Ashley Casey

Ashley Casey
Loughborough University | Lough · School of Sport, Exercise and Health Sciences

PhD

About

83
Publications
68,661
Reads
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2,478
Citations
Citations since 2016
44 Research Items
2210 Citations
20162017201820192020202120220100200300400
20162017201820192020202120220100200300400
20162017201820192020202120220100200300400
20162017201820192020202120220100200300400
Introduction
Ashley Casey is a Senior Lecturer in Pedagogy at Loughborough University, UK. His research explores pedagogical models, teacher development through social media, and pedagogies of technology. He can be found on Twitter as @DrAshCasey, where he writes about teaching and research in physical education.
Additional affiliations
March 2016 - present
Loughborough University
Position
  • Lecturer
March 2014 - March 2016
Loughborough University
Position
  • Lecturer
September 2009 - February 2014
University of Bedfordshire
Position
  • Professor (Associate)

Publications

Publications (83)
Article
Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hast...
Article
Full-text available
Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the ‘newness’ of the terms, ‘pedagogical models’ and ‘Models-based Practice’ (MbP) are beginning to shape the vocabulary...
Article
Cooperative learning can be considered as an umbrella term for a number of classroom practices. In this paper we consider the educative nature of cooperative learning in physical education, and we have challenged ourselves to examine how cooperative learning can enhance the education of young people. We do this by revisiting cooperative learning’s...
Preprint
Full-text available
With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practice...
Chapter
Full-text available
From a pedagogical perspective, what physical education (PE) teachers think, say and do with regards to digital technology has received little attention (Lupton 2015). This chapter examines a case study of 'Patrick', a UK PE teacher who embedded digital technology into his teaching. Using a case study approach guided by appreciative inquiry, this c...
Article
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Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social med...
Article
This article seeks to give practical examples of how teachers can promote the development of students' affective learning using two cooperative learning structures: Student teams assessment divisions (STAD) and jigsaw classroom. It also includes a taxonomy aimed to help teachers value and assess their students' affective learning. The article concl...
Article
Full-text available
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and...
Article
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Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-today work in schools. The purpose of this article is to present a salutogenic strengths-based school initiativ...
Article
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Dominant discourses in physical education research center on subject-wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as “a situation in which a series of unwelcome or tedious events appear to be...
Article
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Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explore...
Book
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There is now a widespread expectation that teachers and coaches should be reflective practitioners, an expectation written into national standards of education in many countries. This innovative book introduces the methods by which teachers and coaches can conduct research into their own professional practice and become more effective reflective pr...
Article
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The purpose of this paper is to suggest and empirically illustrate how social media can be used to generate sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. This is achieved by discussing the potential for social media in research designs and presenting an analysis of 6 physical education teachers’ and a res...
Article
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In many professions there are qualifications to gain and professional standards to achieve. Lawyers pass the bar and doctors pass their boards. In academic life the equivalent is a doctorate, closely followed by a profile of peer-reviewed publication. To hold a doctoral degree is the common requirement to become ‘academic’ but does it prepare indiv...
Book
Full-text available
There is evidence of considerable growth in the availability and use of digital technologies in physical education. Yet, we have scant knowledge about how technologies are being used by teachers, and whether or how these technologies are optimising student learning. This book makes a novel contribution by focusing on the ways in which teachers and...
Chapter
The purpose of this chapter is to consider whether there are any lessons to be learnt from the pedagogical cases. We comment in three areas: (i) new information that helps us to conceptualise ‘Pedagogies of Technology or ‘‘e-pedagogies’; (ii) a challenge to pedagogues to ‘be brave’ in the ways in which we think about and use technology in physical...
Chapter
Full-text available
While there is evidence of considerable growth in the availability and use of digital technologies in physical education, we have very little evidence about how these technologies are being used and whether they are optimising student learning. In this chapter, we explain the rationale for this book and explore key terms. We take the ‘pedagogical c...
Article
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This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lup...
Book
Full-text available
This book introduces Cooperative Learning as a research-informed, practical way of engaging children and young people in lifelong physical activity. Written by authors with over 40 years’ experience as teachers and researchers, it addresses the practicalities of using Cooperative Learning in the teaching of physical education and physical activity...
Article
Full-text available
While there are numerous pedagogical innovations and varying forms of professional learning to support change, teachers rarely move beyond the initial implementation of new ideas and policies and few innovations reach the institutionalized stage. Building on both site ontologies and situated learning in communities of practice perspectives, this pa...
Article
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This paper explores the tensions that surfaced as a teacher of physical education (PE) shifted his stories to live by' [Clandinin, D. J., & Connelly, F. M. (1999). Storying and restorying ourselves: Narrative and reflection. In A. Y. Chen & J. Van Maanen (Eds.), The reflective spin: Case studies of teachers in higher education transforming action (...
Article
Full-text available
A wealth of school-based interventions report on students’ positive responses to the use of models-based practice in physical education. However, research that examines the effectiveness of models-based practice rarely reports on the fidelity of implementation i.e. when all of the characteristics of a model are implemented. The purpose of this stud...
Book
This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of ins...
Conference Paper
Full-text available
Proposal Information This symposium examines technology and social networking uses in teacher education but also for professional learning and physical education. It includes three presentations that outline some of its applications to set quality learning environments for secondary students and undergrads, but also for self-directed professional l...
Article
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This paper documents how a unit of student-designed games can create a more meaningful version of physical education (PE) for disengaged students, a version that enhances the educational legitimacy of the subject matter by affording it worth in and of itself rather than being justified for other, extrinsic or instrumental reasons. Furthermore, it s...
Article
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Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positio...
Article
Full-text available
Background: Physical education has long been caught in a time of ‘innovation without change’. Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the ‘traditional pedagogy’, teachers rarely move beyond the honeymoon period of implementation. Purpose: The purpose of this paper is to explore how commun...
Article
Full-text available
Purpose: The purpose of this article was to investigate how boys communicate previous experiences of cultural norms in physical education (PE) practice. This was done by analyzing what boys (from a school in the United Kingdom) remember about PE 2 years after they last participated. Making use of autobiographical memory theory and John Dewey's not...
Article
Full-text available
Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education....
Article
Full-text available
There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight...
Article
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This paper provides a commentary on research on models-based practice within physical education and presents a tutorial that aims to guide the reporting of future research using pedagogical models. Three key elements are presented that could be considered as essential for inclusion in any methods section in order for readers to gain an accurate and...
Chapter
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The social construction of the physical education teacher portrays a none-too bright individual, a companion but not someone with whom to engage in critical conversation. Similarly, the subject physical education is constructed in such a way that head teachers and administrators come to value the coach, placing great stock in the results of sports...
Article
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While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as F...
Article
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Background: Many critical curriculum theorists in physical education have advocated a model- or models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change...
Article
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Background: Green and Thorburn claim that examination physical education now holds a dominant place in both the UK's national discourse and in the lives and careers of many teachers. Despite the move towards the academicisation of physical education and the proliferation of accredited qualifications in a number of countries, both of which have been...
Article
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Either action research by teachers uses the approach as a methodology to examine pedagogical change in a single intervention or it is used as means of understanding a journey of change. In contrast, this paper examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. E...
Article
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Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for an...
Article
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This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competen...
Article
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Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching...
Article
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Este artículo analiza las características estructurales y funcionales de un grupo de actividades enominadas juegos de diana móvil. También trata de mostrar cómo se puede implementar y promover su inclusión en los centros educativos en el marco de TGfU (Teaching Games for Understanding) como una nueva categoría táctica de juegos. Representa un inten...
Article
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This article reviews the structural and functional elements of a group of activities denominated moving target games, and promotes its inclusion in the Teaching Games for Understanding framework as a new game category. It represents an attempt to enlarge Almond's taxonomy (1986) to make the transition from one group to another smoother. The basic i...
Article
Full-text available
Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called ‘extra-individual conditions’ and cultural histories. The ‘expectations’ around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher’s longitudinal self-study...
Article
This chapter shows how wikis have been used to promote a number of objectives in physical education. These include both individual and collaborative learning, but also the idea of achieving a community of practice. To do this, three case studies from different levels of education are outlined. The first case describes how wikis promoted the develop...
Article
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Background: In the 1970s and 1980s, there was considerable discussion about the potential of student-designed games to help students develop a more refined and deeper understanding of games. Unfortunately, despite these sophisticated conversations, there has been limited empirical research on the effectiveness of student-designed games, particularl...
Article
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Background: Despite the support in primary education that student-designed games enhance student contextualisation of skills and tactics, there has been little support in secondary education, nor any empirical research exploring these claims. This paper attempts to rekindle these beliefs and explores the use of student-designed games in an English...
Article
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This paper explored the use of video technology as an aid to student engagement in physical education. Working in a comprehensive high school in Australia with disaffected students, the study used the New South Wales Quality Teaching Program as a basis for assessing the effectiveness of video technology in enhancing students' engagement in Physical...
Article
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This paper reports on the incorporation of wiki technology within physical education. Boys from two classes at a school in the United Kingdom were divided into small teams and given the task of creating a new game in a same genre as football, hockey, netball or rugby. Each team had a wiki on which were recorded all the plans and developments of thi...
Article
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Abstract Determining what pedagogical approach could be most effective in delivering the desired learning outcomes in teaching games has been one of the more relevant concerns for physical education teachers, coaches and researches in the last few decades. Nevertheless, until recently, the research carried out in this field has been little profuse,...
Article
Full-text available
The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11—12...
Article
Full-text available
This paper reports on the pedagogical changes that I experienced as a teacher engaged in an action research project in which I designed and implemented an indirect, developmentally appropriate and child-centred approach to my teaching. There have been repeated calls to expunge--or at least rationalise--the use of traditional, teacher-led practice i...

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