Analyse the application of pedagogical (educational) principles in own area of specialism.

Explain how you apply these principles and how effective they are.

Describe how you can use creative and innovative teaching approaches in your lessons.
Explain what they are, and evaluate the effectiveness of use of creative and innovative
approaches in own area of specialism

The pedagogical principles within the subject specialism of sport centre on the three
dimensions of sport pedagogy. There are three dimensions to the model and these interact
with one another to form a pedagogical encounter, which is essentially a teaching session in
which a teacher delivers content to learners (Armour, 2011). The three dimensions are
learners and learning, teachers and teaching and the curriculum in context and these are all
inter-related (Figure 1).

Curriculum in Context
(The content that is to be taught by teachers
to learners that takes into account historical,
social and political factors)

Learners and Learning Teachers and Teaching

Figure 1. The dimensions of pedagogy.

There have been numerous conceptualisations of pedagogical principles within the

specialism of sport and within education generally, though perhaps the most
comprehensive of these are the ten pedagogical principles advocated by the Teaching and
Learning Research Programme (TLRP) which compiled the principles for application
generally within teaching and drew on a number of studies into principles within education
(TLRP, 2009). It has been asserted that the term ‘pedagogy’ is preferential over ‘teaching
and learning’ as it better considers the process as a whole (TLRP, 2009), which is congruent
with the dimensions of pedagogy as defined by Armour (2011), which comprises learners
and learning, teachers and teaching and the curriculum in context. Moreover, it is posited
that the generality of the pedagogical principles means that the conception of what
pedagogy is can be broadened and it means that they can be applied within each
educational setting or subject specialism (TLRP, 2009), in this case the specialism of sport.

Principle 1: Effective pedagogy equips learners for life in its broadest sense.

The first principle relates to the notion that education is not just about intellect and that it
should also enable learners to develop personal and social resources, so that following their
programme of study, they can contribute actively as citizens within society (TLRP, 2009). In
the context of the specialism of sport, this is a very significant principle that is applied
broadly throughout a learners’ involvement, particularly within the context of compulsory
physical education in schools. It is the case that whilst physical education contributes to
learners’ intellectual development, it also provides them with the opportunity to develop
vital personal resources, such as movement skills (Armour, 2011). The movement skills
developed through physical education and sport, such as balance and coordination, form
the basis of many day to day activities and as such are essential (Schmidt and Wrisberg,
2004). Furthermore, the team-based nature of many sports also provides learners with the
opportunities to develop social skills alongside their learning (Bailey, 2010). For example, if a
group of learners were taking part in a netball-based teaching session, they would be
communicating with one another and developing skills such as team-working.

In the context of my teaching practice, I strive to develop learners holistically and to teach
for more than just intellectual development (Wilson, 2014). I incorporate this principle in a
number of ways and this can be effectively facilitated through the subject specialism in
which I work, largely due to its’ practical-based nature. I always ensure that I apply
fundamental movement skills within my teaching practice in line with relevant theories of
skill development within sport and base the skill practices that I deliver around these
(Whitehead, 2010). Whilst I endeavour to make these as effective as possible, it must be
noted that I am inherently hindered if learners’ prior skill development at a younger age was
not sufficient (Schmidt and Wrisberg, 2004). However, in such instances I make adaptations
to practices so as to ensure that learners can succeed and be included within the group
whilst maximising their potential for skill development. I ensure that I incorporate group-
based practices within my teaching sessions, which necessitate learner interaction and as
such this facilitates the development of learners’ social skills such as speaking and listening
to others. This also facilitates the development of learners’ abilities to work with others
cooperatively and develops their team-working which can be essential skills when learners
progress into the workplace (Armour, 2011).
Principle 2: Effective pedagogy engages with valued forms of knowledge.

The second principle relates to the notion that learners should be provided with a breadth
of knowledge in relation to the subject they are studying and that this should include the
most current and substantive topics (TLRP, 2009). Moreover, it should also equip learners
with appropriate ways of learning, practising and developing their skills, knowledge and
experience. In the context of the specialism of sport, this is an important principles and one
that has been much debated in contemporary education (Capel and Whitehead, 2012). It is
important within that knowledge and skills are taught within the context of sport and as
such factors such as competition need to be considered when delivering learning (Capel and
Whitehead, 2010). For example, when teaching the skill of passing, it is necessary to
contextualise this within the game and the tactics around it, such as use of the straight line
and moving the ball flat and fast. In addition, moving beyond this the learners’ knowledge
should be ameliorated with valued information such as that relating to the physiology and
biomechanics of passing, for example, the triceps brachii is the key muscle involved in
successful execution of a pass (Green, 2008). It is also important to ensure that learners
understand the processes of learning skills and that they are taught these within
programmes of study (Wilson, 2014).

In the context of my teaching practice, I always ensure that I contextualise learners’

knowledge and enhance this by making links between the fields of knowledge within sport
pedagogy. I incorporate this principle by embedding the theoretical underpinning
knowledge with practical-based sessions, for example, whilst undertaking a stretching
activity during a warm-up, I will discuss the different muscles that are being exercised and
their role in movement skills, for example, the role of the rectus abdominus in posture
(Capel and Whitehead, 2010). This works effectively, however, there is need for theoretical
and classroom-based teaching sessions so as to ensure full comprehension and this is
something I additionally provide for learners. I also ensure that learners are provided with a
progressive skill learning experience that is grounded in theories of motor development
(Schmidt and Wrisberg, 2004). In practice I do this by enable learners to practice skills in
isolation, and then in a group-based practice out of the game context. Subsequently, I
progress this to a modified game, in which adaptations are made to bring about the desired
learning objective and then progress this into a full game with the intention of the skill
development being evident (Green, 2008; Light, 2012). This is effective as it enables learners
to development the skill in isolation and have sufficient practice before placing their
learning in the broader context of the game. The use of modified games is particularly
effective as it enables differentiation to be applied to ensure adequate inclusion of each
learner (Stidder and Hayes, 2012).
Principle 3: Effective pedagogy recognises the importance of prior experience and learning.

The third principle relates to the notion that teachers should take account of the knowledge
learners bring with them and their experiences that have shaped their acquisition of this
knowledge (TLRP, 2009). It is important that teachers are considerate of the fact that
learners will and do bring with them existing knowledge and prior experiences and that
these have impacted and will impact on their learning at present and in the future (Machin
et al., 2014). In the context of the specialism of sport, teachers must be considerate of this
principle as the vast majority of learners will have experienced compulsory physical
education within schools and all will have undergone motor skill development (Whitehead,
2010). It is important also, when considering prior experiences that practitioners are aware
of the potential negative emotions that may have been evoked as a result of negative
experience when younger, something which may have occurred from poor teaching
practices (Armour, 2011).

In the context of my teaching practice, I follow this principle by ensuring that learners
undergo an appropriate initial and diagnostic assessment. This enables me to identify
learners prior experiences and their current knowledge in relation to the subject
(Huddleston and Unwin, 2013). It also enables me to identify aspects such as learning
preferences and learning difficulties or disabilities that may warrant consideration. The
information obtained through this process enables me to inform the planning of the
learning programme that I am to deliver and also to make relevant adaptations to the
teaching session plans that I am to deliver (Wilson, 2014). For example, through the initial
assessment process I may identify that a learner has considerable experience in the sport as
an elite athlete and it now training as a coach and as such I may draw on their prior training
experience and skills related to the game. It may be that when teaching a skill such as
‘shooting’, that I use them for the practical demonstration of the skill.
Principle 4: Effective pedagogy requires learning to be scaffolded.

The fourth principle relates to the notion that learners must be supported through a
structured and progressive programme of learning, but one that moves them towards
independency within their learning (TLRP, 2009). It is important that teachers are aware that
they should gradually build up learners’ knowledge and skills whilst enabling them to
gradually work towards independence in their learning (Machin et al., 2014). In the context
of the specialism of sport, this principle underpins effective learning given the independent
nature of sporting performances (Light, 2012). It is essential that teachers build up learners’
as ultimately they will have to practice their skills and apply their knowledge independently
and without the teachers support in their own context and as such must be adequately
prepared for work (Huddleston and Unwin, 2013). For example, if a learner were to
compete in a game of netball, they would be on the court with their team and their coach
would be on the sideline, but they would be the one that had to be able to make the
decisions for themselves (Light, 2012). However, it would be unrealistic to expect a learner
to immediately be performing on a court effectively if there had not been adequate
teaching.

In the context of my teaching practice, I spend considerable time taking account of this
principle and ensuring that I devise programmes of learning that are progressive with
increasing levels of challenge for learners (Reece and Walker, 2007). I ensure that at the
beginning of the programme of learning I provide learners with a sufficient introduction and
grounding within the subject and tend to adopt a slightly more teacher-centred approach in
that I use presentations more in order to put information across to learners. As the learning
progresses I move towards far more learner-centred approaches in that I take on a more
facilitative role in the teaching process and utilise activities that place responsibility for
learning on the learners themselves (Wilson, 2014). This is effective as it enables me to build
respect with the learners with which I am working and ensure they behave appropriately in
the learning environment prior to providing them with increased responsibility. The learner-
centred approaches I utilise involve transferring responsibility to the learners, for example
by using group-based problem-solving activities that I facilitate as oppose to deliver. I also
work towards this principle by ensuring that the content of my teaching sessions becomes
increasingly challenging throughout the course of a programme of learning in line with the
work of Bloom (1956) moving from lower order to higher order skills. For example, at the
beginning of the learning programme I would teach what to cover within coaching session
plans, and this would subsequently progress to applying this knowledge and planning and
delivering a coaching session. By the end of the programme of learning, I would be
expecting learners to subsequently be evaluating their delivery and analysing how to
improve it.
Principle 5: Effective pedagogy needs assessment to be congruent with learning.

The fifth principle relates to the notion that assessment should have the dual purpose of
supporting learners to progress and develop as well as determining whether or not
sufficient learning has taken place (TLRP, 2009). In the context of the specialism of sport,
this principle is pertinent, particularly with consideration of learners’ practical skill
development and performance (Green, 2008). It is the case that assessment forms an
integral part of the learning process within sport, if conducted appropriately. If a learner is
developing their practical skill performance, it is essential that the teacher detects and
corrects errors in this so as to enable the learner to refine their performance (Schmidt and
Wrisberg, 2014) and the role of feedback is noted as being essential in this process. It is also
essential in relation to learners understanding of the broader aspects of sport as their
development should not only be practically based, and ancillary capacities such as
psychological skills and lifestyle factors need also to be assessed (Bailey, 2010).

In the context of my teaching practice, I embed formative and summative assessment

throughout programmes of learning, so as to enable learners to develop (Wallace, 2011). I
incorporate this principle by utilising formative assessment throughout teaching sessions,
and when these are centred on practical skills, I use peer assessment to enable multiple
learners to receive assessment and feedback that I would be otherwise unable to provide
them with, given the size of the groups with which I work (Lavin, 2008). Whilst this is an
effective means of incorporating the pedagogical principle, it can be limited by the learners’
own knowledge and experience, and could be detrimental if the process is not conducted
effectively, for example, if a peer criticises the learner as opposed to providing them with
feedback (Gould and Roffey-Barensten, 2014). However, in order to overcome this, I ensure
that I fully brief learners and teach them how to conduct the process and provide resources
to facilitate this, such as score cards and performance profiles. I also utilise summative
assessment at the end of modules within programmes of study as this is an expectation of
the organisation for which I work, in line with the qualification requirements of the
Awarding Body (Armitage et al., 2003). I embed this within the learning programme and
ensure that I contextualise this for learners in relation to the own role. Moreover, I ensure
that following the assessment process, learners are provided with feedback and that action
planning takes place so as to utilise this process for the purpose of learner development
(Tummons, 2011) in line with the pedagogical principle.
Principle 6: Effective pedagogy promotes the active engagement of the learner.

The sixth principle relates to the notion that teachers should provide learners with the
ability to engage actively in the learning process and they should be guided towards this
(TLRP, 2009). It involves ensuring that learners are adequately prepared for the learning
process and that their involvement is facilitated. It requires learners to be empowered to
take part in the learning process as opposed to being passive within it (Curzon and
Tummons, 2013). In the context of the specialism of sport, it requires due consideration
given that learner involvement is a key part, particularly within practical-based teaching
sessions. Whilst it is the case that in a classroom, learners may well be able to passively
engage (though this is not desired), in a sports hall for a practical-based session, they need
to engage and as such this must be effectively facilitated, for example, through means of an
engaging warm-up activity.

In the context of my teaching practice, I ensure this principle is worked towards in a number
of ways. I outline learning objectives at the start of a teaching session and provide learners
with an overview of what is to be covered within the session. This is effective as it provides
learners with insight and they are made aware of what they should be learning within the
session, meaning they can contribute towards this (Wilson, 2014). I also ensure I utilise
adequate starter activities that are related to the session that is to be undertaken so as to
build interest and engage learners within the subject matter (Huddleston and Unwin, 2013).
In the case of practical-based sessions, these starter activities take the form of a warm-up
and I always ensure that the warm-up links to the content of the main session that is to be
taught (Light, 2012). I also engage learners by involving them within the goal-setting
process, as this is beneficial in empowering learners to participate in their own learning and
to engage with it (Petty, 2009). However, I could better engage learners by providing them
with more ownership than at present as I feel like I can at times lead this process too
directly.
Principle 7: Effective pedagogy fosters both individual and social processes and outcomes.

The seventh principle relates to the notion that teachers should provide learners with the
opportunity to engage with others in the learning process and should provide them with a
‘voice’ in relation to their opinion of it (TLRP, 2009). It is necessary for learners to be
provided with opportunities to engage and interact as part of their learning as this can
augment the learning process and lead to the mutual construction of knowledge (Petty,
2009). It is important also that practitioners provide learners with the opportunity to
provide feedback on their learning the programme that is being or has been delivered
(Curzon and Tummons, 2013). This provides them with an opportunity to both reflect on
their learning and to provide valuable feedback that can be utilised to ameliorate
programmes of delivery and teaching methods and approaches implemented by
practitioners (Reece and Walker, 2007). In the context of the specialism of sport, it requires
due consideration as much of the practical learning requires group-based interaction which
is dependent on social processes (Light, 2012).

In the context of my teaching practice, I ensure this principle is considered and that planning
adequately takes account of this. I plan teaching sessions so that they incorporate group
activities that enable learners to interact with one another and approach challenges
together in line with the discovery styles of the teaching spectrum proposed by Mosston
and Ashworth (2001). This is effective as the experiential learning enables learners to take
responsibility within the process and also necessitates their interaction with other learners
so as to work collaboratively (Wallace, 2011). I embed these practices within all aspects of
my teaching whether theory or practical-based so as to ensure that learners have sufficient
opportunity to interact with others. In a theory-based teaching session, it may be that
groups of learners work collaboratively to identify health and safety risks in a coaching
session, which in a practical-based teaching session, it may be that learners are asked to
devise a coaching practice that develops the skill of one-handed passing. In relation to
learner feedback, I seek this frequently throughout the course of a learning programme. For
example, I may request that learners write down their opinions on a teaching session on a
post-it note at the end of the session and collate these to gain feedback. I also engage with
learners during review meetings at which point I can gather considerable feedback from
learners about how they feel they are progressing and how well I am supporting them in
their learning. Additionally, I seek feedback at the end of a whole programme of learning so
as to aid in future revisions to this in line with learners’ feedback (Wilson, 2014). This is
effective as it means that I get learner feedback during a course and can make changes with
immediate impact and I get learner feedback at the end of a course and so I can make
overall improvements for the next time I deliver it.
Principle 8: Effective pedagogy recognises the significance of informal learning.

The eighth principle relates to the notion that learning can take place away from the
classroom and as such teachers must be considerate of this (TLRP, 2009). It emphasises that
learners need the opportunity to learn out of the classroom and this can in fact enhance the
learning process (Huddleston and Unwin, 2013). In the context of the specialism of sport, it
is a particularly pertinent principle given that learners’ need to be able to apply their skills
practically in their workplaces. Moreover, the teaching of sports coaching relies heavily on
informal learning given that the amount of formal learning available is limited and where
available short in duration (Armour, 2011).

In the context of my teaching practice, I ensure this principle is considered through

utilisation of an appropriate programme of learning. I ensure that incorporate and
encourage learners to access informal learning by means of integrating this within the
learning programme as between contact days of teaching, they are required to deliver a
coaching session within their own clubs, and as part of this, another qualified coach is
required to observe them. This is effective as it means that learners are actually engaging in
informal alongside formal learning which is advantageous (Machin et al., 2014). It can be
ineffective if learners do not utilise the opportunity meaningfully, but to overcome this, I
ensure that the coach who observes them must write feedback and sign a witness testimony
and the learner themselves must write a reflective account about the experience which
facilitates considerably better engagement.
Principle 9: Effective pedagogy depends on the learning of all those who support the learning
of others.

The ninth principle relates to the notion that all those involved in the learning process, and
particularly teachers to themselves engage in learning so as to develop (TLRP, 2009). It is the
case that teachers must themselves engage in Continuing Professional Development (CPD)
so as to ensure that they continue to enhance their capabilities and so as to ensure that
they keep up to date with current developments within their field. In the context of the
specialism of sport, it is a pertinent giving the changing nature of it within the curriculum
and the changing position it is requested to take on (Capel and Whitehead, 2012). It also
provides them with the opportunity to engage in new and innovative teaching approaches
which are constantly changing within sport, for example, in current practice there is a drive
towards the use of models-based practice within sport pedagogy and there is much
advocacy for the use of technology within physical education and sport teaching (Capel and
Whitehead, 2012).

In the context of my teaching practice, I am highly considerate of this and seek development
opportunities commensurate with my role. In terms of general teaching practice I am
endeavouring to gain full qualification and have worked towards this by completing the L3
Award in Education and Training through to the L5 Diploma in Education and Training at
present. Alongside this I have also completed the L3 Certificate in Assessing Vocational
Achievement and the L4 Award in Internal Quality Assurance of Assessment Practices and
Processes to complement this (Wilson, 2014). In terms of specific teaching practice I have
engaged with development opportunities by seeking subject-specific mentors and
undertaking observations, I have also undertaken specific training through my degree
programme and subsequent research degree programme centring on educative studies
within sport. In the future, I intend to undertake further teacher training in line with the
roles I aspire to such as training to teaching in Higher Education which is where I endeavour
to teach eventually.
Principle 10: Effective pedagogy demands consistent policy frameworks with support for
learning as their primary focus.

The tenth principle relates to the notion that organisational policies should recognise the
fundamental importance of the learner and as such should be designed around them (TLRP,
2009). It means that the organisations and institutions that provide education and training
need to be learner-centred and the policies and procedures that they put in place need to
centre on the learner (Wilson, 2014). In the context of the specialism of sport, it is a
significant as learners often come from diverse backgrounds and as such need to be
supported in a variety of ways given their differing needs (Armour, 2011). These differences
are often made more apparent in the context of physical education than in the context of
other specialisms given the nature of the subject area. For example, with consideration of
Muslim culture, females may have to wear a hijab which needs to be catered for, to meet
their individual needs, even though it may well be in contradiction to typical policies and as
such this needs to be given consideration (Armour, 2011).

In the context of my teaching practice, I endeavour to meet the needs of learners by

complying with this principle but am limited to a certain extent by the policies and
procedures put in place by the organisation for which I work as I have limited impact on
these. However, I always ensure that I am fully conversant with my organisation’s policies
and applying these well. If I am faced with a situation in which I am uncertain as to how to
respond, I also seek advice from appropriate colleagues or refer as necessary. Furthermore,
if I have a situation in which a learner may be prevented from having their needs met on
account of an organisational policy, I always refer this to the relevant individual to seek
permission to breach the policy in line with their directive.
The use of creative and innovative approaches within teaching practice is essential in order
to engage learners and develop interest in the subject specialism of sport and physical
education (Green, 2008). This is particularly important for more ‘hard-to-engage’ learners
who may well be marginalised by a traditional curriculum and one that is not responsive to
their needs (Armour, 2011). The subject area of sport and physical education is one in which
there has been considerable work in order to advance the subject and make it what Kirk,
Macdonald and O’Sullivan (2006) term ‘future-proof’, as they question to longevity and
viability of the curriculum area should it continue to not advance beyond its traditional
approach to delivering learning. It is the case that in recent years, a number of innovative
approaches to delivering sport and physical have been advocated from the use of
technology within teaching sessions to the diversifying of the curriculum to include more
alternative sports (Capel and Whitehead, 2012).

An approach to innovating the curriculum within sport is the use of technology to enhance
learning within physical education and sport (Armour, 2011). It has been suggested by Grout
and Long (2009) that technological advances have much to offer the modern curriculum and
that these can be incorporated effectively into practice. There have been a variety of
technological uses within sport, such as the use of tablets within teaching sessions and in
conjunction with the use of QR codes, the use of games consoles within physical education
and the use of online platforms or virtual learning environments (VLEs) for teaching (Stidder
and Binney, 2012). It is the case that tablets can be have a breadth of uses within teaching,
for example, they can be utilised to video a learner performing a skill and as such can be
used to augment the subsequent feedback process by referencing the video. Moreover, the
range of applications or ‘apps’ available on such devices can further augment teaching, for
example, through utilisation of a performance analysis app. The devices can also be used to
link learners to useful resources, for example by generating a QR code linked to an online
learning resource (Grout and Long, 2009). I have utilised tablets effectively within practice
to enhance learners’ ability to provide feedback to others, as by videoing the skill they are to
provide feedback on, they can then replay this and even slow it down if necessary so as to
help them learn to identify common errors in skills. A potential flaw to the use of such
technologies is that they can act as a distraction within the learning environment and as
such can actually impair the learning process if their use and the behaviour of their users is
not adequately managed (Grout and Long, 2009). The use of games consoles is a newly
emerged means of engaging learners and its conception was brought about as an attempt
to reach learners who may have previously been disengaged by physical education and
sport. It was thought that by providing learners with the opportunity to play ‘active’ games
on consoles such as the Nintendo Wii, that they may ‘buy in’ to the subject (Stidder and
Binney, 2012). The use of this technology has not been widely accepted and further
research is required to identify whether or not this is both an effective and viable means of
providing an innovative approach to teaching physical education and sport. The use of VLEs
is something now widely embedded within practice but it remains an innovative approach
within physical education and sport as its use has now become even more engaging for
learners. For example, in teaching learners the structure of the skeleton there are now
interactive resources on VLEs where learners can match up the names of bones to the
relevant positions on a body and receive a mark for their performance (Stidder and Bonney,
2012). The VLEs can also be used to build online portfolios of evidence and this is something
that I utilise broadly in my teaching given that I often work with learners via blended
learning. The use of VLEs is effective as it means that learners can work in their own time
and engage with technology and it also provides learners with a means of communication
with me when they are working remotely. Ultimately, the use of technology has a lot to
offer physical education and sport as a means of innovating practice, however, Kirk,
Macdonald and O’Sullivan (2006) do note that perhaps much of learners’ disengagement
from physical education and sport is on account of technological advances and as such, they
warn about their potential over-usage in practice and caution that it may well eventually be
to the detriment of the field.

The use of models-based practice is an aspect of sports pedagogy that has grown
substantially in recent years and that has provided an alternative approach to the
structuring of sessions in order to innovate practice (Armour, 2011). The implementation of
models can be useful in developing particular aspects of learners’ knowledge and skills, for
example, the ‘Teaching Games for Understanding’ model, as proposed by Thorpe, Bunker
and Almond (1986), aims to teach games within context and as such situates the learning
around problem-solving and tactical skill development (Metzler, 2011). Contrastingly, the
‘Sport Education’ model, proposed by Siedentop, Hastie and Van Der Mars (2011), seeks to
develop learners ancillary capacities within sport and necessitates the undertaking of
alternate roles such as coach, official, scorer and team manager to give learners an insight
into sport as a rounded concept (Metzler, 2011). The use of these models (and others) is
effective within practice as they can be embedded within programmes of learning and have
been proven to bring about effective results in practice, though it is noted they can be
demanding on teachers (due to further planning and preparation of resources) and learners
can approach these alternative means of learning with apprehension and so careful
management by the teacher is required (Armour, 2011; Metzler, 2011).

An alternative means of innovating the physical education curriculum and bringing about
different teaching approaches it to utilise more non-traditional sports as the bases for
teaching, such as cheerleading and skateboarding, or through the use of modified games
within practice to change more traditional sports (Grout and Long, 2009). The use of more
alternative sports has been effective in engaging learners, particularly those who may
normally be disinterested in the subject area, due to their curiosity for something different
(Armour, 2011), in addition to it meaning that learners are more equal given that it is likely
to be a sport new to all of them. It must be considered though, that there are restraints as
to what can be taught in certain contexts in line with requirements for the National
Curriculum (Armour, 2011) and as such practitioners must ensure that they meet the
statutory requirements of breadth necessitated by the curriculum. The use of modified
games is another means of innovating practice as it enables traditional games to be altered
to have alternate purposes and this can be effective as it provides learners with new
challenges even if it is a traditional sport (Light, 2012).

It is evident that there are a number of means by which the physical education and sport
curricula can be innovated and these enable teachers to demonstrate creative practice.
These can enable teachers to better engage learners including some more ‘hard-to-reach’
ones (Armour, 2011) and as such warrant due considering when teachers are planning,
delivering and assessing learning. It should be noted, however, that they must also ensure
that they are working within the limitations placed on them, such as those of the National
Curriculum (Armour, 2011).
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