A focus on the how of meaningful physical education in primary schools

Abstract

ABSTRACTIn line with recent calls for clearer connections to be made between the why, what and how of physical education, there has been a renewed emphasis on the value of promoting meaningful experiences for young people. While attention had been paid to the why and what of meaningful physical education, less has been directed toward the how. Therefore, the purpose of this study was to examine ways that the features of meaningful experiences (the what) – including social interaction, fun, challenge, motor competence and personally relevant learning – provided guidance for one teacher’s planning and instructional decisions and the enactment of particular pedagogical strategies (the how) that promote meaningful physical education experiences in one primary teacher’s class. Data from a unit of striking-and-fielding games were collected and analysed. Pedagogical strategies that helped the teacher to promote each feature of meaningful experiences are outlined in conjunction with supporting teacher and student data. This study offers preliminary insight into how a teacher can promote meaningfulness in physical education by offering direction on particular pedagogical strategies that begin to form a coherent approach for physical education practice.