I am a Reader of Physical Education and Sport Pedagogy within the Faculty of Education.
I truly believe that Physical Education can change a child’s life and I would like to ensure that it stays a key and vital part of every child’s education. I have been lecturing at CCCU since 2006 on our initial teacher education programmes of Early Years and Primary Education. I specialize in Physical Development, Early Years and Physical Education. I supervise colleagues and practitioners who are researching Physical Education and Physical Activity at Masters and Doctorate level.
Most recently I published a book on Mastering Primary Physical Education, with colleagues from my team - https://goo.gl/r5rx6Y
I believe that research informs practice and practice informs research and it is important to work collaboratively with practitioners and teachers. I have shared my collaborative research in Association of Physcial Education Professional Journal Physical Education Matters: looking at the benefits of swimming for young children, as well as how children with ADHD can access PE. I have published in peer reviewed journals e.g. Education 3 – 18 International Journal of Primary, Elementary and Early Years Education focusing on how physical activity interventions can support children’s self-esteem and wellbeing levels. I have worked recently on the OECD review of Physical Education (2018) including: mental health; self-esteem; intellectual and social outcomes. I often work collaboratively with colleagues international, my latest journal article (2019) focuses on Children's Understanding of Fluid Intake doi:10.14302/issn.2379-7835.ijn-19-904 and is published in the International Journal of Nutrition.
Research and knowledge exchange
My doctorate worked focused on children's physical activity levels that occurred within the primar school setting and the contrbution Physical Education lessons make to children's overall measured physical activity levels within the school day. It investigated children’s perceived level of physical activity and compared this with children’s physical activity measured by accelerometers. The majority of previous physical activity research has focused on secondary aged children and adults, with little on physical activity levels achieved by primary aged children within school time, or on the comparison between infants (6 – 7 year olds) and juniors (9 – 10 year olds).
Data were collected within a case study setting in one school, over one school year. 20 children, 10 infants and 10 juniors wore Actigraph accelerometers to record physical activity intensity levels throughout the school day. A repeated measures 3 factor ANOVA was used to analyse the effects of factors including the following: type of day (PE days / Non PE days); year group (infants / juniors); parts of the day (curriculum time / morning break / lunchtime / afternoon break) and gender (male / female). P values of <0.05 were taken as the value for statistical significance ± one standard deviation.
The findings revealed that children were more physically active on school days that included Physical Education lessons. Boys were more physically active at a moderate to vigorous level than girls. Junior boys were able to accumulate 60 minutes of moderate to vigorous physical activity within the school day on a day that included Physical Education lessons and in doing so reached the World Health Organisation's (WHO, 2010) recommendations for children’s physical activity within the school day. Children’s perceived physical activity levels matched their accelerometer recordings, in particular for junior boys during break time and for girls during Physical Education lessons.
My thesis is accessible here - http://create.canterbury.ac.uk/13301/
Teaching and subject expertise
I have previous experience of teaching in all school settings from Early Years to Secondary.
I have taught across both Schools within the Faculty of Education (School of Childhood and Education Sciences as well as the School of Teacher Education and Development) on all of the programmes that include Physical Education within the Faculty. My specialist areas are children's Physical Education, Physical Activity and School Sport. I feel that I inspire the next generation of primary school teachers and early years practitioners (I have taught over 4000 students since coming the CCCU) to enjoy Physical Education and to be role models by encouraging, in particular, girls to be fit, healthy and happy. To provide greater efforts I have encouraged them in ensuring school sport appeals to all children and to get my trainee teachers to question the stereotyping of school sport and to promote mixed teams as well as sports for all.
I currently lead the Masters by Research in Physical Education and Physical Activity and have supervised:
Laura Power - What is impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia? (first supervisor).
Philip Lewis - An investigation into the place meaning of recreational climbers at an indoor rock climbing venue. (first supervisor).
Sasha Pay - Negotiating Sexuality within a Female University Football Team (senior supervisor).
Neil Castle - The effective use of competition as a pedagogical tool to develop confidence and competence in physical education lessons at primary school. (first supervisor).
Emily Milne - How can we prepare children for competition? (first supervisor).
I am also supervising an EdD student
Helene Cohen - Emotions and School Inspection: An exploration of the way primary and preparatory school teachers in the state and independent sector experience Ofsted and ISI. (first supervisor).
International Expert for Physical Education and Children’s Physical Activity - OECD, ICSSPE and UNESCO May 2017 - present
Invited to contribute to OECD Education 2030 Position Paper, named on the list of contributors (December 2017).
Invited to attend and participate in the Think Tank as the Early Years expert for Physical Activity and Physical Education by the International Council of Physical Education and Sport and UNESCO, Germany, November 2017.
Invited to contribute to the literature review on all of Physical Education, Physical Activity and School Sport to consider the outcomes and benefits of physical education within the school supervised setting, - OECD, August 2017, completed the “In-depth Analysis of Physical Education and Health Education – National Case Study for England” – OECD.
Active Engagement in Subject Associations
Early Years Physical Activity SIG AIESEP active UK member and Secretary (2016 onwards).
World Organisation for Early Childhood Education (OMEP) (2015 onwards).
Association for Physical Education (AfPE) South East Executive Group member (2014 onwards).
Invited honoured speaker to present 3 key note speeches at the 5th China Early Childhood Education Conference & Early Childhood Education, to 15,000 participants.
Invited guest speaker at Parkwood Junior School as part of their celebrations of the Rio Paralympic games – Sept 2016, and again in Nov 2017, spoke about Physical Education, Sport, Para-Cycling and linked to their class reader of ‘Wonder’. The book Wonder focuses on how a young boy with physical disabilities can exceed, excel and accept himself as who he is, approx. 100 children.
Invited guest speaker at Langley Secondary School Sports Awards - Nov 2015, approx. 500 people in attendance, spoke about Physical Education, Sport and Para-Cycling.
Masters Individual Pursuit Silver Medal 2018, 500m Time Trial Bronze Medal 2018.
European Bronze Medal Track Team Sprint, 2017.
Talented Athlete for Ashford Leisure Trust Talented Athlete Programme, 2016 – 2018.
Publications and research outputs
Howells, K. Castle N., Carney A. and Little R. (2018) Mastering Primary Physical Education. London: Bloomsbury
- Howells K., Chapter 14 - Planning physical education in the national curriculum in Sewell, K. Planning the Primary National Curriculum. A Complete Guide for Trainees and Teachers. London: Sage (2nd edition) p.266 – 280.
- Howells K. (2016) Chapter 10 Supporting physical development, health and well-being through the use of outdoor environments. In Ritchie, C. (ed) Exploring Learning for children aged 3 - 11.
- Howells K. and Gregory P. (2016) Chapter 7 Data Analysis. In Austin R. (ed) Researching Primary Education. Routledge, London.
- Howells K. (2015) Chapter 13: Placing an importance on health and physical activity. In Griggs G. (ed, 2nd ed, Macedonian translation) (2015) An Introduction to Primary Physical Education. Routledge, London (p.207 - 220).
Peer reviewed journal articles
- Coppinger T., and Howells K. (2019) International Comparison of Children’s Knowledge, Barriers and Reported Fluid Intake Across the School Day. International Journal of Nurtition. DOI: 10.14302/issn.2379-7835.ijn-19-904
- Bailey, R., Howells, K. and Glibo, I. (2018) Physical activity and mental health of school-aged children and adolescents: A rapid review. International Journal of Physical Education (accepted March 2018)
- Meehan C., and Howells K. (2018) In search of the feeling of ‘belonging’ in Higher Education: Undergraduate students transition into Higher Education. Journal of Further and Higher Education. Accepted April 2018.
- Howells K. and Meehan C. (2017) Walking the Talk? Teachers’ and Early Years Practitioners’ Perceptions and Confidence in delivering the UK Physical Activity Guidelines within the Curriculum for Young Children. Early Childhood Development and Care 18th March 2017 http://dx.doi.org/10.1080/03004430.2017.1299146.
- Howells K. and Bowen J. (2016) Physical Activity and Self-Esteem- Jonny’s Story. Education 3 -13: International Journal of Primary, Elementary and Early Years Education (Special Edition) DOI:10.1080/03004279.2016.1171572.