Introduction
Host Nathan Walker introduces the PE Insights Podcast and its new Meet the Author book review series. In this episode, Nathan welcomes James Crane, author of Making Every PE Lesson Count, and new co-host Kate Reynolds. The podcast delves into James’s book, sharing its background, key messages, and practical applications for PE teachers.
James’s Educational Journey
James Crane shares his path to becoming a PE teacher. His early experiences in a military school in Cyprus shaped his view of PE’s value. He later pursued PE teaching after a stint in professional football and education studies. Encouraged by mentors, he trained through a school-based route and now holds leadership roles in education and research, integrating evidence-based teaching practices into PE.
Writing Making Every PE Lesson Count
James explains how his work in evidence-based research and teaching inspired the book. Centred on six pedagogical principles—challenge, explanation, modelling, practice, feedback, and questioning—the book bridges educational theory with practical strategies. It offers reflective questions and examples tailored to PE, aiming to refine teachers’ practice.
Influence of Cognitive Science
James discusses how concepts like metacognition and cognitive science shaped the book’s structure and content. By embedding these principles, he encourages teachers to develop students’ self-regulation skills while enhancing their own professional growth.
Balancing the Struggle Zone and Comfort Zone
James emphasised the importance of guiding students into the ‘struggle zone’ to promote growth while occasionally allowing them to remain in their comfort zone to build confidence. Strong professional relationships are essential for fostering trust, as students need to feel supported to take on challenges. This balance is particularly critical in PE, where students may be self-conscious or hesitant.
The Role of Curriculum Design
Curriculum design must support both academic achievement and a lifelong love of physical activity. James stressed the need for progression to be embedded within the curriculum, ensuring students are consistently challenged while respecting their mental health and readiness. High expectations should adapt to students’ needs, with an understanding that mental health can vary week by week. Clear explanations, modelling, and the use of precise vocabulary are key to helping students develop skills. Early introduction of key terminology can prepare students for more advanced learning in later years. James called for PE to accommodate individual goals, whether elite sport or recreational activity, and advocated for pupil voice to shape meaningful learning experiences.
Addressing GCSE Challenges
James criticised GCSE PE for its narrow focus on performance, which overlooks broader contributions to sport. Teachers face the challenge of supporting all students while navigating these constraints.
Challenges in PE Teacher Training
James highlighted a gap in practical subject knowledge among new PE teachers, potentially stemming from limited exposure to diverse sports or the impact of COVID. While newer teachers excel in understanding teaching strategies, behaviour management, and inclusivity, their ability to model skills across the PE curriculum often requires further development. He emphasised the importance of hands-on learning during training, where trainees experience lessons from a pupil’s perspective.
The Role of Modelling in Teaching
Effective PE teaching hinges on the ability to model skills. James stressed that students need to see demonstrations, either by teachers or through creative alternatives such as video resources or skilled pupils. While teachers don’t need to excel in every activity, they should be committed to improving their abilities and fostering a culture of resilience and growth.
Balancing Skill Mastery and Concept-Based Curricula
James supported skill mastery, particularly in early years, to help students find activities they enjoy for lifelong participation. However, he acknowledged the value of concept-based or life-skills curricula, suggesting flexibility in curriculum design to meet students’ needs. He advocated for student voice and adaptability to ensure curricula achieve academic, personal, and physical development goals, tailored to each school’s context.
James’s Three Non-Negotiables in PE
James highlights three key principles for effective physical education:
- Relationships: Building trust and creating a safe, challenging environment where students feel supported to grow and excel, even if they make mistakes.
- Subject Knowledge: Teachers must have a comprehensive understanding of various sports and the skills required to help every student improve and achieve meaningful success, whether through physical activity, academic excellence, or elite-level sports.
- Meaningful Success: PE should inspire students to enjoy and continue participating by ensuring they leave every lesson with a positive takeaway, fostering a lifelong love for physical activity.
Mantra and Reflections on PE
James emphasises that every child should leave PE with a love for sport and a positive outlook. Quoting Tom Bennett, he stresses that relationships in teaching are built on trust, transparency, and consistency. Teachers are the “variability” in PE, and their role is critical in inspiring students and breaking down barriers.
Final Thoughts
PE is essential for personal development, equipping students with lifelong skills. James’s book encourages educators to reflect on and evolve their practices to meet the changing needs of students and society.
About the Guest
This episode is a conversation with James Crane, author of the book Making Every PE Lesson Count. If you would like to purchase your own copy of the book directly through Crown House Publishing click here and use the code INSIGHTS30 for a discount.
Further reading
This blog article on ‘moderate competence’ links to the discussion on being ‘competent enough’.
Listen and Connect
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