This page has been archived. It's no longer part of our core content, but is still available for users who want to access it
In the PE curriculum evaluation and improvement of performance are often neglected in favour of the practical elements of performance. My concerns in my school focused on the need for subject-specific terminology to be taught in order for the pupils to be able to articulate their judgements. The hypothesis was that if the pupils had the tools to critique performance, this would enhance their judgement and, in turn, their own performance.
The specific focus was on giving the pupils the tools and the opportunity to improve by carefully evaluating their own and others’ performance.
The research was carried out in a state secondary school in the north of England. It involved a group of 24 year 8 girls who had previously experienced 18 hours of gymnastics at key stage 3.
Evidence was initially gathered on the pupils’ existing abilities in evaluating and improving gymnastics performance by constructing a questionnaire. This required pupils to consider subject-specific terminology, points of technique of particular skills, perceptions of necessary components of sequence work and video analysis of specific actions which required improvement.
The questionnaire was repeated after a unit of four hours’ work in order to allow comparison of responses, thus indicating any improvement in skills of evaluation and improving performance along with any increase in their use of subject-specific terminology.
The aim of the completed task was for pupils to compose a sequence with a partner which included seven balances, starting and finishing positions and linking movements. Emphasis was placed on levels, pathways and speed in addition to quality of movement. The teaching styles adopted were designed to facilitate pupil, peer and self assessment.
In the first week, pupils were asked to copy and refine seven balances presented to them on a sheet, checking their progress against the criteria set out. Week 2 progressed to include reciprocal work where pupils were asked to compose an individual sequence using the illustrated balances. In pairs, pupils were then asked to observe and evaluate each other’s performance offering feedback to improve it. They were then asked to improve their work in light of their partners’ comments.
During this stage of the unit, all pupils were exposed to a number of evaluative descriptions of the task throughout the lessons. This ensured that pupils were able to use these descriptions when evaluating and improving their own and others’ performance.
During weeks three and four, pupils were asked to complete the task of composing a partner sequence using their previous experience/learning of the seven illustrated balances and to include ideas of their own. During these lessons, at least 15% of the time allocated for practical work was given over to pupils for constructive discussion and feedback to take place after observing others’ performance.
The responses to both pre- and post-intervention questionnaires were then compared.
It would seem that reciprocal and self-check teaching styles enhance pupil competence and confidence in subject-specific terminology. Teachers observed that pupils became more confident with subject-specific language both when evaluating their own work and in giving feedback feedback to others.
motivated pupils tend to learn better and behave better
Question three showed a dramatic increase in the pupils’ ability to describe a ‘good’ sequence of work. A factor felt to be in part responsible for this significant increase in their abilities is an increase in pupils’ self confidence and self-esteem. Pupils, through the use of specific teaching styles, are drawn into the assessment process, rather than being outside it.
Weeden and others state:
'Motivated pupils tend to learn better and behave better. Pupils often see assessment as a threatening event. The merging of teaching and self-assessment can put it back into its true place as a supportive, motivating part of the learning process.'
The teaching styles used did not offer external rewards, but concentrated on an improvement in learning through effective feedback which would increase pupils’ intrinsic motivation. It is my belief that the culture of receiving and positively using effective feedback was created within the unit of teaching, and could, therefore, account in some part for the significant increases in pupils’ abilities.
It seems we should prioritise teacher awareness of the value of reciprocal and self-check teaching styles as a tool to enhance pupil use and understanding of subject-specific terminology.
As practitioners it is our responsibility to continually develop our professional knowledge and skills, with the aim of enhancing student outcomes and strengthening the culture of schools as learning organisations.
