Bridging the gap: A qualitative study of pupils PE experiences and practices across the primary to secondary school transition

The transition between primary and secondary school represents a significant step in the educational journey pupils’ take, marking a period in which friendships can be altered, specialist subject teachers are introduced and new standards are set; all of which are issues that can be exacerbated within PE. This thesis explores pupils’ experiences of the primary to secondary transition in PE, seeking to identify transitional issues affecting their engagement with the subject. Perspectives of teaching staff and external coaches are also investigated to recognise existing transitional practice in schools and potential areas of disconnect with pupils. An online survey was used to explore pupils’ transitional experiences in PE, followed by four online interviews with secondary PE teachers and School Sport Partnership coaches. Data collected informs a series of practical recommendations designed to improve pupils’ transitional experiences within PE. Whilst previous studies exploring transitional issues have been well-documented, few have sought to offer recommendations focused specifically on improving the transition in PE and pupil’s engagement with it. The work of Galton, Gray and Ruddock (1999), outlining five bridges of transition, provided a framework to examine the transition, whilst Bourdieu’s concepts of habitus, field and capital are used to explore the experiences of pupils’ and staff. Thematic analysis of data collected allowed for findings to be separated into three areas: the importance of relationships in PE across the transition, physical considerations of competency, capability and fitness, as well as existing good transitional practice in schools. Findings suggest that, whilst there are a multitude of different factors influencing pupils’ PE engagement, it is the aforementioned areas that are pupils’ primary concern around the transition in PE that recommendations should seek to address. Acknowledging the wide-ranging nature of recommendations made to address multiple bridges of transition, future research should aim to investigate the effectiveness of these in practice.