Introduction and Milestones
In this episode of the PE Insights Podcast, host Nathan Walker celebrates the first anniversary of the podcast, thanking listeners for their tremendous support. With over 20,000 downloads, 1,000 followers, and numerous positive ratings, Nathan expresses his gratitude and enthusiasm for continuing insightful discussions about physical education (PE) in the upcoming academic year.
Guest Introduction
This episode features Grant Huddleston, a Senior Lecturer in Physical Education (PE) and a project leader for professional development at Birmingham City University. Nathan and Grant discuss his extensive background in education, highlighting his transition from secondary school teaching to higher education, where he has focused on initial teacher education and research in physical education.
Grant’s Journey into PE
Grant began his journey in physical education in 2003 as a secondary school teacher, influenced by his family’s teaching background. Despite his initial disinterest in teaching, encouragement from his head of PE to take GCSE PE redirected him from business studies to a degree in sports science and a postgraduate qualification in secondary PE with QTS.
Perspectives on PE Education
Grant shares his view of PE, shaped by his quieter personality. He emphasises a holistic approach, focusing on personal development over performance. His diverse interests, particularly in theatre, help him connect with students meaningfully.
Rethinking Physical Education
He advocates for redefining PE to prioritise learning, suggesting it should facilitate educational growth through tailored experiences that reflect students’ geographical and contextual differences. He also notes the absence of mental health considerations in the national PE curriculum, especially compared to the holistic approach in the Welsh curriculum.
Defining Goals and Professional Development
Grant highlights the need for clear PE definitions to reduce tensions about its outcomes. He stresses establishing specific goals and designing curricula to meet them, urging teacher educators to guide future teachers in adapting their methods and making pragmatic decisions in professional development.
PhD research into peer-led professional Development
Grant’s research across multiple universities revealed that PE teachers rely heavily on social media for professional development ideas, often without critical engagement. The shift to online visits during the pandemic fostered more meaningful conversations, encouraging students to take ownership of their development.
His PhD focuses on a peer-led professional development model emphasising dialogue over observation, allowing practitioners to reflect on their teaching and identify growth areas. This model aims to eliminate the ‘expert’ label from observers, promoting collaboration and shared learning among peers. Grant aims to help educators move beyond externally imposed standards to create authentic learning experiences in PE.
Cycle of Peer Observation
Grant discusses a new model implemented in Birmingham’s secondary schools, focusing on the Cycle of Peer Observation (COPO). Streamlined into five stages, this model integrates Professional Network Groups (PNG) at both ends to promote collaboration among teachers with similar goals. Each PNG focuses on themes like technology and pedagogy, allowing teachers to discuss objectives and challenges, fostering autonomy in their professional growth.
Encouraging a Culture of Experimentation
The conversation highlights the need to cultivate a safe environment where both pre-service and qualified teachers can experiment with new strategies without fearing failure. The idea of ‘golden lessons’ encourages experimentation, acknowledging that not all lessons will succeed, but insights can be gained from the attempts.
Key Tips for Trainee PE Teachers
Essential advice for trainee Physical Education (PE) teachers includes the importance of organisation, adaptability, and critical thinking. Teachers should understand diverse student needs and create engaging, inclusive lessons. Additionally, terminology plays a crucial role; referring to teachers as ‘pre-service’ rather than ‘trainees’ positively influences their confidence and identity.
Moving Away from Traditional Learning Models
The conversation critiques traditional educational models, likening them to Paulo Freire’s ‘banking concept’, where knowledge is passively received. The need for self-sufficiency post-graduation is emphasised, advocating for students to actively identify their development areas in physical education rather than depending solely on tutors.
Conclusion
The podcast concludes with a positive note, highlighting the potential for future collaborations and continued conversations on educational development. Listeners interested in professional development, particularly in Physical Education (PE), are encouraged to connect with Grant. Although not frequently active on Twitter, he can be reached via email at grant.huddleston@bcu.ac.uk for further discussion or to explore professional development models tailored to individual school cultures.
About the Guest
Today’s episode is a conversation with Grant Huddleston, Senior Lecturer, Physical Educator and Professional Development Lead at Birmingham City University.
Listen and Connect
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