Introduction
In this episode of PE Insights, Nathan Walker chats with guest Dr Will Patz. Will is head of Early Years and Lower School (DUCKS) PE. He has recently finished his PhD on the affective domain in PE, and in this episode we explore his studies in further detail and consider the impact on PE practice and curriculum design.
Career Journey and Early Influences
Will shares a journey from a sports-loving child to an established PE educator. Initially unsure about a career in sports, he pursued history at university. However, a move to New Zealand during his studies led him into a sports role as a school coordinator for a local football club. This experience solidified his interest in sports as a profession. Returning to the UK, he completed his undergraduate and master’s degrees, gaining experience through various roles, including coaching, university lecturing, and sports development work, before relocating to Singapore to set up a football school. Currently, he serves as Head of PE for Early Years and Lower School at Dulwich College Singapore.
Values-Driven PE Curriculum
The school’s multicultural and multi-ethnic environment inspired a values-driven PE curriculum. Initially focused on multi-activity sports, the curriculum evolved to reflect the school’s values: Determination, Courage, Skill, and Grace (aligned with the acronym DCSG for Dulwich College Singapore). Lessons are designed to embed these values, focusing on cross-curricular themes like identity and innovation, with the aim of fostering a strong cultural and educational identity across students, staff, and parents.
Teaching Courage and Reflection
Will explains that teaching courage to young students involves making abstract values concrete. For example, in Year 1 and Year 2, students engage in tag and evasion games where they discuss courage, bravery, and taking risks. This structured dialogue encourages personal reflection on their actions and decisions. Will advises using tools like iPads to review gameplay, fostering deeper understanding and allowing students to reflect and discuss actions with peers.
Curriculum Structure and Skill Development
Will outlines how the PE curriculum aligns its values with different units, such as ‘Courage’ for evasion games and ‘Determination’ for traditional sports. While the curriculum moves away from sport-specific units (e.g., rugby or basketball), these sports are incorporated into broader values-focused units. This approach not only introduces a variety of sports but emphasises cross-disciplinary skills like risk-taking and teamwork, ensuring students build confidence, adaptability, and a love for physical activity across their school years.
Engaging Parents in Multicultural PE
In developing a value-driven PE curriculum, collaboration with various stakeholders, including parents, is essential. Will highlights how working in a multicultural, multi-ethnic setting, such as Singapore, involves reconciling diverse perspectives on physical education. Despite potential challenges, open communication with parents, using tools like personalised communication platforms, helps ensure alignment. Parental support is reinforced by children’s enjoyment of the programme, which encourages a positive feedback loop and fosters community engagement.
PhD Focus: The Affective Domain in PE
Will’s PhD research explores the ‘affective domain’ in primary physical education, specifically targeting emotional, social, and motivational factors in young children. While studies on health and well-being are common in older age groups, there is limited research on younger children. His work responds to this gap, underlining how issues like digital advances and economic challenges impact well-being globally. This research aligns with UNESCO’s guidelines for a holistic PE approach, addressing physical, cognitive, social, and affective needs. By focusing on younger students, the study sheds light on how affective learning can shape early development.
Practical Insights for PE Teachers
Will’s research identifies three critical areas influencing affective learning: peer relationships, teacher-student interactions, and physical environment. Effective teaching involves balancing student autonomy with teacher direction, fostering motivation, empathy, and resilience. By modifying games and creating supportive environments, teachers can integrate affective and physical learning, encouraging emotional growth and social skills.
Key Takeaways
Will emphasises the importance of making PE valuable, meaningful, and enjoyable, prioritising student safety and engagement. His motto, “Be confident,” reflects an approach centred on recognising strengths rather than focusing solely on improvements. Will advocates for deeper understanding and tools to support the affective domain, as it provides opportunities for enhancing student well-being through meaningful PE experiences.
Listen and Connect
To listen to the full episode please follow these links to Spotify or Apple Podcasts.
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