Game on! Enhancing teacher development in primary PE through a Rosenshine-inspired approach

This study investigates how Rosenshine’s (Citation2012) Principles of Instruction can support trainee primary teachers in developing their teaching of physical education (PE). Twelve PGCE trainees on a PE specialism pathway participated in a Rosenshine-inspired immersion programme, combining theoretical input with practical application through games-based approaches. Data were collected via three focus groups and analysed using thematic analysis. Findings indicate that trainees valued Rosenshine’s principles as a structured framework for lesson design and delivery, particularly in scaffolding, modelling and questioning. The integration of non-linear pedagogy and the STEP model enhanced independent practice and engagement. However, challenges emerged around curriculum planning, effective questioning and limited opportunities to teach PE during school placements. The study highlights the importance of sustained professional development and practical teaching opportunities to embed pedagogical strategies. Recommendations include prioritising PE teaching in initial teacher education and further research into questioning techniques and curriculum design.