Author Profile

Gareth A. Wallis is an accomplished educator, curriculum innovator, and leading voice in physical literacy, dedicated to transforming how the next generation experiences physical education. With over two decades of hands-on instructional experience and academic research, Wallis has engineered foundational movement programs that bridge the gap between rigorous exercise science and practical, joyful classroom instruction.His deep conviction that movement is the cornerstone of academic success, cognitive development, and lifelong well-being forms the bedrock of FOUNDATIONS OF MOVEMENT: The Educator's Guide to Physical Education. Wallis writes not just as an expert, but as a passionate advocate for teachers, providing them with the high-impact strategies and evidence-based frameworks needed to cultivate physical confidence in every student. His educational qualifications include, Master of Science (M.S.) in Kinesiology and Physical Education, Specialization in Curriculum Design and Pediatric Exercise Science. Bachelor of Science (B.S.) in Health and Physical Education, graduated with honors, focusing on developmental motor skills and sports pedagogy. Certified Physical Literacy Specialist (CPLS), Advanced credentialing in long-term athlete development (LTAD) and inclusive physical education. Two Decades of Field Leadership, served as a Head of Physical Education, District Curriculum Consultant, and frequent keynote speaker at national health and physical education conferences. Through this definitive guide, Gareth A. Wallis equips modern educators with the pedagogical tools, anatomical insights, and inspirational vision required to turn movement into a lifelong asset for children worldwide.

About The Book

Physical education is far more than routine exercise or organized play—it is the foundational science of human capability, expression, and holistic development. Foundations of Movement: The Educator's Guide to Physical Education delivers an empowering, modern pedagogical framework that bridges theoretical depth with actionable classroom strategies. Designed for both novice instructors and seasoned physical educators, this guide unpacks the essential mechanics of human movement and re-centers the student as an active driver of their own physical literacy. By moving away from rigid, outdated command-style instruction, the book champions a student-centered movement education model. It explores core movement categories—including body and spatial awareness, locomotor and non-locomotor skills, and manipulative capacities—while connecting these elements seamlessly to educational games, gymnastics, and rhythmic expression. Ultimately, Foundations of Movement serves as an indispensable mentor in print. It equips educators with the inspiration and technical tools necessary to cultivate confident, healthy, and active individuals who carry the benefits of movement well beyond the school gymnasium. Whether you are a veteran PE specialist looking to revitalize your curriculum, an elementary classroom teacher integrating movement breaks, or a university student preparing to enter the field, this guide is your ultimate companion. Foundations of Movement equips you with the vocabulary, scientific grounding, and practical tools needed to advocate for your program, inspire your administration, and—most importantly—cultivate a joyful, lifelong love of movement in every student you teach.

Table of Contents

Preface
1.INTRODUCTION

1.1. Introduction To Teaching Physical Education
1.2. Motor Development And Learning In Physical Education
1.3. Social And Moral Development In Physical Education
1.4. Basic Means Of Physical Education
1.5. Curricular Issues
1.6. Planning The Curriculum
1.7. Teaching Physical Education
1.8. Teacher Of Physical Education
1.9. Safety In Physical Education
1.10 onclusions
2.PUPILS’ INTERPRETATIONS OF PHYSICAL EDUCATION

2.1 Introduction
2.2 Pupils And Physical Education
2.3 Teachers, Pupils And Physical Education
2.4 Conclusion
3.PUPILS’ METACOGNITION AND LEARNING

3.1 Introduction
3.2 Metacognitive Ability
3.3 Metacognitive Strategies
3.4 Metacognitive Experiences
3.5 Recent Physical Education Research
3.6 Conclusions

4.COGNITIVE STRATEGIES

4.1 Introduction
4.2 Cognitive Strategy Definition
4.3 The Connection Between Cognitive Style Combinations, Cognitive Strategies And Cognitive Tactics
4.4 Should Teaching Match Or Mismatch Cognitive Style Combinations And Cognitive Strategies?
4.5 The Initiation And Control Of Cognitive Strategies
4.6 Interacting Variables With Cognitive Strategy Development And Utilization
4.7 Conclusions
5.TEACHING STYLES AND TEACHING APPROACHES IN PHYSICAL EDUCATION: RESEARCH DEVELOPMENTS

5.1 Introduction
5.2 Research Related To Mosston’s Spectrum Of Teaching Styles In Physical Education
5.3 Developments In Teaching Critical Thinking Skills In Pe
5.4 Direct And Indirect Approaches To Teaching Games
5.5 Cooperative Teaching And Learning Approaches
5.6 Teaching Approaches In Physical Education: What Are Teachers Doing?
5.7 Conclusions
6.THE MOTIVATION OF PUPILS IN PHYSICAL EDUCATION

6.1 What Is Motivation?
6.2 How Pupils View Success And Failure
6.3 How Pupils Define Success
6.4 Motivating Through Pupil Autonomy
6.5 Conclusions
7.STUDENT MISBEHAVIOURS AND TEACHERS’ RESPONSES IN PHYSICAL EDUCATION LESSONS

7.1 Introduction
7.2 Physical Education Investigations
7.3 Conclusions And Recommendations

8.INSTRUCTION FROM A LEARNING PERSPECTIVE

8.1 Introduction
8.2 Meeting Student Needs As A Learner
8.3 Grounding Instructional Theory In Learning Theory
8.4 Identifying Instructional Issues
8.5 Meeting Learner Needs Through Effective Pedagogy
8.6 There Is No Silver Bullet
9.UNDERSTANDING PHYSICAL EDUCATION TEACHERS: A FOCUS ON THE LIVED BODY

9.1 Introduction
9.2 Moments From Rachael’s Life History
9.3 David And His Lived Body As A Pe Teacher
9.4 Closing Thoughts: Bodies And Narrative Resources
10.KNOWLEDGEABLE TEACHERS IN PHYSICAL EDUCATION: A VIEW OF TEACHERS’ KNOWLEDGE

10.1 Introduction
10.2 The Sum Of The Parts Do Not Equal The Whole
10.3 Considering The (W)Hole: Knowledgeable Teachers In Physical Education
10.4 Conclusion
11.TEACHER THINKING AND DECISION MAKING IN PHYSICAL EDUCATION

11.1 Introduction
11.2 Planning For Instruction
11.3 Perceiving The Instructional Environment
11.4 Pedagogical Knowledge
11.5 Evaluation
11.6 Conclusion
12.SILVER BULLETS, GOLDEN VISIONS, AND POSSIBLE DREAMS

12.1 Introduction
12.2 Historical And Present Context
12.3 Values Of Learning-Enriched Social Organizations
12.4 Improving Research Practice: My Wish List
12.5 Conclusion
BIBLIOGRAPHY
INDEX