Introduction
In this episode of PE Insights, Nathan Walker talks to guest Nicola Cosgrove, a PE teacher and leader who is currently working in Switzerland. In their conversation, they explore student voice, ownership and responsibility. Nicola speaks passionately about nurturing independent young learners and provides some case studies from her current school.
Early Passion for PE and Gymnastics
Growing up in Southeast London, close to Greenwich, Nicola began gymnastics at the age of five, joining a local club that became a significant part of her childhood. This club fostered friendships, offered a supportive community, and helped instil a love for sports. Nicola also excelled in trampolining, rounders, and hockey. PE served as an inclusive environment that helped break down social barriers.
Transition to Coaching and Teaching
Inspired by supportive PE teachers, Nicola pursued coaching and worked at summer camps in the US, eventually creating a gymnastics programme at a prestigious New York camp. After then completing an undergraduate degree and PGCE in the UK, she began teaching in a challenging inner-city London school, which proved valuable for building classroom and behaviour management skills. Later, she moved to a school in Kent, refining her teaching practice and further developing her content knowledge.
Shift to International Teaching and Agile Learning
Seeking a fresh approach, Nicola moved to Switzerland to work in an international school. There, she discovered Agile methodology, initially used in business, and began applying its iterative ‘plan-do-reflect’ cycle to her teaching. This approach encouraged students to take ownership of their learning. Nicola piloted student-led strategies, noting an impressive improvement in students’ initiative and engagement.
Empowering Students through Voice and Choice
Nicola emphasises the importance of ‘student voice and choice’ to engage students in PE. She introduced annual surveys to understand students’ interests and used this data to shape lesson plans. Allowing students to choose activities and set learning goals increased their enthusiasm and sense of ownership. Over time, Nicola implemented a collaborative, democratic environment where students designed and directed parts of their PE curriculum, transforming their learning experience into a student-centred journey.
Balancing Diverse Student Needs
Nicola discusses how to manage student-led goals in PE particularly when students have differing development interests. Using a football unit as an example, she explains that it’s possible to integrate multiple skills, such as passing and teamwork, by layering concepts rather than focusing solely on one. Nicola’s approach respects the individuality of each class, aligning teaching themes like ‘teamwork’ and ‘building connections’ while ensuring each group meets the four essential standards: knowledge, physical competence, learning approach, and teamwork.
Empowering Student Choice
Nicola highlights the importance of involving students in choosing both activities and conceptual learning focuses. By asking students what they want to improve within a topic, she tailors her curriculum to align with their interests, fostering a sense of ownership and engagement. This model not only personalises the curriculum but ensures the depth of learning within chosen areas. Even in schools with a strict curriculum, Nicola believes teachers can adapt their approach to provide students with more agency.
Tracking Impact and Alumni Reflections
Nicola reflects on her intention to track the long-term impact of student-led learning. Alumni feedback suggests that the freedom and choice they experienced in middle school PE positively shaped their self-direction. She notes challenges in tracking student progression due to the transient nature of her school but expresses a commitment to finding ways to assess this influence.
Key Principles in PE: Accessibility, Empowerment, and Trust
Nicola identifies her three non-negotiables in PE: accessibility, empowering students, and fostering trust. She believes accessible curriculum design and trusting students to take active roles are essential for quality PE. Her teaching motto reflects this: “What am I doing that my students could do for themselves?”
Conclusion
In this podcast, Nicola highlights the benefits of a student-centred approach in PE, where student choice and tailored goals foster deeper engagement and ownership of learning. She emphasises accessibility, empowerment, and trust as core principles, showing how they can drive meaningful experiences for students. Committed to evolving her practice, Nicola looks forward to integrating new strategies like UDL to further enhance inclusivity and collaboration in her curriculum.
About the Guest
Today’s episode is a conversation with Nicola Cosgrove, a PE teacher and leader who is currently working in Switzerland.
Listen and Connect
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