Currently there is a large variation in the quality of children’s experiences, both across and within primary schools and concerns regarding the quality of physical education (PE)
teaching. Significantly, a failure to engage children at this critical time in appropriate high quality PE provision, prior to the transition to secondary education, is likely to result in inadequate development of basic movement competence and motivation to be physically active. Critical to this is the collaboration between primary and secondary PE teachers and ensuring that programmes of study for PE are progressive and provide
continuity to promote future lifelong physical fitness. A mixed method design was used employing both focus groups and interviews with primary PE teachers to assess their perceptions of the transition process to secondary school and its impacts on children’s physical education. Findings would suggest that primary PE teachers receive little support from their secondary counterparts and are often viewed upon as insignificant in
providing initial physical education experiences to young children.
Original languageEnglish
Pages (from-to)445-461
Number of pages16
JournalEducation 3-13
Volume43
Issue number5
DOIs
Publication statusPublished - 2015

    Research areas

  • primary, secondary, physical education, transition, continuity

ID: 1114586