ABSTRACT

This research sought to generate large-scale yet sophisticated data relating to ability grouping practices in physical education (PE) in secondary schools in England, with the intent of extending knowledge of the various ability grouping practices being adopted within and across schools. The prevalence of particular ability grouping practices, processes associated with their application, and factors influencing their use and non-use were explored. Data were collected via a web-based survey of all (3197 at the time of study) mainstream state-funded secondary schools in England. A total of 903 responses were received, giving a response rate of 28.2%. The findings reveal that overall, mixed-ability grouping is the most common ability grouping practice in PE, although the extent and nature of this practice (and other ability grouping practices) varied by year group, Key Stage, gender of students, and/or curriculum activities. Setting was the predominant approach in PE in Year 8 (aged 12–13) and Year 9 (aged 13–14). The use of variants on these practices (including mixed-ability grouping with a separate top and/or bottom set) and descriptions of how and why different grouping practices are enacted in specific contexts, illustrate the significance of discourses of ability, gender, and pragmatism in grouping practices in PE.

摘要

这项研究旨在生成与英格兰中学体育教育 (PE) 能力分组实践相关的大规模而复杂的数据，目的是扩展对学校内部和跨学校采用的各种能力分组实践的了解。探讨了特定能力分组实践的普遍性、与其应用相关的过程以及影响其使用和不使用的因素。数据是通过对英格兰所有（研究时为 3197 所）主流公立中学进行的网络调查收集的。共收到903份回复，回复率为28.2%。研究结果表明，总体而言，混合能力分组是体育领域最常见的能力分组实践，尽管这种实践（以及其他能力分组实践）的程度和性质因年级、关键阶段、学生性别和/或课程活动而异。环境是 8 年级（12-13 岁）和 9 年级（13-14 岁）体育教育的主要方法。这些实践的变体的使用（包括具有单独的顶部和/或底部集的混合能力分组）以及对如何以及为何在特定背景下制定不同分组实践的描述，说明了能力、性别和实用主义话语的重要性在体育分组实践中。