O F H O W T O A P P L Y S O C I O -

IDEA S
L TH O U G H T P RA C T IC A L L Y
CRITIC A
IN HPE.
BY CAM SMITH
WHO AM I?

CAM SMITH: I AM TIC OF PE SCHOLARSHIP AND HEALTH AT SCOTS COLLEGE, PREVIOUSLY I TAUGHT AT
HERETAUNGA COLLEGE IN UPPER HUTT.

I AM NOT FAR FROM FINISHING MY MASTERS OF EDUCATION FROM THE UNIVERSITY OF WAIKATO WITH
RESEARCH FOCI AROUND SOCIO-CRITICAL THOUGHT IN PE AND THE USE OF SPORT IN PE.

THESE ARE MY CHILDREN.

FOR SOME OF YOU, THIS PRESENTATION MIGHT BE ME
TELLING YOU TO SUCK EGGS
WHAT IS SOCIO-CRITICAL THOUGHT?
CHALLENGING AND QUESTIONING ASSUMPTIONS BASED AROUND SOCIOLOGICAL ISSUES RELATED TO
PHYSICAL EDUCATION, AND DEVELOPING IDEAS TO TAKE ACTION.
(DONT SHOOT ME IF ITS NOT A DIRECT QUOTE!)

SOCIOLOGICAL ISSUES IN PE: COMMODIFICATION, GENDER STEREOTYPING, BODY AS A PROJECT,

TECHNOCENTRICITY, HEALTHISM, SCIENTISM, S.P.E.E.E.C.H FACTORS.

BIOPHYSICAL: EXERCISE PHYSIOLOGY, MOTS, POTS, SKILL LEARNING, SPORTS PSYCHOLOGY.

MY JOURNEY
WHAT IS THIS SOCIO-CRITICAL SHIT? MY CHANGE IN PHILOSOPHY 2 YEARS AGO AFTER LOOKING TO
TEACH SCHOLARSHIP I NEVER KNEW HOW TO TEACH SOCIO-CRITICAL THOUGHT IN A PRACTICAL
SETTING.

BREAKING A TRADITION (WHAT SPORT ARE WE PLAYING TODAY SIR?)- THOUGHT I HAD TO TEACH EVERY
SKILL OF EACH SPORT.

GET YOUR HEAD OUT OF YOUR SCHOOL AND REMEMBER THE CURRICULUM TOO FOCUSED ON RESULTS
AND BIOPHYSICAL PRINCIPLES.
THE NZ HPE LEARNING AREA- I REMEMBER THIS THING
WHATS THE PROBLEM?
THROUGH RESEARCH, SOCIAL MEDIA, FORUM DISCUSSIONS, PENZ WORKSHOPS, ONLINE MEDIA, STUDENT INTERVIEWS
AND MINISTRY TARGETS IVE DRAWN THE FOLLOWING CONCLUSIONS ABOUT WHY WE HPE TEACHERS - ARE
FAVOURING THE BIOPHYSICAL OVER THE SOCIO-CRITICAL?
UNITS BASED AROUND SPORT (SENIOR AND JUNIOR) LEADING TO A FOCUS ON MOTOR SKILL DEVELOPMENT - WHAT SPORT ARE WE
DOING TODAY SIR?;
TEACHER LEAD MOTOR SKILL DEVELOPMENT (COMMAND AND PRACTICE PEDAGOGY) IS FAVOURED ;
BIOPHYSICAL PRINCIPLES ACHIEVEMENT STANDARDS ARE FAVOURED OVER SOCIO-CRITICAL ACHIEVEMENT STANDARDS IN SENIOR
SCHOOL DUE TO RESULTS FOCUSED MINISTRY (I.E.. 2.2, 2.3 MORE FAVOURABLE THAN 2.5) ;
SOCIO-CRITICAL THOUGHT BEING TAUGHT IN HEALTH OR SOLELY THEORY BASED NO IN OR THROUGH MOVEMENT;
JUNIOR PE STILL ENTIRELY BASED AROUND SPORT DEVELOPMENT WITH A BIT OF FITNESS THROWN IN NO THOUGHT, JUST FOLLOW;
MEDIA AND PUBLIC PERCEPTION THAT WE ARE THE TRAINERS TO FIGHT THE OBESITY EPIDEMIC HEALTHISM NEEDS OF SOCIETY MY OWN
PARENTS VIEW OF PE (HISTORICAL VIEWS) .
WHY IS THIS A PROBLEM?
EXCLUSIVENESS OF A SERVICE APPROACH FOR SPORT I.E. OVERUSE OF SPORT AND NEOLIBERAL IDEAS OF ALLOWING OVER-SPORTIFIED
CURRICULUM AND USE OF OUTSIDE PROVIDERS - SPORT IS A POWERFUL TOOL FOR LEARNING, IF USED WELL;

A NON-HOLISTIC HPE PROGRAMME LEADING TO TOO MANY LINKS WITH SCIENCE TO GET ACADEMIC CREDIBILITY (OVER SCIENTISED
APPROACH);

EMPLOYING SPORTS COACHES AND SPORT SCIENTISTS INSTEAD OF PE TEACHERS FOR PE POSITIONS (POSITIONS TAGGED WITH TIC
OF A SPORT);

WE ARE OUR OWN WORST ENEMY (TYPICAL STRUCTURE OF WARM UP, SKILL, GAME, COOL DOWN) E.G OUR NEXT UNIT IS BADMINTON;

WHERE ARE WE HEADING WITH PE TEACHING? LETS JUST BE PERSONAL TRAINERS, PE TEACHERS DONT HAVE TO MAKE KIDS THINK.
IM BUSY TRYING TO GET THESE KIDS FIT NATIONAL STANDARDS.

NOT KNOWING HOW TO APPLY SOCIO-CRITICAL THOUGHT IN AND THROUGH MOVEMENT MOSTLY TAUGHT ABOUT MOVEMENT ;

HOPEFULLY TODAY I CAN SHARE SOME IDEAS OF HOW TO INCREASE THE USE OF SOCIO-CRITICAL THOUGHT IN AND THROUGH
MOVEMENT TO SUPPORT THE DEVELOPMENT OF HOLISTIC PE PROGRAMMES.
AS A LEARNING AREA, WHAT IS OUR JOB?

ARE WE FIGHTING THE OBESITY FIGHT WITH PHYSICAL TRAINING? (MEDIA INFLUENCE);
LEARNING THE SKILLS OF EVERY SPORT SO THAT WE CAN PARTICIPATE IN THAT SPORT IF WE WANT?
(VERY COMMON PERCEPTION OF PE TEACHERS SUPPORTED BY RESEARCH);

PRODUCING UP AND COMING NATIONAL ATHLETES?;

OR, ARE WE TEACHERS CREATING CRITICAL THOUGHT AROUND HPE ISSUES THAT REQUIRE STUDENTS TO
LEARN IN, THROUGH, AND ABOUT MOVEMENT? (MY PERSPECTIVE)
HOW TO APPLY SOCIO-CRITICAL THOUGHT PRACTICALLY:
PLANNING LEARNING FIRST, CONTEXT SECOND INQUIRY BASED VS SPORT (SOLO TAXONOMY AROUND DEVELOPMENT
OF HIGHER ORDER THINKING) PAM HOOK AND NICOLA RICHARDS;

USE THE CRITICAL ANALYSIS PROCESS IT IS GOLD MCBAIN AND GILLESPIE IM BASTARDSIZING THIS TODAY;
CIA (CURRICULUM IN ACTION SERIES) OLD NOW BUT SOME GOOD PRACTICAL WAYS TO APPLY SOCIO-CRITICAL
THOUGHT;

KOLBS LEARNING CYCLE EXPERIENTIAL LEARNING;

INTERDISCIPLINARY UNITS BE CAREFUL THAT THE HPE LEARNING DOESN'T GET REDUCED TO SPORT;
BE CREATIVE AND INVENTIVE YOU DONT HAVE TO TEACH THE SUB-ROUTINES OF EVERY SKILL IN A UNIT;
USE THE FLIPPED CLASSROOM, WHERE POSSIBLE, TO DEVELOP BASIC KNOWLEDGE AND UNDERSTANDING;
LOOK UP NZPETEACHER, MISSHELLSWELL, AND RBHS PE MR DALTON (YOU DONT NEED TO REINVENT THE WHEEL)
YEAR 7 AND 8 PE
VERY DIFFERENT ( A LOT OF TEARS);
DEVELOP INQUIRIES RATHER THAN CONTEXT-BASED;
WHATS IMPORTANT FOR STUDENTS TO LEARN AT THIS AGE AROUND SOCIO-CRITICAL THOUGHT?
INCLUSIVENESS, BODY IMAGE, GENDER STEREOTYPING, FAIR PLAY;

EXAMPLES.
INQUIRY: HOW DOES THE MEDIA INFLUENCE OUR
PERCEPTION OF WHICH SPORTS ARE IMPORTANT AND WHY?

FOOTBALL (HISTORY) VS MITI MITI (HISTORY);

OUTSIDE MORE ADVANCED ROCK OFF FOR TEAMS (EVEN OFFISDES)
INSIDE ROCK OFF, NO OUTS,
PARTICIPATE IN AND USE CAP TO REFLECT;
CRITICAL ACTION IN COMBINATION WITH ENGLISH CONSTRUCT A VIDEO LETTER TO THE SPORTS
COORDINATOR TO INCLUDE A TRADITIONAL MORI GAMES COMPETITION.
INQUIRY: IS SPORT INCLUSIVE OR EXCLUSIVE?

LET THE KIDS PICK TEAMS (SHOCK HORROR ). MAY BE BEST TO PREP THE PICKERS TO PICK THE KID LAST
THAT CAN TAKE IT;

PLAY A TRADITIONAL SPORT CREATE BAD ALT PE;

USE CAP;
TAKE THAT GAME AND AS A CLASS MANIPULATE RULES TO CREATE A MORE INCLUSIVE GAME AND
CONSIDER HOW TEAMS ARE MADE TAKE ACTION.
JUNIOR / MIDDLE SCHOOL PE (YEAR 9 /10)
WHATS MORE IMPORTANT FOR STUDENTS TO LEARN IF THEY WERE TO NEVER DO PE AGAIN AFTER YEAR
10 - TECHNIQUE OF A HOCKEY PUSH PASS OR HOW TO BE CRITICAL OF BODY IMAGE FACTORS IN
FITNESS?;

AUTHENTIC LEARNING FOR TEENAGERS IN NZ, AS OPPOSED TO A MINI NCEA (RESULTS ARENT
EVERYTHING) STUDENT CENTRED;

BASE YOUR INQUIRY AROUND THEIR INTERESTS AND NEEDS PHOENIX BOYS EXAMPLE;
LONGER UNITS TO DEVELOP MORE IN-DEPTH THINKING;
8 4 UNITS INQUIRY BASED EVEN NO SPORT IN SOME (SHOCK HORROR IN A BOYS SCHOOL!);

EXAMPLES SPORT EDUCATION MODEL, TGFU IS GREAT FOR DIFFERENTIATION AND INCLUSION.
INQUIRY: SHOULD BOYS NOT GET INVOLVED IN CREATIVE MOVEMENT BECAUSE IT IS TOO
FEMININE?

PARTICIPATE IN STOMP, DANCE, HAKA, GYMNASTICS, ZUMBA, HIP HOP;

USE THE CRITICAL ANALYSIS PROCESS (ASSUMPTIONS AROUND GENDER STEREOTYPING);
CRITICAL ACTION HTTPS://WWW.YOUTUBE.COM/WATCH?V=IZN7TJ98AYW
INQUIRY: WHAT MAKES US BELIEVE GIRLS ARE NOT AS
GOOD AS BOYS AT SPORT?

PLAY KEEP UP OR HUNGER GAMES;

RUN LIKE A TOUGH GUY OR RUN LIKE A GIRL;
USE CAP;
TAKE ACTION TO REDEFINE THROW LIKE A GIRL VIDS.
COMMODIFICATION OF PROFESSIONAL FOOTBALL

PLAY NRL TOUCH COMP WITH 4 TEAMS (FAIR TEAMS). THEN PLAY FOOTBALL WHERE YOU GIVE 4 TEAMS A
NAME E.G. MAN CITY, MAN UTD, NEWCASTLE UTD, AND LEICESTER CITY.

GIVE EACH TEAM A CAPTAIN AND LET THEM MAKE THE FOLLOWING PICKS: LET MANUTD HAVE 3 PICKS,
MAN CITY 2, NEWCASTLE UTD 1, LEICESTER CITY NONE.

PLAY ONE ROUND;

APPLY CAP;
COMPARE AND MAKE SUGGESTIONS HOW THE EPL COULD CHANGE TO BE MORE FAIR LEAGUE.
INQUIRY: HOW DOES SCIENTIFIC MEASUREMENT DATA
INFLUENCE OUR ATTITUDES TO WHAT FITNESS IS. (SCIENTISM)

STUDENTS PARTICIPATE IN THE OLD SCHOOL FITNESS TESTS E.G. SIT UPS, PUSHUPS, BEEP, VERTICAL
JUMP, SIT AND REACH, EVEN BMI

COMPARE RESULTS TO NORMATIVE DATA

USE THE CAP TO REFLECT ON USING NORMATIVE DATA AND WHAT ASSUMPTIONS YOU MAKE WHEN YOU
ANALYSING YOUR RESULTS AGAINST SCIENTIFIC NORMS

TAKE ACTION ON HOW YOU CAN MEASURE HOLISTIC FITNESS

SENIOR SCHOOL
BE CREATIVE;
USE AN HOLISTIC APPROACH TO PE (ACHIEVEMENT STANDARDS ARENT A UNIT);
DONT CONFORM AND BE BULLIED BY SMT INTO RESULTS ARE EVERYTHING LETS DO THAT BECAUSE ITS AN
EASIER STANDARD;

STUDENT CENTRED WHATS IMPORTANT FOR THEM TO LEARN AND GET THEIR FEEDBACK;
DONT DEFAULT TO USING THE TKI RESOURCES CREATE SOCIO-CRITICAL LEARNING RELEVANT TO YOUR
STUDENTS;

EXAMPLES.
INQUIRY: HOW BODIES AS A PROJECT IMPACTS HIGH
SCHOOL SPORT?
MAKE THE BOYS PLAY WALKING RUGBY WITH THEIR GUNS OUT OR IN SINGLETS AND THEN PUT THEM IN
SKIRTS WITH THEIR LEGS SHOWING PLAYING NETBALL.

CHOOSE WALKING RUGBY OR INDOOR NETBALL (ONLY 2 ATTACKERS AND 2 DEFENDERS IN THE CIRCLE) REST
CAN PLAY OUTSIDE ROCK OFF FOR TEAMS

WALKING RUGBY ROCK OFF

REFLECT USING CAP;
MAKE SUGGESTIONS (VIDS OR MEMES) HOW MEDIA COULD BE MORE REALISTIC OF A BODY SHAPE FOR
TEENAGERS IN SPORT.
INQUIRY: WHAT INFLUENCE DO SPORT SCHOLARSHIPS
HAVE IN HIGH SCHOOL SPORT?

PLAY A SPORT IN EVEN TEAMS (NAME ONE TEAM SCOTS AND ANOTHER LINDISFARNE) THEN LET ONE
TEAM (SCOTS) TAKE THE TWO BEST PLAYERS AND ANNOUNCE ITS SCOTS VS ST BERNARDS.

USE CAP TO REFLECT;

CREATE A DEBATE AROUND SPORT SCHOLARSHIPS FROM FOR PROFIT ORGANISATIONS.
INQUIRY: WHAT SPORTS DO WE STEREOTYPE CULTURES
IN?
PUT ALL THE STUDENTS OF ONE ETHNICITY ON ONE TEAM AND ANOTHER ON THE OTHER TEAM PLAY
DIFFERENT SPORTS THAT ARE STEREOTYPICAL FOR THAT ETHNICITY E.G. SKINNY WHITE BOY FOOTBALL
OR MAORI/POLYNESIAN ALL IN THE SAME WALKING RUGBY TEAM PLAY AND SEE THE RESULTS.

USE CAP TO SEE WHAT IS THE PROBLEM WITH STEREOTYPING ETHNICITY;

COME UP WITH WAYS TO OVERCOME ETHNICITY BEING STEREOTYPED/ PROBLEMS .
INQUIRY: WHAT EFFECT DOES HIGHLY COMPETITIVE HIGH
SCHOOL SPORT HAVE ON A TEENAGERS WELL-BEING?

HAVE STUDENTS PARTICIPATE IN A ROWING RACE (MAADI CUP) IN TEAMS OF 3 HAVE THE STUDENTS
CHEER AND YELL BANTER AT THE OPPOSITION.

REFLECT USING CAP LINK TO IMPACTS OF HIGH PRESSURE SPORT ON HAUORA AND PRESSURE OF
COMMODIFICATION;

LIST WAYS STUDENTS CAN COPE WITH PRESSURE OF HIGH SCHOOL SPORT COMPETITION.
SCHOLARSHIP EXAMPLES

IN AND THROUGH, AND ABOUT MOVEMENT SHOULD FORM THE BASE OF EXAMPLES;
STUDENTS REFLECT ON EXPERIENCES;
EXPERIENCE THE TOPIC E.G. CROSS FIT , PALEO, -MATT LAMBERT AT HERETAUNGA COLLEGE.
KNOW THE DIFFERENCE BETWEEN BEING CRITICAL AND
BEING A FOLLOWER

JUST BECAUSE SOMETHING IS NEW DOESNT MEAN IT IS BETTER THAN EVERYTHING ELSE (PENDULUM
EFFECT) BE CRITICAL ABOUT NEW THINGS IN EDUCATION.

DO WE INNOVATE FOR THE BETTER OF THE STUDENTS LEARNING OR ARE WE JUST BEING INNOVATIVE FOR
THE SAKE OF BEING INNOVATIVE? (AVOID THE BELLS AND WHISTLES).
QUESTIONS