Teaching Primary Physical Education

by Julia Lawrence

Overview

Updated to the new Curriculum, this book offers a balanced and comprehensive overview of primary PE.

Product Details

ISBN-13:	9781473974319
Publisher:	SAGE Publications
Publication date:	12/11/2017
Edition description:	Second Edition
Pages:	232
Product dimensions:	6.69(w) x 9.53(h) x (d)

About the Author

Dr Julia Lawrence is Subject Leader of Physical Education at Leeds Metropolitan University.

Table of Contents

Chapter 1: Why Physical Education?
Chapter 2: How Pupils Learn and Develop
Chapter 3: Planning the Learning Experience
Chapter 4: Developing Motor Competences
Chapter 5: Developing Knowledge, Skills and Understanding Across Areas of Activity
Chapter 6: Inclusion in Physical Education
Chapter 7: Approaches to the Teaching of Physical Education
Chapter 8: Safe Practice in Physical Education
Chapter 9: Health and Wellbeing
Chapter 10: Promoting Physical Education Across the Curriculum
Chapter 11: Physical Education and the Wider Community
Chapter 12: Subject Leadership in Physical Education

Editorial Reviews

Teaching Primary Physical Education (TPPE) by Julia Lawrence is essential reading for all adults who work with 4 - 11 year old children in the context of physical education. The second edition of TPPE includes the development that all chapters are referenced to the teaching standards. This addition will be very helpful for trainee teachers, teachers and teacher educators. The second edition also includes a new chapter on Health and Well-Being.

Richard Blair

Teaching Primary Physical Education provides a concise overview of the knowledge, skills and understanding required for the confident teaching of physical education in primary schools. The reassuring approach of the book works well to give teachers confidence in what they are teaching and there are plenty of ideas which can be put into practice in a range of situations, indoors or outside.

Sarah Brew

'With the addition of clear links to the Teachers’ Standards at the start of each chapter, this second edition of Teaching Primary PE will be a particularly useful resource for QTS students developing their portfolio of evidence. The updated text also includes increased focus on physical literacy adding further depth to discussions and providing some clarity for students of primary PE enabling them to make better sense of this concept and its relationship with fundamental motor skills, physical development and the EYFS framework.'

Dawn Daley-James

'In a period when the amount of time devoted to physical education on primary initial teacher training routes is increasingly becoming 'squeezed', trainee teachers will welcome the concise and reader-friendly format this book offers. Julia Lawrence has taken great care to provide a balanced and relevant overview of the major topics trainee teachers often lack confidence in, when planning and delivering lessons. The book follows a logical sequence, firstly exploring and justifying the importance of the subject within the primary context, before using an accessible theory-informed approach to discuss other important areas such as Safe Practice and how children develop movement competencies. A particularly useful and welcome feature for trainee teachers is the book's companion website. Helpful links to teaching resources and further reading will appeal in particular to non-specialist trainees hoping to gain a deeper understanding of this subject. This book provides essential reading for all trainee primary teachers who are following undergraduate, postgraduate or employment-based routes into teaching' -
Nigel Clarke, Senior Lecturer in Physical Education, University of Cumbria

From the Publisher

This is a comprehensive text which provides trainees teachers with an opportunity to consider their own early experiences in PE and shape the practice they develop in school. Each chapter carefully examines theoretical perspectives without over complicating key concepts and areas for trainee teachers to consider. I particularly like the way questions are scaffolded for the reader throughout the text encouraging the reader to critically reflect. This book is regularly referenced by my trainees and I would encourage other institutions to make this text available for specialist and non specialist trainee teachers.

Sarah Williams