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These are some of the must-haves in the various fields of PE. They're not exhaustive, so do suggest some books for us to highlight. As practitioners and professionals, it is important to ground our practice on sound theories. We can't know everything, so these books can contribute to our knowledge bases. We select what we need, apply them, reflect on them, and most importantly, share our new knowledge with others! Enjoy! This selection is based on current reads and trends. For more...there's always Google and Amazon...
Recommended Reads
Ashley Casey & David Kirk
A comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of PE programme.s A vital point of reference for anyone who is interested in pedagogical models and wants to embrace this potential future of physical education.
Ashley Casey, Kathleen Armour & Victoria Goodyear (Eds.)
A critical reflection on the use of technologies in PE. Created using the ‘pedagogical cases’ framework by focusing on the ways in which teachers and teacher educators are attempting to use digital technologies in PE and offer a multi-dimensional understanding of the possibilities and challenges of supporting young people’s learning with digital technologies
Kathleen Armour (Ed.)
A completely new kind of resource for practitioners working in PE or youth sport. Consists of 20 richly described cases of individual young learners, each written by a team of authors with diverse expertise from across the sport, exercise and movement sciences. These cases bring together knowledge from single sub-disciplines into new interdisciplinary knowledge to inform best practice in PE, teaching and coaching in youth sport settings.
Ben Dyson & Ashley Casey
Introduces Cooperative Learning (CL) as a research-informed, practical way of engaging children and young people in lifelong physical activity and addresses the practicalities of using CL in the teaching of PE and physical activity at any age range. It helps teachers and students of PE to master research-informed strategies for teaching. By using school-based and real-world examples, it allows teachers to understand the educational benefits of CL.
Susan Capel, Julia Lawrence, Melanie Martens & Hanif Abdul Rahman (Eds)
Encourages teachers to reflect on their own practices and how these can be developed as they continue their professional journey to support student learning. It covers three main themes: improving students’ learning and supporting student progress; the teacher as learner – developing your expertise as a teacher; and supporting professional development – how as a teacher you can lead and own your continuing learning in a sustainable manner.
Chow Jia Yi, Keith Davids, Chris Button & Ian Renshaw
Addresses the inherent complexity in learning movement skills, viewing the learner, the learning environment and the teacher or coach as a complex interacting system. The constraints of individual practice tasks provide the platform for functional movement behaviours to emerge during practice and performance. It defines NLP and outlines its key principles of practice. It offers a thorough and critical appraisal of the functional use of instructional constraints and practice design.
Alan Ovens, Tim Hopper & Joy Butler
Focuses on complexity thinking in PE, with fresh ways of thinking about research, teaching, curriculum and learning. It highlights how the considerable theoretical promise of complexity can be reflected in the policies, pedagogies and practices of PE. It encourages teachers, educators and researchers to embrace notions of learning that are more organic and emergent, to allow the inherent complexity of pedagogical work in PE to be examined more broadly and inclusively.
Jeroen Koekoek & Ivo van Hilvoorde (Eds.)
Offers a comprehensive, practice-oriented and critical exploration of the actual and potential applications of digital technologies in PE. It considers the opportunities that are offered by new technologies and how they may be best implemented to enhance the learning process. A valuable resource for students, researchers and practitioners of PE looking to integrate digital technology into their work in a way that does justice to the complexity of teaching and learning.
Paul M. Wright & Kevin Andrew
Ideal resource for understanding and integrating social and emotional learning (SEL) competencies into the structure of a PE programme, alongside physical activity and skill development goals. PE teachers who are interested in developing a stronger focus on SEL in their teaching will find that the book provides a comprehensive, diversified and practical resource to guide their professional learning and practice.
Ron Ritchhart, Mark Church & Karin Morrison
MTV, a research-based approach to teaching thinking, develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. It is a varied collection of practices, including thinking routines, small sets of questions or a short sequence of steps, as well as the documentation of student thinking. Using this process, thinking becomes visible, documented, discussed and reflected upon.
Ron Ritchhart & Mark Church
Building on the success of the bestselling Making Thinking Visible, this highly-anticipated new book expands the work of the original by providing 18 new thinking routines based on new research and work with teachers and students around the world. Original content explains how to use thinking routines to maximum effect in the classroom, engage students exploration of big ideas, link thinking routines to formative assessment, and more. Providing new research, new global case studies, and new practices, this book:
Tim Fletcher, Doug Gleddie, Deirdre Ni Chroinin & Stephanie Beni (Eds.)
Outlines an approach to teaching and learning in PE that prioritises meaningful experiences for pupils, using case studies to illustrate how practitioners have implemented this approach across international contexts. Draws on the philosophy of PE to articulate the main rationale for prioritising meaningful experiences, before identifying potential and desired outcomes for participants.
Fiona Chambers (Ed.)
This book introduces key theory and best practice in mentoring, for mentors and mentees, focusing on the particular challenges and opportunities in PE and sports coaching. Written by a team of international experts with extensive practical experience of mentoring in PE and coaching, the book clearly explains what mentoring is, how it should work, and how an understanding of socio-cultural factors can form the foundation of good mentoring practice.
Susan Capel & Julia Lawrence (Eds.)
This book helps trainee and newly qualified mentors of PE teachers in both developing their own mentoring skills and providing the essential guidance their BPETs need as they navigate the roller-coaster of the first years of teaching. It covers the knowledge, skills and understanding every mentor needs and offers practical tools for dialogue with BPETs. Offers an accessible guide to mentoring PE teachers with ready-to-use strategies that support, inspire and elevate both mentors and BPETs alike.
Kristy Howells, Julia Lawrence & Judith Roden (Eds.)
This book helps mentors of trainee and newly qualified primary school teachers to both develop their own mentoring skills and provide the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years in the classroom. Offering tried and tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs, with ready-to-use strategies that support and inspire mentors.
Mike Mawer (Ed.)
This book examines factors surrounding the partnership between school-based training and mentoring in PE.
Contributors look at all angles of the collaboration between schools and higher education institutions, including how mentor training programs are planned and the issues involved; trainees' experiences of school-based training and mentoring; and the needs of PE mentors in schools. It combines a wealth of information on factors which influence mentorship and the effectiveness of school-based partnership schemes.
Pam Hook & Nicola Richards
This book introduces the Structure of Observed Learning Outcomes (SOLO) Taxonomy as a framework to enhance learning in physical education. The book demonstrates how SOLO Taxonomy can be applied to develop students' understanding across various movement contexts, aligning with the key competencies and strands of the New Zealand Curriculum. It provides practical tools, including maps and self-assessment rubrics, to scaffold learning and promote deeper understanding in physical education settings.
Pam Hook & Nicola Richards
This book describes how the levels of increasing complexity in students' understanding can be applied to PE. The book provides strategies to enhance learning outcomes by integrating SOLO Taxonomy with the key competencies and physical education strands of the New Zealand Curriculum. It includes practical tools such as learning maps and self-assessment rubrics tailored for various movement contexts, aiming to scaffold students' learning experiences and promote deeper understanding in physical education.
Pam Hook, et. al.
This book offers a simple and robust way of classifying surface, deep and conceptual learning outcomes and shows how anyone can reap the benefits SOLO offers by integrating it into the classroom setting. It identifies a range of well-tested, practical strategies, along with online and other resources that will support its implementation. Strongly grounded in classroom experience, it also features a case study of how SOLO was integrated as a model of learning across one school. It also draws on students' and teachers' comments about their first-hand experiences of SOLO.
Pam Hook
This book is filled with practical advice, useful tips, maps, rubrics and templates. This book shows how SOLO strategies and resources can be used to create a common language of learning in any curriculum area and to help students of any age adopt a growth mindset when learning. Supported by these resources, both teachers and students will be able to reap the benefits of a model that makes learning visible so that they can readily use the taxonomy to identify and describe what they are doing, explain how well it is going and predict what they should do next.
Ashley Casey, et. al.
As the only book on practitioner research that focuses specifically on the unique challenges of working in a physical education or youth sport environment, it uses real-life case studies and applied practical examples to guide the reader through the research process step-by-step. Examining the what, why and how of four key research methods in particular – action research, narrative enquiry, autoethnography and self-study – it provides an expert analysis of the strengths and limitations of each method and demonstrates how conducting reflective research can produce tangible results in improving both teaching and learning.
Ashley Casey & David Kirk
The book introduces the core concepts underpinning the MbP approach – including models such as teaching games for understanding, sport education, cooperative learning and health-based physical education – and examines its significance for teaching, learning, curriculum and assessment. With an emphasis on evidence-based practice and student learning, and full of practical tips and features to encourage critical thinking, the book explains how to develop successful, flexible and sustainable MbP programs that can deliver real educational and health and well-being benefits for children and young people, in schools or in after-school or community-based settings.
Tony Rossi, et. al.
This book explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, the book takes a closer look at how professional knowledge is developed by investigating the notions of ‘professional’ and ‘workplace learning’ by drawing on data from a five year project. The book also critically examines the literature associated with, and the rhetoric that surrounds a teacher's journey at various milestones. As well as identifying important implications for policy, practice and research methodology in physical education and teacher education, the book also shows how research can be a powerful medium for the communication of good practice.
Koon Teck Koh, Muhammad Shufi Bin Salleh & Tarkington J Newman (Eds)
Through a systematic approach to teaching and evaluating values and character education, this book bridges the gap between theory and practice. It offers empirical evidence and strategies to show how values and character can be internalized, through carefully designed experiences, active participation, and regular reinforcement, without compromising the time needed to learn sports skills - a common concern raised by PE teachers and sports coaches. Results from case studies have also revealed that values can be transferred beyond the context of physical education and sports.
Kathleen R. Armour & Robyn L. Jones
This book explores the lives and careers of physical education teachers from two perspectives. Firstly, teachers' life-stories illustrate how eight teachers became involved with sport, how they entered the physical education profession, why they developed particular teaching philosophies, and how they have tried to progress in their teaching careers. Secondly, a broader thematic analysis identifies issues which arise throughout the teachers' stories and locates them within the wider international research literature. Low status is identified as an enduring concern, and it is argued that this stems from a lack of empirical research into the educational outcomes which are claimed for physical education.
Judith Rink
This book guides future physical education teachers in designing effective learning experiences for students grades K-12. This user-friendly text emphasizes developing students' motor skills and physical abilities through interactive teaching strategies. PE teachers will not only learn instructional skills, but also how to adapt their teaching to different content and student needs. This latest edition provides a foundation for PE programs that prepare students for a lifetime of physical activity. This book shows teaching as an interactive, content-specific process. Focusing on PE rom kindergarten through grade 12, this text emphasizes teaching strategies and theories to give future teachers a foundation for designing effective learning experiences.
Jacalyn Lund & Mary Veal
Assessment-Driven Instruction in Physical Education: A Standards-Based Approach to Promoting and Documenting Learning shows you how to use standards-based assessment to advance and support student learning in middle and high school physical education programs. In this text, authors Lund and Veal, both experienced physical education teachers and teacher educators, help readers not only understand assessment concepts and applications but also develop the skills to implement assessment. This book includes chapters on managing assessment, using data to improve learning, and using assessments to assign a fair grade―information not found in most texts on assessment and measurement
Margaret Whitehead
Physical Literacy across the World records the progress of the concept of physical literacy over the last decade. It examines developments, issues and controversies in physical literacy studies, and looks at how the concept has been implemented around the world. Contributions from practitioners and researchers across the world tell unique stories of the way physical literacy is changing perceptions of physical activity through research and the generation of scholarly writing, the creation of new national and local policies, and the development of partnerships with a range of professions.
Tracey Tokuhama-Espinosa
This practical resource draws on the best of neuroscience to inform decision-making about digital learning. It shows teachers how to use digital tools to differentiate learning, use alternative options to standardised testing, personalise learning, prioritise social-emotional skills, and inspire students to think more critically. Includes some gems in quality teaching that are amplified in online contexts, including evidence-informed pedagogies from the learning sciences.
Don Hellison
Teaching Personal and Social Responsibility Through Physical Activity presents a practical framework for using physical activity to develop students' social and emotional skills. The book introduces the TPSR model, which emphasizes teaching life skills such as respect, effort, self-direction, leadership, and helping others through physical education. Hellison’s approach combines experiential learning, reflective discussions, and personalized goal-setting to make lessons meaningful and applicable beyond physical activity.
Anthony D. Pellegrini
School Recess and Playground Behavior offers a programmatic examination of a neglected aspect of children's behavior and informs related literatures such as the educational, social-developmental, and cognitive-developmental literatures. Due to the relatively new interest in understanding the developmental significance of playground experiences, most past work has been topical in nature. By using a theme, the author has taken the next logical step in bringing coherence to this line of inquiry. The result is a readable and coherent volume that clearly demonstrates the value of recess periods in enhancing children's cognitive and social/emotional development.
Rebecca London
In Rethinking Recess, sociologist Rebecca A. London argues that recess has been overlooked as an essential part of the elementary school experience, with major implications for how well schools serve all students equitably and responsively. Given its potential to support students' social and emotional learning and physical activity, London says, recess should be designed intentionally, with attention to safety, health, and engagement. The book shows how school leaders and other educators-even those with budget and space constraints-can make the most of recess time by using a variety of proven strategies, and also provides examples of schools that have put these strategies to use.
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