Critical Reflection Contemporary Issues in Physical Education
This reflection focuses on the St Peter St Paul (SSPP) school six week volleyball lunch time club. The aims of this project were to create a welcoming lunch time club that was open to all students enabling them the opportunity to participate in volleyball. This reflection is aimed at identifying critical incidents which took place during the project, how they were rectified and through the use of previous studies identify the effectiveness of the strategy. From the finding of the incidents the devising of key components to prevent the incident reoccurring. The main focus for this reflective essay is based around behavioural management. This will be linked to Muska Mosston’s theory of the ‘Spectrum Model’ which tackles the pedagogy of Physical Education (PE) and Bourdieu’s theory on social capital.
Overview of Project
The project was to run a lunch club, teaching volleyball to all pupils from SSPP age ranging from 11-18. The philosophy of the group was to give an opportunity for all to learn to perform basic volleyball skills, while applying correct technique. Most students arrive at game-focused (PE) with neither the skills nor the tactical knowledge to be successful (Metzler, 2000). Through the use of Teaching Games For Understanding (TGFU) created by Bunker and Thorpe in 1982. One aspect of TGFU which the group tried to implement was to modified games to suit the developmental level of the learners (Thorpe, 1990).
The catalyst of the critical incident
The first behavioural issue whilst coaching volleyball arose at the very first session. Once the lead coach discussed the aims of the six weeks and what the groups philosophy entailed, they spoke about the development of volleyball. Going through rules and basic techniques required to participate. Because it was a lunch club the pupils did not want to be in a lesson like club but more a game based club. The group were asking ‘when are we off into a game’ ‘we just want to play’. It became apparent that the aim to have a session teaching the basics was not what the pupils wanted. But with the group requiring the pupils back the following week it was decided to give the customer what they wanted. Develop into a game situation. The issue began to escalade quickly from this point with many of the group believing they have the coaches wrapped around their finger. With the coaches unaware of this they carried on the session finishing with a mini tournament with the group in teams selected by the coach.
The Issue
Week two was when the kids took control unbeknown to the coaches they new every button to push to try and twist the arm of the coaches. A major issue was the hall only became available at 12:30 which is when the pupils turned up. So while the group tried to set up the equipment as quick as possible the pupils were kicking the volleyball and causing mayhem. this was rectified in week two when one coach took all the pupils aside at the start while the courts were set up. Once everything was assembled safely the session was to being but before the group were quiet to hear the plan they were shouting out saying we want to play a game. Problem was the plan was to have a game towards the end of the session. Without knowing it the coaches were giving the pupils what they wanted not because they were weak coaches but because they had planned a session to allow the pupils to enjoy their lunch while developing their volleyball basics and have a game. The teams were chosen by the pupils to keep mates together and hopefully develop players quicker. Sadly it meant that the trouble makers were all together. Not carrying out what was asked of them. Because the coaches had chosen a court each and teams had picked their court it became apparent that some of the pupils only a small minority wanted to play volleyball their way by kicking, heading and punching the ball. Anything other than what they were told. A reason for this maybe that with a lack of social capital gained by the coaches from the pupils the respect that their PE teachers had over them was not what they gave the group. The group were weak in the eyes of the misbehaving pupils. But by the end of week two it had become apparent that they were disrupting the session for others and preventing themselves from learning.
Plan of action was to put the strongest coach in charge of them working with the minority to benefit the majority. With it being an optional club and the aim of the group was to allow all pupils to be able to carry out the basics of volleyball. It was decided to not ban them from the sessions. The first steps taken by the strongest coach was to build some social capital with the pupils. Get to know them more and gain the respect from the bottom up, while also being very firm with decisions making sure they new who was in charge. Creating a hierarchy which the coach at the top and pupils below. This was working well to reign in trouble makers from week one and two. A mutual respect was gained. However in week three the big test came while the original trouble makers were developing their volleyball basics with their ‘new best mate’. New pupils had arrived and were worse than the original offenders however to add an extra issue they were not of English decent and predominantly preferred not to speak English. This was a massive barrier for the coaches with them able to communicate without the coaches having a clue.
With very little able to be done during that session along came week four where the original offenders were starting to enjoy playing volleyball and quietened down considerably. But the same technique was not working for the new trouble makers. With poor English it was hard to get behind the hard lad act being put on in front of their mates. However one thing that worked well was they were very good at volleyball when they tried. But how could the group go about making them play volleyball rather than bully and disrupt the others in the group. Traditionally, motivation theories have attempted to explain people’s behaviours in terms of their biological and social needs (Deci and Ryan, 1985). Was it possible to try and motivate the pupils to achieve a goal during the session which would keep them entertained and busy during the session. The first motivation given to them was that if they were to behave during the lesson they would get to play against the coaches. Biddle, (1992); McAuley and Duncan, (1990) stated, research suggests that attributes may be important determinants to the success and failure expectations regarding future performance (Carver and Scheier, 1982; Dweck, 1978; Weiner, 1985) and intrinsic motivation (Deci and Ryan, 1985). This is the model theory adopted by the group by offering them the chance to take on the coaches if they put their heads down and try to develop. This allows them that opportunity to intrinsically motivate themselves during that session. With the possibility of an extrinsic reward at the end. This is a reward given on good behaviour which then although only allowing a few to have the chance to play the coaches it allows the rest of the group the opportunity to learn and develop there volleyball skills.
Hindsight
How would the situation have been managed differently if carried out again. Would firstly make sure the strongest coach starts off when introducing to the group. Talk through with the group the plans for the whole session at the beginning and stick by them. So that they do not have any influence on them. Try and build a repoire with the group early on, gain social capital. potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance or recognition.(Bourdieu 1985, p. 248; 1980). Bourdieu believes that by building relationships it increases social capital which is what the group tried when attempting to tackle the behavioural issues in the sessions. The social capital then gains respect and recognition from the pupils. The control required to stop them misbehaving. A mutual respect between pupil and teacher. . Rumbaut (1977) states that some cultural ties bind groups and sometimes these bonds constrain rather than facilitate particular outcomes. Because of the links between the polish pupils in the group there is always the barrier that they can communicate without the coaches being able to understand. Some would say the upper hand.
Prevention of reoccurrence
Linking these findings to pedagogy in PE it shows that in the spectrum model created by Muska Mosston coaching style is paramount in achieving success when met trying to avoid coaching issues. Coaching style chosen has a massive impact on the actions and development of the pupil. The sport volleyball is able to be played by both males and females together subsequently reducing gender inequality gained from sports such as netball and football. With poor coaching style comes weakness and the loss of respect which links back to Bourdieu’s theory on social capital. First impressions are a key catalyst in gaining the respect of the group. Once that barrier has been overcome it is easier to keep the respect or develop it further. Its about laying good foundations. If you don’t lay foundations its destined for failure. While making first impressions it important to understand what style of coaching people prefer older, more experienced athletes
prefer more autocratic decision-making than younger, less experienced athletes (Chelladurai and Carron,1983). Make sure that it is not a chore for the pupils to enjoyable but following a set pathway, to aid development. It is not a lesson it is a lunch club looking to teach basic volleyball while allowing the pupils to enjoy their lunch break.
In summary
The issues which occurred during this project are issues which arise in everyday coaching. Behaviour is a major issue in schools and may require various approaches to reduce the disruption to the session. The instant approach to rectify the problem during the project allowed the majority of pupils to develop basic skills in volleyball. The aims of the group were achieved and the festival at the end allowed TGFU techniques to be used to enable positive learning. The changing of equipment to allow a reward for all involved. After the project foundations are in place for SSPP to continue to run volleyball lunch club and even develop into one of the sports carried out for games section in national curriculum. This technique developed to over come behaviour is not destined to work in all school just with the pupils from SSPP however many other schools will have this same problem.
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