Dr Paul Sammon

Senior Lecturer in Physical Education and Subject Lead PGCE Secondary Physical Education

Paul Sammon

I am a highly ambitious, dynamic and experienced educator, passionate about supporting the next generation of teachers with the knowledge and skills to provide all children and young people with a positive physical education experience.

My current role as a teacher educator primarily involves leading the PGCE Secondary Physical Education course and coordinating a number of units on the BA/MPhysEd (Hons) Physical Education (secondary) (with QTS) course.

I also lead on partnership PE-CPD within the School of Teacher Education and coordinate a Primary PE Network for teachers across Bedford Borough. Prior to working in teaching education, I taught in three different secondary schools and was a subject leader for physical education.

My research interests lie broadly in the field of physical education and sport pedagogy. During my doctoral research, I developed (in collaboration with teachers and international scholars) a new pedagogical model for Health-Based Physical Education, which aims to support children and young people to value a physically active life. I am also interested in Teacher Professional Learning and Models-Based Practice in Physical Education.

I have well established links with external networks including the Association for Physical Education and I also have extensive experience as a GCSE PE practical moderator, A Level consultant, RFU tutor and school governor.

Other References

Qualifications

  • PhD – Loughborough University
  • MA Education - University of Bedfordshire
  • PGCE Physical Education & Geography - University of Exeter
  • BSc (Hons) Movement Studies & Geography - St Mary’s University, Twickenham

Membership of Professional Bodies

  • Association for Physical Education
  • BERA Physical Education and Sport Pedagogy Special Interest Group

Teaching Expertise

  • The Curriculum Specialist Physical Education (Level 7); The Evidence Informed Curriculum Specialist (Level 7); Promoting Health and Wellbeing in Schools (Level 6/7); Pedagogies for Practical and Classroom Contexts (Level 6); Health-Based Physical Education (Level 5); Game-Based Activities (L4); Dissertation supervision (Level 6/7); School Experience supervision (Level 6/7); 

  • Prior to working in Higher Education, I led physical education departments in secondary schools and gained significant experience teaching across a breadth of curriculum areas, including Athletics, Dance, Games, Gymnastics, Health, OAA and accredited courses at both GCSE and A Level.

Research Interests

  • Health-Based Physical Education 

  • Teacher professional learning 

  • Models-Based Practice in Physical Education 

  • Game-Based Approaches 

  • Curriculum design and implementation

Research Projects

  • Developing a new pedagogical model for Health-Based Physical Education (2011-2019) (collaboration as part of my doctoral research between the University of Bedfordshire, Loughborough University and Ghent University, Belgium) 

  • Professional Development for Teachers in Rural Malawi (2010-2013) Awarded £60,000
    This three year project from the Developing Partnerships in Higher Education (DelPHE) Project was runner up for ‘Project of the Year’ and St Joseph’s Teacher Training College won ‘Partner of the Year’ at the Inaugural University Student Experience Awards in June 2013
  • A one year ‘Active Inspiration’ project in partnership with Virgin Active to support primary teachers in promoting physical literacy and physical activity in schools (2015- 2016) Awarded £30,000

Publications

  • Sammon, P. & Roberts, I. (2021) 'Bringing the Physical Education curriculum to life for all children and young people' Chapter in an edited book Bringing the Curriculum to Life by Wearmouth, J & Lindley, K. due to be published by OU Press/McGraw Hill, May 2021.
  • Bowler, M. & Sammon, P. (2020) ‘Health-Based Physical Education – a framework for promoting active lifestyles in children and young people. Part 1: Introducing a new pedagogical model for Health-Based Physical Education’, Physical Education Matters, 15(3), pp.60-63.  

  • Sammon, P. & Bowler, M. (2020) ‘Health-Based Physical Education – a framework for promoting active lifestyles in children and young people. Part 2: Health-Based Physical Education in practice’, Physical Education Matters, 15(3), pp.64-66.
  • Sammon, P. (2019) Adopting a new model for Health-Based Physical Education: The impact of a professional development programme on teachers’ pedagogical practice. PhD thesis. Loughborough University. Available at: doi.org/10.26174/thesis.lboro.8299685
  • O’Donovan, T., Ives, H.M, Bowler, M. & Sammon, P. (2016) ‘Active Inspiration Playmakers Final Report’. University of Bedfordshire: Institute of Sport & Physical Activity Research. Available at: hdl.handle.net/10547/623863  

  • Harvey, S., Cushion, C & Sammon, P. (2015) ‘Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach’. European Physical Education Review 21: 238-256. 

  • Bassett, S., Sammon, P. & Casey, A. (2013) ‘Learning to teach pre-service teachers through physical literacy’.  Physical Education Matters, 8 (1) pp. 57-60. 

  • Sammon, P. & Bowler, M. (2009) ‘Developing Physical Education in Malawi’.  Physical Education Matters, 4 (4), pp. 53 -54.
  • Killingbeck, M., Bowler, M., Golding, D. & Sammon, P. (2007) ‘Physical Education and Physical Literacy’.  Physical Education Matters, 2 (2), pp. 20 -24.

Conference Presentations

  • Sammon, P. & Bowler, M. (2021) ‘Developing trainees’ ‘PE-for-health’ pedagogies’. Paper presented at the Association for Physical Education (afPE) Annual Physical Education ITTE Conference, Online Presentation, 31 March. 

  • Sammon, P. & Bowler, M. (2020) ‘Health-Based Physical Education in Practice’. Webinar presented online for the Association for Physical Education, 18 May. 

  • Bowler, M. & Sammon, P. (2020) ‘Introducing a new pedagogical model for Health-Based Physical Education’. Webinar presented online for the Association for Physical Education, 11 May. 

  • Sammon, P. (2020) ‘Physical activity guidelines and benefits to health’. Keynote presentation at the Beds Talk Conference on Promoting children and young people’s health and well-being through physical activity, University of Bedfordshire, 29 January. 

  • Sammon, P. (2020) ‘Opportunities to be physically active in school and out of school’. Keynote presentation at the Beds Talk Conference on Promoting children and young people’s health and well-being through physical activity, University of Bedfordshire, 29 January. 

  • Sammon, P. (2019) ‘Games-making: An innovative approach to teaching in physical education’. Workshop presented at the Cambridgeshire & Peterborough Primary PE Conference, Burgess Hall, St. Ives, 2 October. 

  • Roberts, I. & Sammon, P. (2019) ‘Building resilience and mental strength in children and young people through PE’. Workshop presented at the Association for Physical Education National Conference, St George’s Park, 9 July.
  • Sammon, P. (2019) ‘Employing Kagan Structures to promote active learning in the classroom’. Workshop presented at the Association for Physical Education (afPE), ITTE Annual Conference, Coventry, 20 March. 

  • Roberts, I. & Sammon, P. (2018) ‘Using active learning strategies in the PE classroom to bring the subject to life’. Workshop presented at the Association for Physical Education National Conference, St George’s Park, 4 July. 

  • Sammon, P. (2016) ‘Teacher professional development for Health-Based Physical Education’. Paper presented at the Association for Physical Education Conference, St George’s Park, 5-6 July. 

  • Sammon, P. (2016) ‘Putting movement at the heart of Physical Education: Strategies to maximise physical activity in lessons’. Workshop presented at the Bedfordshire & Luton Primary Physical Education Conference, Centre Parcs, Woburn, 23 March. 

  • Bowler, M., Sammon, P., Kirk, D., Haerens, L., Cale, L. & Casey, A. (2015) Developing a prototype Health-Based Physical Education pedagogical model. Paper presented at the International Association for Physical Education in Higher Education (AIESEP) Annual Conference, Universidad Europea, Madrid, Spain, 8-11 July.
  • Sammon, P., Bowler, M., Kirk, D., Haerens, L., Cale, L. & Casey, A. (2015) ‘Supporting teachers to implement a new pedagogical model for Health-Based Physical Education’. Paper presented at the International Association for Physical Education in Higher Education (AIESEP) Annual Conference, University of Madrid, Spain, 8-11 July.
  • Sammon, P. & Bowler, M. (2014) ‘A new pedagogical model for Health-Based Physical Education’. Paper presented at the Association for Physical Education (afPE) Annual Physical Education ITTE Conference, University of Wolverhampton, 20 March. 

  • Sammon, P., Bowler, M., Casey, A., Haerens, L. & Kirk, D. (2014) ‘Teachers’ experiences engaging in professional development for a Health-Based Physical Education model’. Paper presented at the British Educational Research Association Annual Conference, Institute of Education, London, 23-25 September. 

  • Bowler, M., Sammon, P., Casey, A., Haerens, L. & Kirk, D. (2013) ‘What’s the impact of Health-Based Physical Education? Initial findings from a student perspective’. Paper presented at the British Educational Research Association Annual Conference, University of Sussex, 3-5 September. 

  • Bowler, M., Sammon, P., Casey, A., Haerens, L. & Kirk, D. (2012) ‘Validating the Health-Based Physical Education pedagogical model: Defining teacher and student benchmarks’. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 4-6 September. 

  • Sammon, P., Bowler, M., Casey, A., Haerens, L. & Kirk, D. (2011) ‘Developing a professional development programme for teachers to implement and sustain a Health-Based Physical Education model in their schools’. Paper presented at the British Educational Research Association Annual Conference, Institute of Education, London, 6-8 September. 

  • Bowler, M., Sammon, P., Casey, A., Haerens, L. & Kirk, D. (2011) ‘Developing a pedagogical model for Health-Based Physical Education: Identifying assumptions about learning and teaching’. Paper presented at the International Association for Physical Education in Higher Education (AIESEP) Annual Conference, University of Limerick, Ireland, 22-25 June.

External Roles

  • Association for Physical Education National Taskforce Advisory Group (2020-) 

  • External Examiner - University of Roehampton, London (PGCE Secondary Physical Education) (2018-) 

  • Associate PE Catalyst - Youth Sport Trust (2017-) 

  • Bedfordshire and Luton PE & School Sport Strategic Group (2016-) 

  • School Governor – Gretton Primary Academy (specific responsibility for PESSPA, PSHE and Healthy Schools) (2014-) 

  • External Examiner Edge Hill University (PGCE Secondary Physical Education) (2014-2015) 

  • External Examiner - University of Worcester/Devon Secondary Teacher Training Group (PGCE Secondary School Direct) (2013-2017)
  • External panel member - University of St Mark & St John (Periodic Review Physical & Coaching Education) (2014) 

  • Lead tutor on RFU accredited ‘Rugby Ready’ and Touch Rugby courses (2013-2015) 

  • Consultant for Edexcel A Level Physical Education re-development (2013) 

  • Invited member of the Bedfordshire Sports Colleges Network (2007-2011) 

  • Journal Reviewer 

    • European Physical Education Review 

    • Physical Education and Sport Pedagogy 

    • Physical Education Matters

Contact Details

T: +44 (0)1234 793375 

E: paul.sammon@beds.ac.uk

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