Key publications
Katene WH (2018). What knowledge, skills and understandings to beginning physical education teachers need?. In Capel S, Lawrence J (Eds.)
Mentoring Physical Education Teachers in the Secondary School a Practical Guide, London: Mentoring Trainee and Newly Qualified Teachers, 111-134.
Abstract:
What knowledge, skills and understandings to beginning physical education teachers need?
Abstract.
Black A, Costello R, Craft A, Katene W (2015). ‘It’s all about developing the whole child’: an examination of the ‘legacy’ benefits of Youth Sport Trust’s school-based inclusion initiatives.
European Physical Education Review,
21(3), 362-378.
Abstract:
‘It’s all about developing the whole child’: an examination of the ‘legacy’ benefits of Youth Sport Trust’s school-based inclusion initiatives
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by the YST to evaluate the school-based inclusion initiatives. One aspect of the evaluation was an examination of project ‘legacy’ benefits – a term much cited in the run-up to the London 2012 Olympic and Paralympic games. This article asks what additional, unexpected, positive legacy benefits appear to be associated with the capacity built by the DfE Disability project initiatives. A wide range of legacy benefits beyond those the YST set out to achieve were found, including tangible achievements such as accreditation, and intangible benefits such as the holistic development of participants beyond sports.
Abstract.
Stiles VH, Katene WH (2013). Improving physical education student teachers’ knowledge and understanding of applied biomechanical principles through peer collaboration.
Physical Education and Sport Pedagogy,
18(3), 235-255.
Abstract:
Improving physical education student teachers’ knowledge and understanding of applied biomechanical principles through peer collaboration
Background: Student teachers start their Postgraduate Certificate in Education in Physical Education (PGCE PE) course with a variety of sports-related undergraduate degrees. This makes it difficult to ensure that they have adequate subject knowledge to teach all areas of activity of the National Curriculum for Physical Education (NCPE). Knowledge and application of biomechanical principles by student teachers undertaking a PGCE in PE has been identified as a particular subject knowledge area in need of improvement. Biomechanics is the application of mechanical principles to biological systems. It can assist the teacher in monitoring and improving performance and can minimise the performer’s risk of injury. The ‘subject content knowledge’ of applied biomechanics is therefore particularly beneficial for student teachers learning to teach PE.
Aims: the purpose of this paper was to examine the effectiveness of a four-week ‘Principles of Movement’ (PoM) pilot module; a module designed to develop and improve the applied biomechanical subject knowledge of student teachers teaching physical education.
Methods: the PoM module, delivered at one university in the southwest of England, consisted of a one-hour introductory lecture outlining key biomechanical principles underpinning sports performance (e.g. angle of release, release/take-off velocities, stability, centre of gravity, kinematic/kinetic chain, angular-linear motion relationship, moment of inertia and angular momentum). In groups of two or three (peer collaboration), student teachers selected and prepared a teaching task (with tutorial support) over the following week and delivered their 10-minute teaching episode in either week 3 or 4 on at least four occasions to a rotating group of learners (instructional practice). The teaching task required selected principles of movement to be outlined and taught with respect to either one or two sporting techniques. The effectiveness of this PoM module in improving student teachers’ knowledge of applied biomechanical principles was assessed using a test comprising of 15 questions with an emphasis on the application of biomechanical principles of movement to sports performance. This test was administered on two separate occasions (pre and post module), to 54 student teachers (28 Females; 26 Males) undertaking the one-year PGCE PE course.
Results: an analysis of pre and post-module test scores found that the short 4-week PoM module enabled student teachers to significantly increase their score (mean improvement of 6.8 %, ± 7.8; p
Abstract.
Capel S, Hayes S, Katene W, Velija P (2011). The interaction of factors which influence secondary student physical education teachers' knowledge and development as teachers. European Physical Education Review, 17(2), 183-201.
Capel S, Katene WH (2000). Secondary PGCE PE students' perceptions of their subject knowledge. European Physical Education Review, 6(1), 46-70.
Publications by category
Journal articles
Kinchin G, Katene W (2018). PGCE Secondary Physical Education student teachers' use of sport education during their teaching placement. Physical Education Matters, 13 (3), 31-34.
Katene WH, Stiles VH (2018). Strengthening the link between applied biomechanical principles and teaching. Physical Education Matters, 13 (3), 77-81.
Black A, Costello R, Craft A, Katene W (2015). ‘It’s all about developing the whole child’: an examination of the ‘legacy’ benefits of Youth Sport Trust’s school-based inclusion initiatives.
European Physical Education Review,
21(3), 362-378.
Abstract:
‘It’s all about developing the whole child’: an examination of the ‘legacy’ benefits of Youth Sport Trust’s school-based inclusion initiatives
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by the YST to evaluate the school-based inclusion initiatives. One aspect of the evaluation was an examination of project ‘legacy’ benefits – a term much cited in the run-up to the London 2012 Olympic and Paralympic games. This article asks what additional, unexpected, positive legacy benefits appear to be associated with the capacity built by the DfE Disability project initiatives. A wide range of legacy benefits beyond those the YST set out to achieve were found, including tangible achievements such as accreditation, and intangible benefits such as the holistic development of participants beyond sports.
Abstract.
Stiles VH, Katene WH (2013). Improving physical education student teachers’ knowledge and understanding of applied biomechanical principles through peer collaboration.
Physical Education and Sport Pedagogy,
18(3), 235-255.
Abstract:
Improving physical education student teachers’ knowledge and understanding of applied biomechanical principles through peer collaboration
Background: Student teachers start their Postgraduate Certificate in Education in Physical Education (PGCE PE) course with a variety of sports-related undergraduate degrees. This makes it difficult to ensure that they have adequate subject knowledge to teach all areas of activity of the National Curriculum for Physical Education (NCPE). Knowledge and application of biomechanical principles by student teachers undertaking a PGCE in PE has been identified as a particular subject knowledge area in need of improvement. Biomechanics is the application of mechanical principles to biological systems. It can assist the teacher in monitoring and improving performance and can minimise the performer’s risk of injury. The ‘subject content knowledge’ of applied biomechanics is therefore particularly beneficial for student teachers learning to teach PE.
Aims: the purpose of this paper was to examine the effectiveness of a four-week ‘Principles of Movement’ (PoM) pilot module; a module designed to develop and improve the applied biomechanical subject knowledge of student teachers teaching physical education.
Methods: the PoM module, delivered at one university in the southwest of England, consisted of a one-hour introductory lecture outlining key biomechanical principles underpinning sports performance (e.g. angle of release, release/take-off velocities, stability, centre of gravity, kinematic/kinetic chain, angular-linear motion relationship, moment of inertia and angular momentum). In groups of two or three (peer collaboration), student teachers selected and prepared a teaching task (with tutorial support) over the following week and delivered their 10-minute teaching episode in either week 3 or 4 on at least four occasions to a rotating group of learners (instructional practice). The teaching task required selected principles of movement to be outlined and taught with respect to either one or two sporting techniques. The effectiveness of this PoM module in improving student teachers’ knowledge of applied biomechanical principles was assessed using a test comprising of 15 questions with an emphasis on the application of biomechanical principles of movement to sports performance. This test was administered on two separate occasions (pre and post module), to 54 student teachers (28 Females; 26 Males) undertaking the one-year PGCE PE course.
Results: an analysis of pre and post-module test scores found that the short 4-week PoM module enabled student teachers to significantly increase their score (mean improvement of 6.8 %, ± 7.8; p
Abstract.
Capel S, Hayes S, Katene W, Velija P (2011). The interaction of factors which influence secondary student physical education teachers' knowledge and development as teachers. European Physical Education Review, 17(2), 183-201.
Katene W, Capel, S. Cook, P. Hayes, S. (2011). Toward an understanding of subject knowledge in physical education intitial teacher education: Student teachers', subject mentors' and university tutors' perspectives. Journal of Education for Teaching
Katene, W. Faulkner, G.E.J. (2011). Two heads are better than one: Collaborative learning in physical education initial teacher education. Teaching and Teacher Education
Capel, S. Hayes, S. Katene, W. Velija, P. (2009). The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year. European Journal of Teacher Education, 32(1), 51-62.
Hayes, S., Capel, S. Katene, W. Cook, P. (2008). An examination of knowledge prioritisation in secondary physical education teacher education courses. Teaching and Teacher Education, 24(2), 330-342.
Velija, P. Capel, S. Katene W, Hayes, S. (2008). Does knowing stuff like PSHE and citizenship make me a better teacher? Student teachers in the teacher training figuration.
European Physical Education Review,
14(3), 389-406.
Abstract:
Does knowing stuff like PSHE and citizenship make me a better teacher? Student teachers in the teacher training figuration
One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which were collected as part of a larger project funded by a Teacher Training Agency small research grant. Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers’ perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course.
Abstract.
Katene WH, Faulkner, G.E.J. (2003). Peer teaching: a case for collaborative learning between trainee teachers. British Journal of Teaching Physical Education, 34(3), 45-47.
Williams LRT, Katene WH, Fleming K (2002). Coincidence timing of a tennis stroke: Effects of age, skill level, gender, stimulus velocity, and attention demand.
Research Quarterly for Exercise and Sport,
73(1), 28-37.
Abstract:
Coincidence timing of a tennis stroke: Effects of age, skill level, gender, stimulus velocity, and attention demand
Participants (N = 162, ages 10-15 years) performed a tennis stroke in a coincidence-timing task. Major results were: (a) performance improved mainly between the ages of 10-13 years; (b) skill differences were reflected by variable error (VE); (c) boys were lower than girls for VE and absolute error; (d) high stimulus velocity was related to low VE and late responding. Results concerning response organization favored explanations based on ecological perspectives rather than information processing perspectives. However, it is premature to disregard the potential role of programming. The view is supported that a continuous process of coupling perceptual and motor responses coordinates control of response timing. These cognitive processes appear to be: (a) refined with practice; (b) sensitive to differences in age, skill, and gender; and (c) adaptable to changes in environmental demands. © 2002 Taylor and Francis Group, LLC.
Abstract.
Williams LRT, Katene WH, Fleming K (2002). Coincidence timing of a tennis stroke: effects of age, skill level, gender, stimulus velocity, and attention demand.
Research Quarterly for Exercise and Sport,
73(1), 28-37.
Abstract:
Coincidence timing of a tennis stroke: effects of age, skill level, gender, stimulus velocity, and attention demand.
Participants (N = 162, ages 10-15 years) performed a tennis stroke in a coincidence-timing task. Major results were: (a) performance improved mainly between the ages of 10-13 years; (b) skill differences were reflected by variable error (VE); (c) boys were lower than girls for VE and absolute error; (d) high stimulus velocity was related to low VE and late responding. Results concerning response organization favored explanations based on ecological perspectives rather than information processingperspectives. However, it is premature to disregard the potential role of programming. The view is supported that a continuous process of coupling perceptual and motor responses coordinates control of response timing. These cognitive processes appear to be: (a) refined with practice; (b) sensitive to differences in age, skill, and gender; and (c) adaptable to changes in environmental demands.
Abstract.
Katene WH, Capel S (2000). How can PGCE PE students develop subject knowledge?. British Journal of Teaching Physical Education, 31(1), 44-46.
Capel S, Katene WH (2000). Secondary PGCE PE students' perceptions of their subject knowledge. European Physical Education Review, 6(1), 46-70.
Katene WH, Faulkner GEJ, Reeves CG (2000). The relationship between primary student teachers' exercise behaviour and their attitude to teaching physical education. British Journal of Teaching Physical Education, 31(2), 44-46.
Chapters
Katene WH (2018). What knowledge, skills and understandings to beginning physical education teachers need?. In Capel S, Lawrence J (Eds.)
Mentoring Physical Education Teachers in the Secondary School a Practical Guide, London: Mentoring Trainee and Newly Qualified Teachers, 111-134.
Abstract:
What knowledge, skills and understandings to beginning physical education teachers need?
Abstract.
Chappell A, Katene W (2010). Teaching safely and safety in PE. In Capel S, Whitehead M (Eds.) Learning to Teach Physical Education in the Secondary School, London: Routledge, 134--153.
Katene W (2004). Continuing professional development in PE. In Capel S (Ed) Learning to Teach Physical Education in the Secondary School, London: Routledge/Falmer, 301-316.
Katene, W. Edmondson, G. (2004). Teaching safely and safety in PE. In Capel S (Ed) Learning to Teach Physical Education in the Secondary School, London: Routledge/Falmer, 120-140.
Katene W (2000). Progression and continuity in physical education between primary and secondary school. In Capel S, Piotrowski S (Eds.)
Issues in physical education, London: RoutledgeFalmer, 188-205.
Abstract:
Progression and continuity in physical education between primary and secondary school
Abstract.
Publications by year
2018
Kinchin G, Katene W (2018). PGCE Secondary Physical Education student teachers' use of sport education during their teaching placement. Physical Education Matters, 13 (3), 31-34.
Katene WH, Stiles VH (2018). Strengthening the link between applied biomechanical principles and teaching. Physical Education Matters, 13 (3), 77-81.
Katene WH (2018). What knowledge, skills and understandings to beginning physical education teachers need?. In Capel S, Lawrence J (Eds.)
Mentoring Physical Education Teachers in the Secondary School a Practical Guide, London: Mentoring Trainee and Newly Qualified Teachers, 111-134.
Abstract:
What knowledge, skills and understandings to beginning physical education teachers need?
Abstract.
2015
Black A, Costello R, Craft A, Katene W (2015). ‘It’s all about developing the whole child’: an examination of the ‘legacy’ benefits of Youth Sport Trust’s school-based inclusion initiatives.
European Physical Education Review,
21(3), 362-378.
Abstract:
‘It’s all about developing the whole child’: an examination of the ‘legacy’ benefits of Youth Sport Trust’s school-based inclusion initiatives
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by the YST to evaluate the school-based inclusion initiatives. One aspect of the evaluation was an examination of project ‘legacy’ benefits – a term much cited in the run-up to the London 2012 Olympic and Paralympic games. This article asks what additional, unexpected, positive legacy benefits appear to be associated with the capacity built by the DfE Disability project initiatives. A wide range of legacy benefits beyond those the YST set out to achieve were found, including tangible achievements such as accreditation, and intangible benefits such as the holistic development of participants beyond sports.
Abstract.
2013
Stiles VH, Katene WH (2013). Improving physical education student teachers’ knowledge and understanding of applied biomechanical principles through peer collaboration.
Physical Education and Sport Pedagogy,
18(3), 235-255.
Abstract:
Improving physical education student teachers’ knowledge and understanding of applied biomechanical principles through peer collaboration
Background: Student teachers start their Postgraduate Certificate in Education in Physical Education (PGCE PE) course with a variety of sports-related undergraduate degrees. This makes it difficult to ensure that they have adequate subject knowledge to teach all areas of activity of the National Curriculum for Physical Education (NCPE). Knowledge and application of biomechanical principles by student teachers undertaking a PGCE in PE has been identified as a particular subject knowledge area in need of improvement. Biomechanics is the application of mechanical principles to biological systems. It can assist the teacher in monitoring and improving performance and can minimise the performer’s risk of injury. The ‘subject content knowledge’ of applied biomechanics is therefore particularly beneficial for student teachers learning to teach PE.
Aims: the purpose of this paper was to examine the effectiveness of a four-week ‘Principles of Movement’ (PoM) pilot module; a module designed to develop and improve the applied biomechanical subject knowledge of student teachers teaching physical education.
Methods: the PoM module, delivered at one university in the southwest of England, consisted of a one-hour introductory lecture outlining key biomechanical principles underpinning sports performance (e.g. angle of release, release/take-off velocities, stability, centre of gravity, kinematic/kinetic chain, angular-linear motion relationship, moment of inertia and angular momentum). In groups of two or three (peer collaboration), student teachers selected and prepared a teaching task (with tutorial support) over the following week and delivered their 10-minute teaching episode in either week 3 or 4 on at least four occasions to a rotating group of learners (instructional practice). The teaching task required selected principles of movement to be outlined and taught with respect to either one or two sporting techniques. The effectiveness of this PoM module in improving student teachers’ knowledge of applied biomechanical principles was assessed using a test comprising of 15 questions with an emphasis on the application of biomechanical principles of movement to sports performance. This test was administered on two separate occasions (pre and post module), to 54 student teachers (28 Females; 26 Males) undertaking the one-year PGCE PE course.
Results: an analysis of pre and post-module test scores found that the short 4-week PoM module enabled student teachers to significantly increase their score (mean improvement of 6.8 %, ± 7.8; p
Abstract.
2011
Capel S, Hayes S, Katene W, Velija P (2011). The interaction of factors which influence secondary student physical education teachers' knowledge and development as teachers. European Physical Education Review, 17(2), 183-201.
Katene W, Capel, S. Cook, P. Hayes, S. (2011). Toward an understanding of subject knowledge in physical education intitial teacher education: Student teachers', subject mentors' and university tutors' perspectives. Journal of Education for Teaching
Katene, W. Faulkner, G.E.J. (2011). Two heads are better than one: Collaborative learning in physical education initial teacher education. Teaching and Teacher Education
2010
Chappell A, Katene W (2010). Teaching safely and safety in PE. In Capel S, Whitehead M (Eds.) Learning to Teach Physical Education in the Secondary School, London: Routledge, 134--153.
2009
Capel, S. Hayes, S. Katene, W. Velija, P. (2009). The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year. European Journal of Teacher Education, 32(1), 51-62.
2008
Hayes, S., Capel, S. Katene, W. Cook, P. (2008). An examination of knowledge prioritisation in secondary physical education teacher education courses. Teaching and Teacher Education, 24(2), 330-342.
Velija, P. Capel, S. Katene W, Hayes, S. (2008). Does knowing stuff like PSHE and citizenship make me a better teacher? Student teachers in the teacher training figuration.
European Physical Education Review,
14(3), 389-406.
Abstract:
Does knowing stuff like PSHE and citizenship make me a better teacher? Student teachers in the teacher training figuration
One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which were collected as part of a larger project funded by a Teacher Training Agency small research grant. Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers’ perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course.
Abstract.
2004
Katene W (2004). Continuing professional development in PE. In Capel S (Ed) Learning to Teach Physical Education in the Secondary School, London: Routledge/Falmer, 301-316.
Katene, W. Edmondson, G. (2004). Teaching safely and safety in PE. In Capel S (Ed) Learning to Teach Physical Education in the Secondary School, London: Routledge/Falmer, 120-140.
2003
Katene WH, Faulkner, G.E.J. (2003). Peer teaching: a case for collaborative learning between trainee teachers. British Journal of Teaching Physical Education, 34(3), 45-47.
2002
Williams LRT, Katene WH, Fleming K (2002). Coincidence timing of a tennis stroke: Effects of age, skill level, gender, stimulus velocity, and attention demand.
Research Quarterly for Exercise and Sport,
73(1), 28-37.
Abstract:
Coincidence timing of a tennis stroke: Effects of age, skill level, gender, stimulus velocity, and attention demand
Participants (N = 162, ages 10-15 years) performed a tennis stroke in a coincidence-timing task. Major results were: (a) performance improved mainly between the ages of 10-13 years; (b) skill differences were reflected by variable error (VE); (c) boys were lower than girls for VE and absolute error; (d) high stimulus velocity was related to low VE and late responding. Results concerning response organization favored explanations based on ecological perspectives rather than information processing perspectives. However, it is premature to disregard the potential role of programming. The view is supported that a continuous process of coupling perceptual and motor responses coordinates control of response timing. These cognitive processes appear to be: (a) refined with practice; (b) sensitive to differences in age, skill, and gender; and (c) adaptable to changes in environmental demands. © 2002 Taylor and Francis Group, LLC.
Abstract.
Williams LRT, Katene WH, Fleming K (2002). Coincidence timing of a tennis stroke: effects of age, skill level, gender, stimulus velocity, and attention demand.
Research Quarterly for Exercise and Sport,
73(1), 28-37.
Abstract:
Coincidence timing of a tennis stroke: effects of age, skill level, gender, stimulus velocity, and attention demand.
Participants (N = 162, ages 10-15 years) performed a tennis stroke in a coincidence-timing task. Major results were: (a) performance improved mainly between the ages of 10-13 years; (b) skill differences were reflected by variable error (VE); (c) boys were lower than girls for VE and absolute error; (d) high stimulus velocity was related to low VE and late responding. Results concerning response organization favored explanations based on ecological perspectives rather than information processingperspectives. However, it is premature to disregard the potential role of programming. The view is supported that a continuous process of coupling perceptual and motor responses coordinates control of response timing. These cognitive processes appear to be: (a) refined with practice; (b) sensitive to differences in age, skill, and gender; and (c) adaptable to changes in environmental demands.
Abstract.
2000
Katene WH, Capel S (2000). How can PGCE PE students develop subject knowledge?. British Journal of Teaching Physical Education, 31(1), 44-46.
Katene W (2000). Progression and continuity in physical education between primary and secondary school. In Capel S, Piotrowski S (Eds.)
Issues in physical education, London: RoutledgeFalmer, 188-205.
Abstract:
Progression and continuity in physical education between primary and secondary school
Abstract.
Capel S, Katene WH (2000). Secondary PGCE PE students' perceptions of their subject knowledge. European Physical Education Review, 6(1), 46-70.
Katene WH, Faulkner GEJ, Reeves CG (2000). The relationship between primary student teachers' exercise behaviour and their attitude to teaching physical education. British Journal of Teaching Physical Education, 31(2), 44-46.
