Making a successful start to your PE teaching career!

My powerpoint presentation was ready, I knew exactly how I wanted every minute of the lesson to play out but when I walked through the door and saw no teacher on the back row - my heart began to race...

Starting your NQT year can be a daunting prospect, and as a PE teacher, taking your own theory class can be a step into the unknown. Therefore, I decided to run a survey with all of our schools, to find out exactly what is like to go through the early years of a PE teaching career. Below are some of my findings.

No hiding places

Around 80% of NQTs or RQTs in PE are currently expected to either take their own theory PE class or share a class with another member of staff. Perhaps in the past, less experienced teachers would have been gradually be introduced into the theoretical aspects of PE teaching.... this is certainly not the case anymore.

(Question: "Are you responsible for a GCSE PE class?")

Is theoretical knowledge really that important?

The feedback that surprised me most was that around 40% of NQTs and RQTs 'strongly disagree' that developing secure subject knowledge should be an important aspect of early years in teaching. Perhaps as Heads of Department, or more experienced teachers, we are over-valuing this element of teaching, or perhaps as a sector, we are simply not stressing how important subject knowledge is to our lesser experienced teachers. This area is very much open for debate...

(Question: "I think developing secure subject knowledge should be an important part of the NQT/RQT years")

Coming from a Sports Science background?

I wasn't really sure what to expect from the question about most confident area of theoretical content; however, I was surprised to see such a landslide towards 'Anatomy and Physiology'. Could it be that the confidence in this particular area is tied to the fact that the majority of PE teachers come from studying a Sports Science degree at university and already have a secure grasp of A+P. Instead, when training PE teachers, there may need to be a greater focus on developing knowledge away from the more biological elements of PE. 

(Question: "Which area of academic GCSE PE are you most confident with?")

Those dreaded Biomechanics lessons

Of all the questions in this survey, I was most confident that 'Biomechanics' was going to be the topic PE teachers were least confident with. This applied to nearly 60% of teachers who took this survey and I truly believe this is something that needs to be addressed. Since the specification changes, Biomechanics plays a prominent part in both GCSE and A-Level PE, which has certainly not always been the case. The knowledge teachers need to impart on their students can be challenging, and we need to ensure that teachers are given the training and opportunities to develop that knowledge sufficiently. 

(Question: "Which area of academic GCSE PE are you least confident with?")

Exam board requirements the sticking point?

When we think about teaching theoretical PE, we perhaps think subject knowledge is the element that may cause teachers the most concern. Instead, our results suggest very differently. Around 40% of teachers strongly agree with the statement 'I am confident with subject knowledge', however, only around 20% strongly agree that they are confident with their exam board requirements. Should training and professional development therefore, focus more on specific exam-board-specific language and the breakdown of what is required for each qualification? Another interesting argument, is that having one exam board (like in the Republic of Ireland) would allow teachers to become more aligned with exam requirements, irrespective of the school they teach in, but let's not open that can of worms 😉!

(Question: "I feel confident in the requirements of the different exam boards.")

The first couple of years as a PE teacher is a very rewarding but also a potentially challenging time. The most important thing to remember above all else, is to ask for assistance whenever you feel that it is required. Here at TEL, not only do we provide resources for the pupils, but we are also here to support the PE teaching community. Whether that be providing TEL PE Academy free of charge, or always being available on live chat or via email - as a team of teachers, this community spirit is at the forefront of what drives us.