Book Chapters by the PESTA Team

Book Chapters by the PESTA Team

Continuing Professional Development (CPD) for Teaching and Learning in Physical Education

This book is designed to contribute to the continuing professional development (CPD) of practicing physical education teachers and supporting them to continue to earn and develop their teaching with a specific focus on how this impacts on and enhances students' learning.

CPD for Teaching and Learning Book Cover

Throughout the book, teachers are encouraged not just to reflect on where they are now, but also what changes they intend to make to their practice, how they implement those changes and then to review the impact this has had on students' learning. Each chapter includes tasks embedded within the content to encourage the reader to reflect on how they could apply the new knowledge they are acquiring from reading and engaging with the chapter.

Written for a global audience, the book brings together examples from the Singapore Physical Education and Sports Teacher Academy (PESTA), which provides CPD to teachers in the high-performing Singaporean system. Offering high quality research and practice, this book is a pivotal resource for physical education teachers undertaking CPD all over the world.

Below is a resource list for readers to gain more perspectives for the respective chapter titles.

  • Chapter 2: Continuity and Progression - What do my students need to know and understand to make progress? by Ms Karen Low Lai Fong

    FURTHER RESOURCES

    Lund, J. and Tannehill, D. (2014) Standards-based Physical Education Curriculum Development, New York: Jones and Bartlett Publishers.

    • This book contains chapters authored by experts with a wealth of experience designing and implementing thematic curriculum. The book concentrates on the process of building a physical education curriculum and provides theories on various curriculum models for understanding and enactment.

    Rink, J. (2014) Teaching Physical Education for Learning, Boston, MA: McGraw-Hill Higher Education.

    • This book focuses on teaching as an interactive, content-specific process, from kindergarten through grade 12. It offers teaching strategies and theories to enable teachers in building a foundation for designing effective learning experiences.

    Tomlinson, C.A., Moon, T.R. and Imbeau, M.B. (2015) Assessment and Student Success in a Differentiated Classroom, Alexandria, Virginia: ASCD.

    • This paper highlights attributes of quality classroom practice with particular attention to critical intersections between formative assessment and instructional planning for teachers who seek to support the success of a broad range of learners in today’s culturally and academically diverse classrooms.

  • Chapter 3: Knowing students as individuals and understanding their needs by Mr Tan Seck Heong

    FURTHER RESOURCES

    Donnelly, F.C., Mueller, S.S. and Gallahue, D.L. (2017) Developmental Physical Education for All Children: Theory Into Practice (5th edn), Champaign, IL: Human Kinetics.

    • This text provides comprehensive coverage of essential information on the developmental approach to teaching physical education for children.

     Gallahue, D.L., Ozmun, J.C., and Goodway, J.D. (2012) Understanding Motor Development: Infants, Children, Adolescents, Adults (7th edn), New York, NY: McGraw-Hill.

    • This text provides a breakdown of specific movement skills at different phases of development.

    Keenan, T., Evans, S. and Crowley, K. (2016) An introduction to Child Development (3rd edn), London: SAGE.

    • This text provides a comprehensive overview of the theories associated with how students grow and develop.

  • Chapter 4: Learners and Learning in Physical Education: Games-Centred Approaches and Nonlinear Pedagogy by Dr Tan Wee Keat Clara

    FURTHER RESOURCES

    Atencio, M., Chow, JY., Tan, W.K.C. and Lee, C.Y.M. (2014) ‘Using a complex and nonlinear pedagogical approach to design practical primary physical education lessons’, European Physical Education Review, 20 (2), 244-263.

    • This paper provides practical sample activities of track and field, tennis and netball components, to illustrate the application of the nonlinear pedagogical principles in designing tasks to challenge students in their learning.

    Button, C., Seifert, L., Chow, J.Y., Davids, K. and Araujo, D. (2020) Dynamics of Skill Acquisition: An Ecological Dynamics Approach, Champaign, IL: Human Kinetics Publishers.

    • In this text, chapter 6 provides an overview of nonlinear pedagogy and an understanding of the interaction between constraints on the student. It also explains the pedagogical principles and how they can be used to support teaching and learning. Other chapters in this text provide teachers/coaches with an understanding of motor learning from an ecological dynamics perspectives, on which nonlinear pedagogy is based on. The chapters provide theoretical insights as well as practical examples based on empirical evidence.

    Hopper, T., Butler, J. and Storey, B. (eds.) (2009) TGfU: Simply Good Pedagogy: Understanding a Complex Challenge, Vancouver: University of British Columbia/Physical and Health Education (PHE) Canada.

    • Chapters in this text were selected from submitted papers for the fourth Teaching Games for Understanding (TGfU) international conference in 2008, with Understanding Games: Enhancing Learning in Teaching and Coaching, as its theme. They offer an overview of both TGfU and nonlinear pedagogy approaches and insights into the ‘what’, ‘why’ and ‘how of both approaches. The book provides a mixture of theory, practical examples and teacher education and coaching research, towards learner/student-centred and contextualised forms of teaching.

  • Chapter 5: Identifying and Developing Students' Readiness to Learn by Mr Justin Wakefield and Dr Julia Lawrence

    FURTHER RESOURCES

    Muijs, D. and Bokhove, C. (2020) Metacognition and Self-regulation: Evidence Review, London: Education Endowment Foundation, viewed 2 May 2021,

    https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/Metacognition_and_self-regulation_review.pdf?v=1718881028

    • This evidence based publication provides definitions of key terminology that is becoming more commonly used in schools. It looks at how metacognition and self-regulation develop over time, and offers examples of effective strategies that can be used to support learning and development.

    Quigley, A, Muijs, D. and Stringer, E. (2018) Metacognition and Self-regulated Learning: Guidance Report, London: Education Endowment Foundation, viewed 2 May 2021,

    https://eric.ed.gov/?id=ED612285

    • This guidance report provides easily accessible information regarding metacognition and self-regulation. Throughout, specific case studies are provided which demonstrate how strategies can be embedded in practice.

    Rosenshine, B. (2012) ​‘Principles of instruction: Research-based strategies that all teachers should know’, American Educator, 36 (1), 12 – 20.

    • This research based article presents ten instruction principles that support students to learn effectively. At the end of the article a list of 17 principles are included that teachers can use within their teaching.

  • Chapter 6: Inclusive Physical Education by Ms Kwok Hui Min

    FURTHER RESOURCES

    Ang, L., Lipponen, L. and May Yin, S. (2021) ‘Critical reflections of early childhood care and education in Singapore to build an inclusive society’, Policy Futures in Education, 19 (2), 139–154, https://doi.org/10.1177/1478210320971103

    • This paper discusses the need for a more critical perspective of the role of early childhood in policy and practice to meet the diverse needs of young children and families as enablers for an educational pathway to inclusion and social equality; hallmarks of a truly inclusive society.

    Coates, J. and Vickerman, P. (2013) ‘A review of methodological strategies for consulting

    children with special educational needs in physical education’, European Journal of Special Needs Education, 28 (3), 333–347, https://doi.org/10.1080/08856257.2013.797705

    • This paper explores a range of methodological strategies for consulting children with SEN about their experiences of and accessibility to physical education. Based on a review of the methodological strategies, the paper concludes with proposed guidelines for including and empowering children with SEN to participate in physical education research, have their voices heard, and ensure teachers and schools respond effectively to their views.

    Gordon, B. (2011) ‘Inclusive physical education’, Physical Educator – Journal of Physical

    Education New Zealand, 44 (2), 20-21.

    • Gordon discusses the principles of adaptation which, when combined with creative approaches, can lead to successful inclusive experiences for both students and teachers. He also emphasises the importance of only making modifications based on needs and abilities and not disabilities and as much as possible, modifications must not change the intended outcome for the activity and/or negatively impact experiences for other children.

    Vickerman, P. (2012) ‘Including children with special educational needs in physical education: has entitlement and accessibility been realised?’ Disability and Society, 27 (2), 249–262, https://doi.org/10.1080/09687599.2011.644934

    • Vickerman examines the extent to which students with SEN have arrived at utopia in relation to their entitlement and access to physical education. Vickerman identifies four themes central to successful inclusive physical education, whilst suggesting there is still some way to go for children with SEN to have the same opportunities in physical activity as their non-disabled peers.

  • Chapter 7: Assessing Student’s Progress Formatively by Ms Mabel Yong

    FURTHER RESOURCES

    Gardner, J. (ed.) (2012) Assessment and Learning (2nd edn), London: Sage Publications.

    • This book contains chapters authored by members of the Assessment Reform Group (ARG), a group of researchers who focus on ensuring policy and practice take account of current research evidence. The book concentrates on the use of assessment in supporting learning. It provides practice-based theory assessment in lessons, developing motivation and assessment in relation to learning theory.

    Ritchhart, R., Church, M. and Morrison, K. (2011) Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, San Fransisco, CA: Jossey-Bass.

    • This book considers Visible Thinking, designed to enhance students' thinking and comprehension abilities, develops their thinking dispositions and deepen their understanding of the topics they study.

    Wormeli, R. (2018) Fair isn't Always Equal: Assessing and Grading in the Differentiated Classroom, Portland, Maine: Stenhouse Publishers.

    • This book provides a catalyst for serious reflection on current grading and assessment practices in differentiated classrooms. Coherent and effective standards-based grading practices for a high-stakes, accountability-focused world is also outlined. It clearly explains the principles behind best grading practices so that you are ready for all grading questions or scenarios that you may encounter in your lessons and schools.

  • Chapter 8: Intentionality: The Key to Effective Affective Learning by Mr Hanif Abdul Rahman

    FURTHER RESOURCES

    CASEL (Collaborative for Academic, Social, and Emotional Learning) website, viewed 27 July 2021, https://casel.org

    • CASEL is a source for knowledge about high-quality, evidence-based SEL. It supports teachers and policy leaders and enhances the experiences and outcomes for all students. The website contains articles, researches and teaching resources for SEL

    Krathwohl, D. (2002) ‘A revision of Bloom's taxonomy: An overview’, Theory into Practice, 41, 212-218; and

    Krathwohl, D., Bloom, B. and Masia, B. (1964) Taxonomy of Educational Objectives: Handbook II. Affective Domain, New York, NY: McKay.

    • Krathwohl’s taxonomy can be used as a frame to formatively assess students as you facilitate the development of SEC. Student behaviours can be observed and referenced across the five levels of the taxonomy. TPSR (Teaching Personal and Social Responsibility) Alliance. Expanding on Hellison’s TPSR (Teaching Personal and Social Responsibility) model, the website offers a platform for sharing resources, ideas and strategies for utilising physical education, sports and exercise as vehicles for teaching youths to be more responsible.

    • Chapter 9: You as the Teacher: Teacher Identity and How it Relates to Your Philosophy of Teaching by Mr Teng Tse Sheng

      FURTHER RESOURCES

      Knowing who you are, your beliefs and assumptions that guide your teaching is an on-going process. There is a whole body of knowledge on teaching beliefs and finding your inner self to support you in this journey of self-discovery. As a start, these books and articles may be enriching and helpful in your journey.

      Butler, J. (2005) ‘TGfU pet-agogy: old dogs, new tricks and puppy school’, Physical Education and Sport Pedagogy, 10 (3), 225-240.

      • This is an excellent read, especially if you are in the process of adopting a new pedagogical approach or model in your teaching. In this article, Butler explores the journey of both beginning and experienced teachers in adopting Teaching Games for Understanding in order to examine the essential ingredients to teacher change. She argues that the opportunity to discuss teachers’ core beliefs is key to teacher change.

      Fives, H., and Buehl, M. (2012) ‘Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?’ in K.R. Harris, S. Graham and T. Urdan (eds.) APA Educational Psychology Handbook, Washington, DC: APA, pp. 471-499.

      • This may be by far the most comprehensive review of the research and thoughts of scholars on teaching beliefs. The article will give you  good grounding in  teaching beliefs and the arguments surrounding it, supported by research evidence. If you are keen to delve deeper into the impact of teaching beliefs on teacher growth and student outcomes, this is the chapter you do not want to miss.

      Palmer, P. (1998) The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, San Francisco: John Wiley and Sons.

      • Palmer argues passionately in this book that because good teaching cannot be reduced to techniques, it is important to know who you are as a teacher. This book should help you reconnect with your love for teaching by taking you through a journey of self-discovery. This book is a classic, and another must read for all teachers. After reading the book you will not only be inspired, but will end up knowing yourself a little better.

      Pratt D., Smulders D. and Associates (2016) Five Perspectives on Teaching: Mapping a Plurality of the Good (2nd edn), Malabar, Florida: Krieger Publishing Company.

      • The information you find in the TPI website is only the tip of the iceberg. If you are keen to gain a deeper understanding of the five perspectives, the philosophy behind the TPI, and the framework that guided the original research in teaching perspectives, then this book is a must read.

    • Chapter 10: Teaching Approaches by Mr Benjamin S.J. Tan

      Further resources

      Ashworth, S. (2020) ‘History and overview of the Spectrum’, in B. SueSee, M. Hewitt, and S. Pill (eds.) The Spectrum of Teaching Styles in Physical Education, Abingdon: Routledge, pp.14-26.

      • This chapter provides a historical perspectives of how the Spectrum was conceptualised and developed. It also provides an overview on the applications Mosston’s Spectrum of Teaching Styles in physical education.

      Blair, R. and Beaumont, L.C. (2020) ‘Designing teaching approaches to achieve intended learning outcomes, in S. Capel, J. Cliffe and J. Lawrence (eds.) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience (5th edn), Abingdon: Routledge, pp.128-143.

      • This chapter highlights the relationships between concepts of teaching approach, teaching strategy, teaching style, teaching skill and learning environment. It also discusses how appropriate use of teaching approaches results in the achievement of learning outcomes.

      Garn, A. and Byra, M (2002) ‘Psychomotor, cognitive, and social development spectrum style’, Teaching Elementary Physical Education, 13 (2), 8-13, viewed 29 July 2021, https://spectrumofteachingstyles.org/assets/files/articles/Garn_Byra_2002_Psychomotor_Cognitive_and_Social_Development.pdf

      • This chapter highlights how the use of the reproductive and productive clusters of the Spectrum fosters the development of the students’ competencies in psychomotor, cognitive and affective domains. The article contains some ideas on how the different styles are taught in lessons to meet psychomotor, cognitive and affective learning outcomes.

      Mosston, M. and Ashworth, S. (2008_) Teaching Physical Education_ (6th edn; First Online Edition). Spectrum Institute for Teaching and Learning, viewed 21 May 2021 https://spectrumofteachingstyles.org/index.php?id=16.

      The development of the Spectrum and each teaching style are described in detail in this book.

  • Casey, A., Goodyear, V.A. and Armour, K.M. (eds.) (2016) Digital Technologies and Learning in Physical Education: Pedagogical Cases, Abingdon: Routledge.

    • This book provides international pedagogical case studies on the use of digital technologies in physical education. The case studies cover a variety of digital technologies which were integrated effectively to impact students’ learning in the psychomotor, cognitive, affective and social domains.

    Robinson, J. (2017) Episode 100 - One Hundred Ways To Use Technology In PE - The P.E Geek. [online] Thepegeek.com, viewed 18 January 2021,

    https://thepegeek.com/2017/12/episode-100-one-hundred-ways-use-technology-pe/

    • You can also explore his website for more resources: https://thepegeek.com/

      If you are on Twitter, you can find him via the handle @mrrobbo where he tweets about resources, ideas, webinars and training courses.

      Support REAL Teachers.org. (n.d.) Technology In Physical Education [online], viewed 27 January 2021, https://www.supportrealteachers.org/technology-in-physical-education.html

      • This website contains a large repository of resources and articles on effective integration of digital technology in physical education lessons. The organisation was founded in 1998 by Dr. Cathrine Himberg and consists of teachers, parents, school administrators and other stakeholders concerned about quality physical education delivered. You can also find relevant resources for professional development to enhance the overall quality of your physical education lessons.

  • Chapter 12: Being a Reflective Teacher: Using Narrative Inquiry as Professional Development in Physical Education by Mr Nasrun Bin Mizzy

    Further resources
    Armour, K.R. and Jones, R.L. (1998) Physical Education: Teachers’ Lives And Careers: PE, Sport And Educational Status, London: Falmer Press.

    • This book uses narrative inquiry to explore the lives and careers of PE teachers. Their stories are analysed through the lenses of sport and physical education as a career, and their status within the broader international research literature.

    Clandinin, J.D. and Connelly, M.F. (2021) Narrative Inquiry: Experience and Story in Qualitative Research, San Francisco: Jossey-Bass.

    • This book presents the fundamental concepts and philosophies of narrative inquiry as a research method and as a reflective tool.

    Johnson, K.E. and Golombek, P.R. (eds.) (2002) Teachers’ Narrative Inquiry as Professional Development, New York: Cambridge University Press.

    • This book discusses the wide-ranging concepts and applications of narrative inquiry in professional development in education.

  • Chapter 13: Professional Development: What Is It And How Can It Work For Me? by Ms Joanna Phan Swee Lee

    FURTHER RESOURCES

    Fuller, A. and Unwin, L. (2007) ‘Expansive and restrictive learning environments’, in K. Evans, P. Hodkinson, H. Rainbird and L. Unwin (eds.) Improving Workplace Learning, Abingdon: Routledge, pp. 27-48.

    • This chapter introduces a framework called the expansive-restrictive continuum which provides a list of factors that influence the quality of learning at a workplace.

    Skule, S. (2004) ‘Learning conditions at work: a framework to understand and assess informal learning in the workplace’, International Journal of Training and Development, 8 (1), 8-20.

    • This article offers another perspective of conditions for learning at the workplace and provides a list of seven conditions.

  • Chapter 14: Being a Mentor by Mr Fazlin Jaya Indra

    FURTHER RESOURCES

    Aguilar, E. (2013). The Art of Coaching: Effective strategies for school. San Francisco: Jossey-Bass.

    • A practical resource that offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice.

    Armour, K. M., and Yelling, M. (2007). Effective professional development for physical education teachers: The role of informal, collaborative learning. Journal of Teaching in Physical Education, 26, 177-200.

    • This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other.

    Association for Supervision and Curriculum Development (ASCD).

    • A non-profit organisation founded in 1943 that has members including superintendents, principals, teachers, and teacher educators. It offers a repository of publications and references on mentoring.

    Bechtel, P. A., and O’Sullivan, M. (2006). Effective professional development – What we know now. Journal of Teaching in Physical Education, 25(4), 363-378.

    • This article presented several theoretical frameworks related to teacher change to better understand teachers’: Fullanʼs theory of teacher change; Shaw, Davis, and McCartyʼs theory

    of the teacher change process; and Guskeyʼs model of teacher change.

    Capel, S. and Lawrence, J. (2018). Mentoring Physical Education Teachers in the Secondary School: A Practical Guide, Abingdon: Routledge.

    • This book looks at knowledge and skills every mentor needs to guide beginning teachers. It offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning physical education teachers.

    Centre for the Use of Research and Evidence in Education (2014). National framework for mentoring and coaching. http://www.curee.co.uk/files/publication/1219925968/National-framework-for-mentoring-and-coaching.pdf

    • This article presented ten principles, based on evidence from research and consultation, to inform mentoring and coaching programmes in schools and to help increase the impact of continuing professional development on student learning.

    Chao, G. T. (1997). Mentoring phases and outcomes. Journal of Vocational Behavior, 51, 15-28.

    • This article studied mentoring relationships that are theorized to evolve through several stages over time. Data from individuals, who were mentored and not mentored, were compared and results showed consistent differences between them on career outcomes, job satisfaction, organizational socialization, and income.

    Clutterbuck, D., and Ragins, B.R. (2002). Mentoring and diversity. Oxford: Heinemann.

    • The book illustrates the importance of mentoring as a proactive tool in diversity initiatives, and demonstrates how mentoring can be used to recruit, develop and retain a diverse and innovative workforce.

    Ensher, E. A., and Murphy, S. E. (2011). The Mentoring Relationship Challenges Scale (MRCS): The impact of mentoring stage, type and gender. Journal of Vocational Behavior, 79, 253-266.

    • The qualitative study investigated the role of relational challenges in various stages and types of mentoring relationships. The MRCS measured three factors of relational challenges: Demonstrating Commitment and Resilience; Measuring Up to a Mentor's Standards; and Career Goal and Risk Orientation.

    Hargreaves, A., and Fullan, M. (2012). Professional Capital: Transforming teaching in every school, New York: Teachers College Press.

    • The ideas-driven, evidence-based, and strategically powerful book explore a new ground-breaking agenda to transform future of teaching. It includes action guidelines for classroom teachers and school leaders.

    Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207-216.

    • This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring.

    Howells, K., Lawrence, J. and Roden, J. (eds.) (2021). Mentoring Teachers in the Primary School, Abingdon: Routledge.

    • This book aims to help 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 teaching. Offering tried and tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs.

    Hudson, P. (2013). Mentoring as professional development: Growth for both mentor and mentee. Professional Development in Education, 39(5), 771-783.

    • Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers on a five-part Likert scale and interviews with experienced mentors to investigate professional development for mentors as a result of the mentoring process.

    Jaspers, W. M., Meijer, P. C., Prins, F., and Wubbels, T. (2014). Mentor teachers: Their perceived possibilities and challenges as mentor and teacher. Teaching and Teacher Education, 44, 106-116.

    • This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and simultaneously) combine the teacher and mentor roles.

    Kalbfleisch, P. J. (2007). Mentoring enactment theory: Describing, explaining, and predicting communication in mentoring relationships. In B. R. Ragins & K. E. Kram (Eds.), The handbook of mentoring at work: Theory, research, and practice, pp. 499−518. Thousand Oaks, CA: Sage Publications

    • The mentoring enactment theory emerges from the study of communication and personal relationships. The theory proposes proactive communicative strategies that can be used by mentors and by protégés to initiate, develop, maintain, and repair mentoring relationships.

    Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608-625.

    • This article presented a conceptual model derived from an intensive biographical interview study of mentoring relationships to highlight the success phases of a developmental relationship.

    New Teacher Centre (n.d.). High Quality Mentoring and Instructional Coaching Practices. https://newteachercenter.org/resources/high-quality-mentoring-and-instructional-coaching-practices/

    • A resource for education leaders seeking to create and/or improve programs with coaching practices that result in improved student learning, equity-focused teaching practice, and teacher retention.

    Ng, P. T. (2004). Grow Me! Coaching for Schools. Singapore: Pearson.

    • The book discusses the gist of coaching, steps involved in coaching, attributes of a good coach, factors that schools need to consider in implementing coaching, application of the GROW ME model to both staff development.

    Rink, J. (2014) (7th edition). Teaching Physical Education for Learning. New York: McGrawHill.

    • The book is content specific and emphasizes teaching strategies and theories to give teachers a foundation for designing an effective learning experience.

    Sempowicz, T., & Hudson, P. (2011). How can a mentor’s personal attributes and pedagogical knowledge develop a preservice teacher’s behaviour management? International Journal of Learning, 18(1), 303-314.

    • This study presents the importance of a mentor’s personal attributes and pedagogical knowledge for developing a mentee’s teaching practices and investigates how mentoring may facilitate the development of a mentee’s behaviour management strategies.

    Tolhurst, J. (2010). The Essential Guide to Coaching and Mentoring: Practical Skills for Teachers (2nd ed.). NY: Pearson Education.

    • This book provides detailed, realistic and helpful examples of effective practice; clear and authoritative guidance, and very useful and engaging case studies. This guide is a powerful resource to support the widespread and successful application of coaching and mentoring.

    Wright, S. C., & Smith, D. E. (2000). A case for formalized mentoring. Quest -Illinois- National Association for Physical Education in Higher Education, 52(2), 200-213.

    • The article shares a practical application of mentoring that exists for their students in the field of sport psychology and provide examples of current mentoring dyads within kinesiology and physical education in higher education.

    Zachary, L. J. (2005). Creating a Mentoring Culture: The Organisation Guide. San Francisco: Jossey-Bass.

    • As a mentoring resource, the book is filled with step-by-step guidance and practical advice to embed mentoring within schools and organization.

  • Chapter 15: Leading and Managing for Effective Continuing Professional Development in Physical Education by Mr Mark Chan and Mr Kiran Kumar Gomez

    Further Resources

    Hanover Research (2017) Best Practices in Professional Development, viewed 21 June 2021, https://www.studocu.com/ph/document/systems-plus-college-foundation/humanities-and-social-sciences/best-practices-in-professional-development/43996420.

    This report looks at best practice literature on effective CPD. It includes delivery modes, engagement strategies and evaluation practices. It also presents how three school districts in the United States of America implement best practices, informed by research, in CPD.</div></li>

    DuFour, R., DuFour, R., Eaker, R.E., Mattos, M.A. and Muhammad, A. (2021) Revisiting Professional Learning Communities at Work: Proven Insights for Sustained, Substantive School Improvement (2nd edn), Bloomington, IN: Solution Tree Press.

    • This book shares insights and perspectives in managing professional learning communities (PLCs) for sustained improvements that translate into positive student learning. It should be particularly interesting for readers who have prior experience in leading and managing PLCs.

    Academy of Singapore Teachers (2018) Professional Learning Communities, viewed 21 June 2021,
    https://academyofsingaporeteachers.moe.edu.sg/professional-excellence/professional-learning-communities/

    • This website details how PLCs can be led and managed in the Singapore context. Most Singapore schools have come on board to practice PLCs as a means of facilitating continual CPD, build teachers’ capacity and enhance student learning.

  • Chapter 16: Continuing Professional Development (CPD): Supporting the Delivery of Quality Teaching in Physical Education by Ms Wendy Koh

    Further Resources

    Batlle, J. and Miller, P. (2017) ‘Video enhanced observation and teacher development: Teachers’ beliefs as technology users’, EDULEARN17 Proceedings, 1.

    • This paper outlines the use of the VEO (Video Enhanced Observation) app and how it can benefit teacher professional development,

    Beavers, A. (2009) ‘Teachers as learners: Implications of adult education for professional development’, Journal of College Teaching and Learning (TLC), 6 (7), 25-30.

    • Beavers’ paper outlines briefly some adult education principles offering at the same time, simple, applicable suggestions for teacher professional development programs such as: key characteristics of adult learners, self-directed learning, transformative learning and critical reflection.

    Cranton, P. (1996) Professional Development as Transformative Learning. New Perspectives for Teachers of Adults, San Francisco, CA: Jossey-Bass.

    • This book offers practical ideas for adult educators on how to stimulate and support their own development as educators and better understand the process of professional development as adult learning. It includes a chapter that focusses on Mezirow's (1991) theory of transformation to the development of adult education practice

    Grenny, J., Patterson, K., Maxfield, D., McMillan, R. and Switzler, A. (2013) Influencer: The New Science of Leading Change (2nd edn), New York: McGraw-Hill.

    • The authors of this book are leaders of VitalSmarts, a leadership training company known for its innovative best practices in providing training products and services. Their book outlines the influence process and includes robust strategies for making change inevitable in various aspects of your life be it personal, or work. It provides 6 strategies that can be used for changing both thoughts and actions of individuals.

    Rodríguez, J.B. (2016) ‘An interview with Paul Seedhouse on video enhanced observation (VEO): a new tool for teacher training, professional development and classroom research’, Bellaterra Journal of Teaching & Learning Language & Literature, 9 (3), 90-97.

    • This documented interview provides details on the VEO tool and its use in improving teacher professional development.

    Thorburn, M. (ed.) (2017) Transformative Learning and Teaching in Physical Education, Abingdon: Routledge.

    • This book offers readers an in-depth understanding of transformational learning and to consider the implications for physical education. A series of professional perspectives will appeal to academics, policymakers, teacher educators and teachers in the fields of physical education, health and well-being, and postgraduate students studying these subject areas.

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