Understanding the management challenges associated with the implementation of the physically active teaching and learning (PATL) pedagogy: a case study of three Isle of Wight primary schools

ABSTRACT

Enabled partly by government policies by the Department for Culture Media and Sport, some schools are beginning to shift towards promoting a physical activity culture which complements the traditional PE and school sports provision. For many, this entails using physical activity as a modality to promote academic performance. Physically Active Teaching and Learning (PATL) is one approach which has been adopted by schools on the Isle of Wight (UK) as part of a holistic island-wide intervention aimed at increasing pupil’s educational attainment, health and wellbeing. To gain an in-depth understanding of PATL and examine the management implications of its implementation, this paper draws on qualitative data collected from three primary schools on the Isle of Wight. Overall, the paper supports PATL pedagogies as a holistic and joined-up policy response, however, critical conversations are crucial for unravelling and unlocking collaborative solutions when discussing physical activity in schools.

KEYWORDS:

• Physical activity; active learning; management; education

Disclosure statement

The authors certify that they have affiliations with the two named organizations. However, the content is solely the responsibility of the authors and does not necessarily represent the official views of the EduMove Limited and Solent University.

ORCID

Henry Dorling http://orcid.org/0000-0003-1524-5820

Additional information

Funding

This research reported in this publication was supported by EduMove Limited as one outcome of a knowledge and transfer partnership between EduMove Limited and Solent University.