In this expansive conversation, host Nathan Walker and Tom Manley delve into the philosophy that Physical Education (PE) must revolve around creating meaningful experiences for every pupil. Tom shares his professional journey, the profound impact of a critical incident early in his career and the rigorous findings of his MA research concerning the continued dominance of team invasion games within the PE curriculum.
Tom’s Educational Journey and Foundational Philosophy
Tom’s educational path began somewhat unconventionally, starting with a Bachelor of Science in design engineering before completing a one-year top-up course in sports coaching and development. This diverse background proved beneficial, as his engineering knowledge allowed him to initially teach Mathematics as a second subject. He quickly discovered a passion for working with younger pupils and seeing the “joy on their face” while developing their skills, which led him to pursue a graduate teacher training programme (GTP) in secondary education.
Tom’s philosophy matured significantly following a “critical incident” during his 10 years working at an independent school, which was heavily “sport orientated”. He admits to being “part of the problem in the past” by forcing pupils into competitive sport due to cultural and traditional expectations.
- He recalls one boy experiencing such extreme anxiety before sport that he was “almost being physically sick”.
- This reflection led Tom to adopt a core principle articulated by Alex Becky: “Do no harm”.
This philosophical shift meant moving away from the teacher acting as the “fixer” and instead focusing on how staff can “facilitate” and “guide” pupils using various teaching styles, moving away from a command style towards encouraging “self-discovery”.
Curriculum Intent: Meaningfulness and Big Ideas
Tom’s current vision for PE is built upon inclusivity, flexibility, and pupil-centred learning. He emphasises the crucial distinction that “sport’s not the same as PE”.
- Big Ideas: Tom argues that every school curriculum needs “big ideas” to provide focus and purpose. His department’s shared language is the holistic view of Head, Hands, Heart, enabling pupils who may lack motor competence (Hands) to succeed via cognitive understanding (Head) or social/affective engagement (Heart).
- Democratic Curriculum: Implementing a “democratic reflective curriculum” is now a non-negotiable. Tom uses tools like a simple suggestion box outside his office and whole-school surveys and focus groups to capture student voice.
- Closing the Loop: It is essential to close the feedback loop when using student voice, acknowledging suggestions and explaining which activities can or cannot be implemented (e.g. setting up a basketball club and parkour activity in response to requests).
MA Research Findings: Team Invasion Games
Tom’s two-year MA course, conducted through the University of Buckingham, focused on pedagogy and curriculum, specifically addressing the question: Are team invasion games still the main form of delivery for leaders in physical education?
The research used a mixed-method approach, involving a questionnaire sent to 63 PE practitioners (30 from independent schools, 23 from state schools) and interviews with four practitioners from various backgrounds.
Prevalence of Invasion Games
- Invasion games were found to be the highest form of delivery in the sample, cited by 55 out of 63 participants, equating to 87% of the schools surveyed.
- The next highest categories were net and wall games (30 out of 63) and, interestingly, swimming. Swimming’s high score was attributed to the presence of independent schools in the sample.
- Outdoor adventurous activities (OAA) and dance scored very low, cited by only four schools as a main form of delivery.
Advantages and Disadvantages
Practitioners identified several advantages of team invasion games, aligning with broader literature:
- Developing teamwork and collaboration.
- Improvement of social skills.
- Creating a sense of belonging and building character. This last point was noted as interesting, linking back to the historical Arnoldian schools and the use of sport for social control.
- Competition was cited as an advantage by only 6% of practitioners, suggesting a potential philosophical shift post-pandemic.
The disadvantages highlighted that invasion games are often:
- Unsuitable for everyone, especially those with Special Educational Needs (SEN).
- Associated with disengagement among pupils.
- Difficult to differentiate for students with mixed motor competence levels (high performers might also become disengaged if not sufficiently challenged).
Factors Driving Curriculum Decisions
Tom found limited literature on how PE leaders make curriculum decisions, but his research identified three main driving factors:
- Social Control: Many leaders choose invasion games because they allow staff to manage “mass participation” and promote a sense of order.
- Student Voice: The second highest theme was the use of student voice, suggesting a positive post-pandemic trend towards a “collaborative reflective approach”.
- Tradition and Culture: Decisions are often based on the “tradition and culture” established in the school. Tom noted that a majority of PE teachers often have backgrounds in invasion games (football and cricket were mentioned specifically) and tend to “recycle” these sports in their teaching.
Barriers to Change
The major barriers inhibiting curriculum reform identified by the practitioners were time and facilities. This barrier was particularly prevalent among participants from state schools. Conversely, those who successfully embraced change reported having a supportive Senior Leadership Team (SLT) who granted them the autonomy and purpose needed to implement change, linking to Daniel Pink’s motivational theory (Autonomy, Mastery, Purpose).
Quickfire Questions and Professional Insight
Tom’s final rapid responses crystallised his professional philosophy:
| Category | Response Details |
| Non-Negotiables | Creating a safe, secure, and supportive environment. Genuinely involving pupils in decision-making. Establishing big ideas (like Head, Hands, Heart) for curriculum focus. |
| Mantra | “Do no harm.” This reflects his shift from trying to be the “fixer” to allowing pupils to find their own way. |
| Removal from PE | Changing rooms (wishing pupils could come in PE kit). Rigid, bought-in curricula that lack adaptation to specific student needs. |
| Advice for New Teachers | Be authentic to who you are; do not try to replicate other teachers, but observe and adapt ideas. |
| One Word for PE | Meaningful. PE must be personally relevant for everyone to find their purpose in physical activity or sport. |
Conclusion
Tom concludes that the tension between evidence-informed practices (like direct instruction) and holistic teaching requires a balanced approach, advocating for a “hybrid approach” that strategically uses various teaching styles, including cooperative learning and game sense models, to ensure a meaningful experience for all.
About the Guest
This episode is a conversation with Tom Manley, an experienced PE teacher and passionate advocate for holistic physical education.
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