ABSTRACT
For five years I have been lecturing in a school of physical education (it could equally be described as a department of human movement, exercise science or kinesiology) where I teach a compulsory pedagogy course to approximately 220 undergraduates. The course has not been particularly popular with students, the most common objection being – ‘I’m not going to be a teacher, so why do I have to do pedagogy?’ Over the years I have tried different strategies in an effort to make the course more obviously relevant to students without compromising its educational content. Many times I’ve stressed that while the content focuses on educational and, to a lesser degree, sociological concepts, the course is relevant for human movement specialists in general, since the notions and ideas discussed govern much human behaviour. Until the fifth year of teaching the course I had, in the main, relied on the students themselves to make the links between the concepts examined and an area that particularly interested them if they were not considering becoming a teacher. It was clear from the student evaluations that this strategy was not successful.
