Enacting change in a secondary Physical Education department
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Kanavos, George
creator: McGinley, Stephen
issued: 2025-02-03T16:57:59Z
issued: 2014-06
description: This paper explores enacting change in a Physical Education (PE) department and the successful implementation of curriculum and pedagogical innovations (CPIs). The focus examines how to initiate effective pedagogical change using curriculum and pedagogical innovations such as: Teaching Games for Understanding (TGfU); Sport Education (Sport Ed.); Physical Literacy (PL); Personal and Social Responsibility (PSR); Movement Education (ME); and, Inventing Games (IG). The educational significance includes assistance with the successful implementation of PE innovations for the 21st Century. The cultural transformation cultivates an environment that will embrace innovations. This paper attempts to answer what are the experiences of secondary PE teachers enacting curricular and pedagogical change in a secondary PE department? Nine thematic sections are explored; these include: knowing, learning and teaching; TGfU, physical literacy and physical education; pedagogical change in physical education; physical education culture and curriculum innovation; technology as a change agent; physical education department cultural change; phenomenology as methodology; and movement. A safe and interactive environment created the cultural change that cultivated the positive effects. Collaborative teacher inquiry was the methodology used in this investigation of the experiences of teachers. Physical Literacy was the influence that brought the teacher participants on board and motivated the participants as they strongly believed in the lifelong benefits. The setting for enacting change was in a secondary PE department. George and Steve are coresearchers, along with five other teacher participants. We have found that Steve’s role as department head, and George’s role as a researcher who is not on staff, demonstrate that change requires educational leadership from within, and professional support from outside the department. Data was collected through blogs, field notes, temperature checks, and …
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/90265
note: ENACTING CHANGE IN A SECONDARY PHYSICAL EDUCATION DEPARTMENT by George Kanavos B.A. History, The University of British Columbia, 1990 B. Ed., Deakin University, Australia, 1996 Stephen McGinley B. H. K., The University of British Columbia, 2005 B.Ed., The University of British Columbia, 2006 A GRADUATING PROJECT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION in THE FACULTY OF GRADUATE STUDIES (Physical Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) June 2014 © George Kanavos and Stephen McGinley, 2014 ii Abstract This paper explores enacting change in a Physical Education (PE) department and the successful implementation of curriculum and pedagogical innovations (CPIs). The focus examines how to initiate effective pedagogical change using curriculum and pedagogical innovations such as: Teaching Games for Understanding (TGfU); Sport Education (Sport Ed.); Physical Literacy (PL); Personal and Social Responsibility (PSR); Movement Education (ME); and, Inventing Games (IG). The educational significance includes assistance with the successful implementation of PE innovations for the 21st Century. The cultural transformation cultivates an environment that will embrace innovations. This paper attempts to answer what are the experiences of secondary PE teachers enacting curricular and pedagogical change in a secondary PE department? Nine thematic sections are explored; these include: knowing, learning and teaching; TGfU, physical literacy and physical education; pedagogical change in physical education; physical education culture and curriculum innovation; technology as a change agent; physical education department cultural change; phenomenology as methodology; and movement. A safe and interactive environment created the cultural change that cultivated the positive effects. Collaborative teacher inquiry was the methodology used in this investigation of the experiences of teachers. Physical Literacy was the influence that brought …
has type: Graduating Project
is shown at: 10.14288/1.0447915
language: eng
peer review status: Unreviewed
provider: Vancouver : University of British Columbia Library
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
is part of: University of British Columbia. EDCP 590
type: Text
identifier URI: http://hdl.handle.net/2429/90265