What is the effect of within-class mixed ability groupings by perceived ability on more able pupils’ views of progress in physical education?

Article English OPEN
Pay, Bradley (2016)
  • Publisher: Teacher Education Advancement Network (TEAN), University of Cumbria
  • Subject: Z484

For many years, groupings and progress have been two key buzz words in education and Physical Education, however vast research focuses solely on mixed and similar ability setting and not mixed and similar groupings within-class sets, particularly in Physical Education. Using the Physical SelfDescription Questionnaire (PSDQ), on a top-set, male, Physical Education class, pupils were grouped according to their own perceived level in Physical Education and completed a unit of PE teaching which focused on various aspects of the subject in one specific sport. On completion of the teaching unit, pupils who perceived themselves as ‘more able’ were asked to recomplete the PDSQ and were interviewed to discuss their levels of progress in various aspects of Physical Education. Research findings demonstrated that mixed ability within class groupings worked best in social situations with pupils demonstrating improved progress in the coaching domain; although opportunities to progress in technical based activities and umpiring were hindered due to the lack of ‘stretch and challenge’ opportunities. However, such findings demonstrate teachers must start to become more flexible with their groupings within-class to maximise pupils’ opportunities to progress.
  • References (41)
    41 references, page 1 of 5

    Barriball, L. & While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing. 19. 328 - 335.

    Bejai, “. . What outs as suess? Hieahial disouses i a gils opehesie school. Discourse: Studies in the Cultural Politics of Education 24(1): 105-118.

    BERA (2011). Ethical guidelines for educational research. London: British Educational Research Association.

    Berg, B. L. (2007). Qualitative research methods for the social sciences (6th ed).

    Boaler, J. (1997). When even the winners are losers: evaluating the experiences of top set students. Journal of Curriculum Studies. 29(2). 165 - 182.

    Cohen, L., Manion, L., & Morrison, K. (2001). Research Methods in Education (4th ed.). London: Routledge Falmer.

    Bryan, H., Carpenter, C. & Hoult, S., 2010. Learning and teaching at a level: a guide for student teachers. London: Sage publications Ltd.

    Department for Education and Employment (DfEE). (1997). Excellence in Schools The White Paper.

    Dunne, M. & Gazeley, L. (2008). Teachers, social class and underachievement. British Journal of Sociology of Education. 29(5): 451-463.

    Goetz, T., & Frenzel, A. C. (2006). Phenomenology of boredom at school. Zeitschrift fur Entwicklungspsychologie und Pedagogische Psychologie. 38. 149 153.

  • Metrics
    0
    views in OpenAIRE
    0
    views in local repository
    435
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Insight - IRUS-UK 0 435
Share - Bookmark