generic striking/fielding games. …

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