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Abstract
Recognising that the theory–practice gap remains problematic in the preparation of physical education (PE) teachers, this study sought to explore three undergraduate students use of jigsaw learning teaching gymnastics during a secondary school placement. Specifically, the research attempted to identify those issues that arose using this learning strategy and consider how these issues might be effectively addressed prior to and during the placement. Utilising an action research design, qualitative data are reported from reflective journals, critical friend observations and pupil comment cards. Findings illustrated that the pupils’ limited practical ability, their minimal teaching capabilities and their problematic social relationships impacted on the students’ use of jigsaw learning. To help close the theory–practice gap it is recommended that university staff, students and supervising teachers consider pupils holistic development in the construction of ‘home’ groups; ensure students are able to teach social skills competently; confirm that students are able to prepare suitable learning resources and, if necessary, consider the use of other learning strategies during secondary school placements.
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