'It's about Portraying That We Are Organised …' A Case Study Looking at Understanding Identity Changes within One Free School's Physical Education and School Sport (Pess) Programme
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| Title: | 'It's about Portraying That We Are Organised …' A Case Study Looking at Understanding Identity Changes within One Free School's Physical Education and School Sport (Pess) Programme |
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| Language: | English |
| Authors: | Williams, Gareth (ORCID |
| Source: | Educational Review. 2023 75(2):305-323. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Physical Education, Athletics, Team Sports, Self Concept, Change, Free Schools, Performance, Parent School Relationship, Communication (Thought Transfer), Attitudes, Inclusion, Educational Objectives, Academic Achievement, Educational Policy, Educational Innovation, School Culture, Freedom |
| DOI: | 10.1080/00131911.2021.1917522 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | This research looked at the management of identity change within Physical Education and School Sport (PESS) at one of the first Free schools in England. Opened as a new institution within an unfamiliar setting, the school had to contend with limited resources for an ambitious programme based upon a full complement of examination courses and an emphasis on prestigious team sports using a traditional public-school model. A single case study methodology revealed that subsequent changes in identity stemmed from staffing issues, alongside a shift in personal philosophies towards a more inclusive ideology. Both senior management and middle management agreed that PESS needed to offer more sports to more pupils while still contributing towards the school's "knowledge rich" achievement-based ethos. Using Goffman's concept of "impression management", changes are explained by the analysis of a team "performance" communication to parents, identified by interviewees as key policy actors in the life of the school. This approach has been successful in justifying change, a finding that will help to understand the extent to which parental expectations are managed at Free schools. However, elements of traditionalism remain within the school's games-based PESS programme and possibilities for innovation are interpreted by policy actors as necessitating changes in content rather than within pedagogy or curriculum design. Recommendations for future study include the need to fully understand the freedoms associated with Free schools, particularly expectations for curriculum innovation. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1379995 |
| Database: | ERIC |
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| Abstract: | This research looked at the management of identity change within Physical Education and School Sport (PESS) at one of the first Free schools in England. Opened as a new institution within an unfamiliar setting, the school had to contend with limited resources for an ambitious programme based upon a full complement of examination courses and an emphasis on prestigious team sports using a traditional public-school model. A single case study methodology revealed that subsequent changes in identity stemmed from staffing issues, alongside a shift in personal philosophies towards a more inclusive ideology. Both senior management and middle management agreed that PESS needed to offer more sports to more pupils while still contributing towards the school's "knowledge rich" achievement-based ethos. Using Goffman's concept of "impression management", changes are explained by the analysis of a team "performance" communication to parents, identified by interviewees as key policy actors in the life of the school. This approach has been successful in justifying change, a finding that will help to understand the extent to which parental expectations are managed at Free schools. However, elements of traditionalism remain within the school's games-based PESS programme and possibilities for innovation are interpreted by policy actors as necessitating changes in content rather than within pedagogy or curriculum design. Recommendations for future study include the need to fully understand the freedoms associated with Free schools, particularly expectations for curriculum innovation. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2021.1917522 |
