The flaw of linearity within PE


In my first year of teaching I had a pupil named Laurence in my Year 9 PE class. Laurence was a tall, awkward and sensitive child. Teaching Laurence was always a challenge for me, not just because I was an NQT. He arrived part way through Year 8 and I was told he struggled to break into friendship groups. His previous experiences of PE, sport and physical actvity were not happy ones. I was informed by the colleague who had taught him the year before that he had tried hard to breakdown some of the social and psychological barriers that Laurence had put up, in the hope to help him better access PE. He felt that there had been some progress and Laurence was in a better position then when he had first joined the school.

However over the summer holidays Laurence had grown almost a foot and now towered…

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