Progression and Progress in Physical Education

This book examines what progression in physical education looks like and the teachers' role in promoting progression within and across age phases. It sets out how teachers can plan for progression within individual or a series of lessons as well as developing pupils' learning and motivation over the medium and longer term.

Susan Capel is a Professor Emerita at Brunel University, London. Margaret Whitehead is currently a Visiting Professor at the University of Bedfordshire and an Adjunct Professor at the University of Canberra. Julia Lawrence is Assistant Professor at Northumbria University and Secondary Lead Mentor for Scarborough Teaching Alliance.

Unit 1 - Introduction The purpose of this book: about us: about teachers: about the book: permeation throughout the book: other resources; and so Unit 2 - Progression, Progress and Learning Progression and Progress: Progression in physical education: Progress in physical education: Learning: Theories of Learning: Principles for facilitating and enhancing progress Unit 3 - The Learner The holistic nature of the learner endowed with a range of capabilities: Growth and Development: Other factors which impact on learners: Principles for facilitating and enhancing the learning of every learner Unit 4 - Domains of Learning in Physical Education - An Introduction Justification for the selection of the three domains of learning in physical education: Analysis of the three domains: Using the Aspects and Foci to recognise Learner Progress: The Ladders of Progress Unit 5 - The Physical Domain Descriptions of terms used in the unit: parameters of learning in physical education in compulsory schooling: progress in the physical domain: Aspect 1 Movement Patterns: Aspect 2 Movement Activities Unit 6 - The Cognitive Domain The nature of the cognitive domain: The levels of cognitive process: The types of knowledge: The cognitive domain in physical education: Aspect 1 Constituents and principles of movement: Aspect 2 Adopting a physically active lifestyle Unit 7 - The Affective Domain The importance of attitudes in progress in physical education: Theory related to the Affective Domain: Progress in the Affective Domain as compared to progress in the Physical and Cognitive Domains: Progress in the Affective Domain: Aspect 1 Motivation: Aspect 2 Confidence: Aspect 3 Autonomy Unit 8 - Viewing the Physical, Cognitive and Affective Holistically The holistic nature of individual learner progress: Scenarios of individual learners illustrating the holistic nature of learning Unit 9 - Teaching to Facilitate and Enhance Progress Rational, reflective and responsive teaching: Learner-centred teaching: Taking account of learners as holistic and unique: Using the ladders of progress to support the holistic progress of each individual learner: Principles for facilitating and enhancing progress: Supporting learners to take responsibility for own learning Unit 10 - Recognising and Charting Progress Recognising and charting learner progress holistically: Recognising and charting the progress of individual learners: Recognising progress: Observation for learning: Assessment for learning: Feedback for learning: Charting progress for learning: Supporting learners to develop their ability to observe, assess provide feedback and to chart their own progress Unit 11 - The Importance of a Progressive Curriculum in Supporting Learner Progress Definitions of curriculum and approaches to curriculum planning: The physical education curriculum: Some key considerations in relation to curriculum planning Unit 12 - The Broader Context Working together as a team: Working with others in the school: The external context