A Nonlinear Pedagogical Approach to Primary School Physical Education: A Case Study

Abstract

Purpose: To explore the insights of adults and children at a New Zealand primary school adopting nonlinear pedagogical approaches to physical education (PE). Methods: This case study was conducted at a single primary school and utilized a qualitative methods design, including interviews or focus groups with the principal, five teachers, and four children. Results: A general inductive approach to analysis identified 11 themes including: empowering teachers and children (principal), letting go of control (teachers), and ownership (children). Discussion/Conclusion: Our findings suggest that a principal’s perceived need for change is important to facilitate school wide change to PE practices. Teachers can successfully adopt PE teaching approaches that align with contemporary pedagogy literature through in situ professional development, resulting in positive PE experiences for children.