Understanding the management challenges associated with the implementation of the physically active teaching and learning (PATL) pedagogy: a case study of three Isle of Wight primary schools.

Abstract

Enabled partly by government policies by the Department for Culture Media and Sport, some schools are beginning to shift towards promoting a physical activity culture which complements the traditional PE and school sports provision. For many, this entails using physical activity as a modality to promote academic performance. Physically Active Teaching and Learning (PATL) is one approach which has been adopted by schools on the Isle of Wight (UK) as part of a holistic island-wide intervention aimed at increasing pupil’s educational attainment, health and wellbeing. To gain an in-depth understanding of PATL and examine the management implications of its implementation, this paper draws on qualitative data collected from three primary schools on the Isle of Wight. Overall, the paper supports PATL pedagogies as a holistic and joined-up policy response, however, critical conversations are crucial for unravelling and unlocking collaborative solutions when discussing physical activity in schools.