Lee Sullivan, Head of PE and influential author, discusses his evolving philosophy on the Concept Curriculum, clarifies the subject’s core purpose and introduces the concepts behind his latest work, From PE Dread to Delight.
The Evolution of the Concept Curriculum
Lee reflects on his initial book, Is PE in Crisis, stating he is proud that it started disruptive conversations about PE remaining rooted in outdated practices that often alienate non-elite students. He acknowledges that his learning has evolved since writing the first book, particularly around avoiding the misconception that PE is solely responsible for “fixing the world”.
Clarifying PE’s Core Responsibility
Lee clarifies the primary purpose of physical education: “PE’s responsibility is not to develop resilience” or to be a “character development” subject.
- Primary Focus: PE’s central responsibility must be the development of movement competence and confidence.
- Concept as a Vehicle: Holistic concepts (e.g. resilience, communication) are viewed as an opportunity or a useful “hook” (the “veg in the mash” analogy) to engage students, but they should not overshadow the physical domain.
Concept Curriculum 2.0 and Bands of Success
The Concept Curriculum emerged from a desire to address student failure and meaninglessness. The revised model uses learning bands to ensure more students experience success:
| Band/Objective | Domain | Purpose |
| Know | Cognitive (rules, tactics, strategies). | Successful understanding of principles. |
| Show | Physical (movement competence in practice). | Successful execution of skills. |
| Grow | Affective/Social (resilience, communication). | Successful demonstration of transferable life qualities. |
By incorporating the Grow objective, teachers reported noticing students they previously overlooked and were able to give nearly all students at least one band, increasing the experience of success and avoiding the feeling of meaninglessness.
The LEAD Lesson Framework
To deliver the concept curriculum effectively, Lee champions the LEAD lesson framework:
| Stage | Focus and Purpose | Example Application |
| L – Lesson Introduction | Brief introduction of the 3 objectives (Know, Show, Grow) and quick discussion of the concept (e.g. definition of resilience). | Introduce honesty as a behaviour of a leader. |
| E – Energise/Explore/Link | Activity to get students moving immediately. Teachers challenge pupils by setting an activity that requires the concept (e.g. a challenging task requiring resilience). | Use honest feedback during a drop shot drill (movement competence). |
| A – Activity | The main body of the lesson; majority of the time dedicated to practising competence. Teachers use the concept to frame feedback, even to elite performers (e.g. challenging an elite footballer on communication skills when things go wrong). | Focus on practising drop shot technique while reinforcing the importance of honest coaching. |
| D – Discovery | Closure; reflect on progress and, most importantly, connect the learning. | Where else in PE or in wider life might this learning (e.g. being honest) be applied? |
From PE Dread to Delight
Lee’s second book aims to transform student experiences from dread (anxiety, humiliation, indifference) into delight.
- Delight Defined: Delight is seen as an aspiration, not a destination; it is “long-lasting joy” and a “meaningful connection” with physical activity, rather than short-term fun.
- Structure: The book comprises 12 chapters, drawing teachers into a “significant PE-related issue”. Each chapter includes Insight (introducing the issue), Delve (exploring related research), Perspectives (contributions from leading experts like Margaret Whitehead and Shane Pill), and Apply (real-life school examples).
- The Movement Monster: Lee also discusses his children’s book, The Movement Monster, which uses storytelling and explicit movement prompts (in bold text) to encourage the development of fundamental movement skills in early years without needing equipment, challenging the notion that reading time must be sedentary.
Quickfire Questions and Professional Insight
Lee’s responses highlight his focus on creating positive cultures and reflective leadership:
| Category | Response Details |
| Non-Negotiables | Creating an inclusive and safe environment (psychologically and physically). Offering students choice and voice. Building caring, respectful relationships. |
| Mantra | Leaving the shirt in a better place (custodian of PE). He applies James Kerr’s Legacy principle to the PE sector. |
| Removal from PE | The misconception that PE and sport are the same thing. This drives policy (e.g. government reports referring to sport in PE) and impacts delivery, often leading to core PE being shaped by GCSE aims. |
| Advice for New Teachers | Reflect on “What type of teacher do you want to be?” and be aware of your beliefs. Embrace the “pedagogy of possibility” by trying new methods, avoiding the “pedagogy of necessity” (“this is how we do it here”). |
| One Word for PE | Enrichment. PE should give young people a better life. |
Conclusion
Lee emphasises that the goal of any qualification must be to provide an accessible step to the next stage of learning, ensuring it aligns with the holistic development of the pupil.
About the Guest
This episode is a conversation with Lee Sullivan, Head of PE, author and creator of the Concept Curriculum.
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