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Dr Paul Sammon

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

Paul Sammon

I am a highly experienced educator, passionate about supporting teachers to inspire the next generation to love movement.

My current role primarily involves leading our internationally renowned PGCE Secondary Physical Education course and coordinating a number of units on our BA/MPhysEd Secondary Physical Education course.

In the School of Education, I lead on developing PE partnerships and I have created well-established links with a wide range of external partners including the Association for Physical Education, Cambridgeshire School Improvement Service, Multi-Academy Trusts, Football Association, Rugby Football Union, Lawn Tennis Association and Cricket East. Beyond the university, I coordinate a Primary PE Network for teachers across Bedford Borough and I am involved in planning the annual ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ Children and Young People conference. I also have extensive experience leading physical education in secondary schools and as a school governor.

My research interests lie broadly in the fields of teacher professional learning and physical education. During my doctoral research, I co-developed 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 networks, curriculum design and the implementation of models-based practice in physical education.

  • Open Access Publications:

Qualifications

  • PhD – Loughborough University
  • MA Education - ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
  • 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)
  • Applied Physical Literacy through Health (Level 5)
  • Developing Physical Literacy through Games (Level 4)
  • Dissertation supervision (Level 6/7)
  • School Experience supervision (Level 6/7)

Research Interests

  • Health-based Physical Education
  • Teacher professional learning
  • Curriculum design and implementation
  • Models-based Practice in physical education
  • Game-based Approaches

Research Projects

  • Active Inspiration Playmakers (2015-16) (£30,000 funding awarded) - a one year project in partnership with Virgin Active to support primary teachers in promoting physical literacy and physical activity in schools
  • Professional Development for Teachers in Rural Malawi (2010-2013) (£60,000 funding awarded) - this three year Developing Partnerships in Higher Education project was runner up for ‘Project of the Year’ at the Inaugural University Student Experience Awards in June 2013. See Training for teachers gives hope for Malawi’s children

Publications

  • Sammon, P. & Randall, V. (2024) Developing a Collaborative Professional Learning Network for Primary Physical Education Subject Leaders. Physical Education Matters, 19 (1) 57-60.
  • Howells, K. & Sammon, P. (2023) Being True to Our Why: Positioning Healthy Active Lifestyles at the Core of Physical Education. Physical Education Matters, 18 (3) pp.15-16.
  • Sammon, P., Bowler, M. & Casey, A. (2022) ‘An Introduction to New PE-for-Health Pedagogies, Approaches and Models’ Chapter in Cale, L. & Harris, J. (Eds.) (2022) Physical Education Pedagogies for Health. London: Routledge.
  • Bowler, M., Sammon, P. & Casey, A. (2022) ‘Health-Based Physical Education: A Pedagogical Model in focus’ Chapter in Cale, L. & Harris, J. (Eds.) (2022) Physical Education Pedagogies for Health. London: Routledge.
  • 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:
  • O’Donovan, T., Ives, H.M, Bowler, M. & Sammon, P. (2016) ‘Active Inspiration Playmakers Final Report’. ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼: Institute of Sport & Physical Activity Research. Available at:
  • 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. (2024) ‘Meaningful Physical Education’, ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ Children and Young People Conference, Center Parcs, Woburn, 23 May 2024.
  • Sammon, P. (2022) ‘Physical Education Curriculum Design’. Keynote presentation for the Meridian Trust, Sawtry Village Academy, 31 October 2022.
  • 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, ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼, 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, ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼, 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 ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ & 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

  • Quality Mark Validator - Association for Physical Education (2023-)
  • External Examiner - University of Brighton (PGCE Secondary Physical Education) (2021-)
  • Association for Physical Education National Taskforce Advisory Group (2020-)
  • External Examiner - University of Roehampton, London (PGCE Secondary Physical Education) (2018-2023)
  • ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ and Luton PESSPA Strategic Group member (2016-)
  • School Governor – Gretton Primary Academy (specific responsibility for PESSPA, PSHE & 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)
  • 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