Before my placement today I wanted to see how strong subject knowledge played a part for a PE teacher. I knew today that the group I was working with were changing activities to Gymnastics. I need to be aware of the fact year 7 boys may not have participated in much gymnastics during their school lives so therefore attainment levels may be poor.

With the 6^th form lesson, I knew that they were visiting a lower year group today in order to attain hours that they need for their HSLA lesson. The students were going to semi-lead an activity today.

During my placement I noticed that the year 7 boys did not seem to take to gymnastics at first, especially one small group. To combat this I intervened by standing near them when the main teacher was talking. When visiting the smaller groups I filled the students with praise as well as feedback. This seemed to get a positive reaction and the students seemed to enjoy gymnastics.

During the HSLA lesson I planned to keep away from the students and allow the 6^th formers to continue to teach them as they saw fit. However as the lesson progressed I decided against it and helped with the management of the class. My actions were changed by my reflections at the time.

Period one: During the first period I was again within the year 7 boys but this time the children were to do gymnastics. The teacher warmed the children up with a pulse raiser and some stretches before taking the kids through a gymnastic routine. The learning objective was to be able to create a three balance long sequel. The teacher has asked me to follow the groups around and provide assistance, questioning them on their routines and help out where I could. The teacher showed strong subject knowledge with the lesson, naming all of the shapes the students were asked to make as well as other gymnastic terminology.

Period three: Within the leadership class the students had to visit a lower year PE lesson that happened to be year 8 bottom set orienteering. The student helpers had to follow the young students to a place on the map, and lay down a cone for their partner to find on the map. During this lesson the responsibility fell on the 6^th formers however my placement partner and myself took an over view off the lesson.

I did however; feel slightly anxious with the two topics that were being taught today. Gymnastics was never my strongest activity during my PE experience. Whilst I have recently completed a module on outdoor education last year I was worried that I would have to explain in higher detail. So I was relived when the content of the lesson was what I had covered myself so I felt confident about it.

Again today when I helped smaller groups during gymnastics I felt as if the students took on board my feedback and did show better form during the lesson. I feel as if my subject knowledge was strong on the day, this helped me when speaking to the students.

I would have perhaps offered to model the shapes in front of the smaller groups more frequently as their was a que of students wanting my attention so I couldn’t really give each group as much attention as they potentially needed.

During the HSLA lesson, I think that the students controlled the lesson well with the assistance of the staff, including myself. I feel though that I started to help the 6^th formers in the delivery which whilst it proved to be a success for the year 8 students, the 6^th formers maybe got away with doing less work.

Coe (2014) argues that the most effective teachers have strong subject knowledge and those who do not have the same knowledge, implements on the teachers. Therefore this would suggest that by having strong subject knowledge in place that the students will benefit more and therefore a better learning environment would be created. This point is then echoed by Kyriacou (1997: 103) who claims that you must have a good subject knowledge, be interested in it and have enthusiasm for the subject in order to have an effective learning environment. PE teachers are expected to have a strong subject knowledge of most sports and activities within the national curriculum, however Capel, (2004) suggests that strong subject knowledge should not stop at just a sport however; it should link to fundamental movements and biomechanics. It is argued that it is just as important to understand why the body can or cannot move in a certain way as it helps to build skills. Anatomical subject knowledge therefore, can be seen as important as skill based knowledge. I think that due to the teachers anatomical knowledge the students can benefit more knowing why their body can and can not do certain things.

Today I learnt that when changing a new topic, it is very important in order to read around the subject. For example watching videos of skills on YouTube can really help when delivering to students or even playing a supporting role. I also feel that a PE teacher, whilst have specialism sports or activities, must be a well-rounded individual within sport. This is important then for myself to begin to familiar myself with sports, games and activities that I am not so confident on.

During the rest of the gymnastics module within placement I have learnt that I will need to familiar myself more with the subject. I am planning on doing this by taking further research at university. As we have just started an aesthetic module I am hoping this, paired with reading around the subject will improve my subject knowledge. I have also looked into Gymnastic level 1 course through “British Gymnastics”

When delivering a subject I am not as strong on, how can I model something better if I cannot do it well myself?

This was answered by Stidder and Hayes, (2011) who suggest using a student within the class who is good at it, and explaining as they do it.

I feel now if I was to teach the introduction to gymnastics after gaining more subject knowledge that I would feel more comfortable within the lesson. This was reflected in the lesson plan I taught the next lesson.

In reflection, the boys who did not seem to enjoy the idea of gymnastics is relatable to students I have seen throughout placement however I feel by engaging them early, it proved to have positive effects.

At the time, I felt bad for jumping in on the HSLA students’ toes for trying to help and manage the lesson, but on further reflection I feel as if I made the correct choice. The students were obviously stressed with the behaviour of some of the students and if it was the other way around I would hope someone would help me with behaviour management.