Making a wave of difference in water awareness and competence through primary physical education teacher education

Book chapter

Murray, A. and Howells, K. 2022. Making a wave of difference in water awareness and competence through primary physical education teacher education. in: Adamakis, M. and Scheurer, C. (ed.) Education and Physical Activity in Childhood: Current Challenges and Perspectives Proceedings of the 4th CIAPSE Congress CIAPSE.
AuthorsMurray, A. and Howells, K.
EditorsAdamakis, M. and Scheurer, C.
Abstract

Introduction
The current study aims to pilot the merit of having PE primary physical education specialists contribute to generalist primary teacher education via the creation and sharing of accessible progression spirals across an environmental progression of space instead of designated activity (Table 1). The final water-based progression blends fundamental movement with core aquatic skills as mediated by respective students across a Kolb reflective learning cycle (1984) and informed by curricular guidelines toward a new PETE national water competence teaching assistant accreditation (DfE, 2013, Swim England, 2021, RLPE-AfPE, 2022). Programme wise, how might primary student teachers benefit from a PE Primary specialist-generalist peer supported teaching and learning addition to the PE PCK experience set? Motorically and competence wise, what are the reported potential and perceived student benefits to this PETE journey?

Method
Physical education specialist student teachers (12) were taught how to plan and teach using the environmentally coded space set. This they modelled and shared with all other generalists; undergraduate and postgraduate generalist students through our RLPE accessible online padlet series. The progression spiral approach aligns with that of Bruner (1966) and extend from reflective PETE bespoke practices (Graham et al., 2020).

Results
The full set has been successfully piloted by PE specialists with Year 2, undergraduate and graduate primary student teachers. Table 1. Depicts the Environmentally led and peer supported PETE progression which will be implemented in full this coming aca-demic year.

Discussion
Aspirationally, we will be better placed to refine and improve the approach, and in so doing, address research questions following this coming academic year.

References
Bruner, J. (1996). The Process of Education. Cambridge, MA: Harvard University Press.
Murray, A., & Howells, K. (in Press). Wheels Up, spiral progression pedagogy towards creative movers using wheels. Journal of Early Childhood Education Research.
Stiehl, J., Morris, D. G. S., & Sinclair, C. (2008) Teaching physical activity: Change, challenge and choice. Champaign, IL: Human Kinetics.

KeywordsPrimary education; Teacher education; Water; Swimming; Aquatics
Year2022
Book titleEducation and Physical Activity in Childhood: Current Challenges and Perspectives Proceedings of the 4th CIAPSE Congress
PublisherCIAPSE
Output statusPublished
Publication dates
Print2022
Publication process dates
Deposited04 Nov 2022
Official URLhttps://ciapse2022.uni.lu/wp-content/uploads/sites/266/2022/09/CIAPSE-2022-Proceedings-220906.pdf
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In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education
Meehan, C. and Howells, K. 2018. In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2018.1490702
What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
Power, L., Howells, K. and Gubby, L. 2017. What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
What’s even possible? how physical active are our 21st century children?
Howells, K. 2016. What’s even possible? how physical active are our 21st century children?
What’s even possible? how physical active are our 21st century children? (AIESEP)
Howells, K. 2016. What’s even possible? how physical active are our 21st century children? (AIESEP).
Physical activity and self-esteem. Jonny's story (AIESEP)
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem. Jonny's story (AIESEP).
Physical development, health and well-being. AIESEP
Howells, K. 2016. Physical development, health and well-being. AIESEP.
Physical development, health and well-being.
Howells, K. 2016. Physical development, health and well-being.
Physical activity and self esteem, Jonny's story
Howells, K. and Bowen, J. 2016. Physical activity and self esteem, Jonny's story.
Walk it, like you talk it.
Howells, K. and Meehan, C. 2016. Walk it, like you talk it.
Can break times (recess) help children's physical activity levels?
Howells, K. 2017. Can break times (recess) help children's physical activity levels?
What is being healthy within UK primary school setting?
Howells, K. 2017. What is being healthy within UK primary school setting?
Using basic biomechanics to support observation, assessment and progression of learning
Howells, K. 2017. Using basic biomechanics to support observation, assessment and progression of learning. CIAPSE2 – Children’s Physical Activity and Sport. University of Jyväskylä, Jyväskylä 26 - 28 Jan 2017
Beyond Jonny's story
Howells, K. and Bowen, J. 2017. Beyond Jonny's story.
The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school
Howells, K. 2017. The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school.
'Becoming' a disabled athlete
Howells, K. 2017. 'Becoming' a disabled athlete.
Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?
Howells, K., Wellard, I. and Woolf-May, K. 2018. Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children? Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1490899
We need more female role models in sport to inspire the next generation
Howells, K., Gubby, L., Dray, K. and Mills, H. 2018. We need more female role models in sport to inspire the next generation. Canterbury Christ Church University.
Chapter 14 - planning physical education in the national curriculum
Howells, K. 2018. Chapter 14 - planning physical education in the national curriculum. in: Sewell, K. (ed.) Planning the Primary National Curriculum A complete guide for trainees and teachers,Second Edition (Revised and Updated Edition) London SAGE. pp. 266-280
Physical activity and mental health of school-aged children andadolescents: A rapid review
Bailey, R., Howells, K. and Glibo, I. 2018. Physical activity and mental health of school-aged children andadolescents: A rapid review. International Journal of Physical Education. LV (1), pp. 1-14.
Mastering primary physical education
Howells, K., Carney, A., Castle, N. and Little, R. 2017. Mastering primary physical education. London Bloomsbury.
Supporting physical development, health and well-being through the use of outdoor environments
Howells, K. 2016. Supporting physical development, health and well-being through the use of outdoor environments. in: Ritchie, C. (ed.) Exploring Children's Learning 3 - 11 Routledge.
Benefits of swimming for young children
Howells, K. and Jarman, D. 2016. Benefits of swimming for young children. Physical Education Matters. 11 (3), pp. 20-21.
Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children
Howells, K. and Meehan, C. 2017. Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1299146
What really matters to freshers? An evaluation of first year student experience of transition into university
Meehan, C. and Howells, K. 2017. What really matters to freshers? An evaluation of first year student experience of transition into university. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2017.1323194
How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Howells, K. 2016. How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’.
Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'?
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'? International Journal of Sport and Exercise Sciences. 2 (5), pp. 125-125.
Chapter 7 – An introduction to physical education
Howells, K. 2015. Chapter 7 – An introduction to physical education. in: Driscoll, P., Lambirth, A. and Roden, J. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 137-155
Physical education planning
Howells, K. 2015. Physical education planning. in: Sewell, K. (ed.) Planning the Primary National Curriculum: A complete guide for trainees and teachers London SAGE. pp. 262-276
Physical activity and self-esteem: ‘Jonny’s story’
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem: ‘Jonny’s story’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2016.1171572
Can break times help children's physical activity?
Howells, K. 2015. Can break times help children's physical activity? in: Sangster, M. (ed.) Challenging Perceptions in Primary Education: Exploring Issues in Practice Bloomsbury.
Experiences of blended learning and support mechanisms
Howells, K. 2014. Experiences of blended learning and support mechanisms. Blended Learning: The Thoughtful Fusion of Face to Face and Online Learning Experiences. Faculty of Health and Social Care
Experiences of blended learning
Howells, K. 2014. Experiences of blended learning. Approaches to Feedback and Blended Learning.
Responsible citizens who make a positive contribution to society
Howells, K. 2007. Responsible citizens who make a positive contribution to society.
The use of technology in recording physical activity levels of primary aged children
Howells, K. 2012. The use of technology in recording physical activity levels of primary aged children.
The effect of hemparesis on sitting to standing
Howells, K. 2004. The effect of hemparesis on sitting to standing. Masters Thesis University of Birmingham Health Sciences
The contribution of the primary school setting and physical education lessons to children's physical activity levels
Howells, K. 2014. The contribution of the primary school setting and physical education lessons to children's physical activity levels. PhD Thesis Canterbury Christ Church University Faculty of Education
Science in physical education or physical education in science
Howells, K. 2010. Science in physical education or physical education in science. We're Going on a Bear Hunt. East Sussex May 2010
Initial teacher education in the South East. Opportunities and challenges for enhancing public health content
Howells, K. 2008. Initial teacher education in the South East. Opportunities and challenges for enhancing public health content.
Primary school pilot case study on physical education’s contribution to physical activity levels
Howells, K. 2009. Primary school pilot case study on physical education’s contribution to physical activity levels.
The contribution of physical education lessons to physical activity levels of primary aged children
Howells, K. 2011. The contribution of physical education lessons to physical activity levels of primary aged children.
Using technologies to support in physical education lessons: primary education trainee teachers' views
Howells, K. 2011. Using technologies to support in physical education lessons: primary education trainee teachers' views.
Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
Howells, K. 2011. Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
Beyond the fridge freezer
Howells, K. 2013. Beyond the fridge freezer.
Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings
Howells, K., Wellard, I. and Woolf-May, K. 2009. Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings. in: MacPhail, A. and Young, A. (ed.) Promoting Physical Education Across Schools and Communities. Proceedings of the Fourth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 23-31
Do physical education lessons contribute to children's physical activity levels?
Howells, K., Wellard, I. and Woolf-May, K. 2010. Do physical education lessons contribute to children's physical activity levels? in: Enright, E. and Tindall, D. (ed.) A Shared Vision for Physical Education, Physical Activity and Youth Sport. Proceedings of the Fifth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 46-53
A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE)
Howells, K. 2007. A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE). Primary Physical Education Matters. 2 (1), pp. ii-iii.
CPOW! The superhero method for inspiring learning in literacy
Howells, K. and Sweatman, D. 2010. CPOW! The superhero method for inspiring learning in literacy. Literacy Today.
Are boys more physically active than girls during a primary school day?
Howells, K., Caple, A. and Jones, M. 2010. Are boys more physically active than girls during a primary school day? Primary Physical Education Matters. 5 (3), pp. xvii-xix.
An introduction to physical education
Howells, K. 2012. An introduction to physical education. in: Driscoll, P., Roden, J. and Lambirth, A. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 118-136
Placing an importance on health and physical activity
Howells, K. 2012. Placing an importance on health and physical activity. in: Griggs, G. (ed.) An Introducation to Primary Physical Education London Routledge. pp. 207-220
The use of technology in promoting physical activity of primary aged children
Howells, K. 2012. The use of technology in promoting physical activity of primary aged children.
Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children
Howells, K. 2012. Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children.
Is physical education more than just being physically active?
Howells, K. 2012. Is physical education more than just being physically active? in: Sangster, M. (ed.) Developing Teacher Expertise: Exploring Key Issues in Primary Practice London Bloomsbury Academic. pp. 78-82
Ensuring all children - including a child with ADHD - can access physical education
Howells, K. and Barton, K. 2012. Ensuring all children - including a child with ADHD - can access physical education. Primary Physical Education Matters. 7 (3), pp. 57-59.
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Defining the specialist teacher of primary physical education
Carney, P. and Howells, K. 2008. Defining the specialist teacher of primary physical education. Primary Physical Education Matters. 3 (3), pp. iii-iv.