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Kanavos, George; McGinley, Stephen

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 questionnaires. Our study has provided us with an understanding of how teachers can successfully implement CPIs in a secondary PE department. The findings have been categorized into five major themes: curricular and pedagogical innovations; cultural change; leadership and support; relationships and collaboration, and barriers to implementing change. This paper aims to provide a starting point for future research, debate, and reflection on encouraging cultural changes that make PE departments relevant in the 21st century.

Text

University of British Columbia. EDCP 590

Vancouver : University of British Columbia Library

10.14288/1.0447915

Education, Faculty of; Curriculum and Pedagogy (EDCP), Department of

Unreviewed

http://creativecommons.org/licenses/by-nc-nd/4.0/