Dr Melissa Mantle
Deputy Director of the Institute of Sport, Nursing and Allied Health
About
Melissa is currently the deputy director for the Institute of Sport, Nursing and Allied Health. The Institute has over 1100 students with over 90 academic, research and technical staff teaching across undergraduate, postgraduate and research degrees. It has developed a portfolio of highly respected degree and internationally recognised research.
Melissa chairs the undergraduate coordinators group and have previously coordinated the undergraduate Physical Education programmes, including the QTS provision and coordinated the Post Graduate Physical Education QTS programme.
Melissa is a subject link tutor for the QTS programmes and has worked as part of a team to ensure good to high Ofsted rated performances. Melissa enjoys teaching Physical Education at both undergraduate and postgraduate level.
Outside of work, Melissa spends time playing Badminton and Stoolball.
Professional
- Fellowship, Higher Education Authority
- Association of Physical Education (member)
Key Publications
Taylor, G. and Mantle, M. (2019) ‘Primary Teachers’ perceptions of school swimming’ . Official Journal of the Association for Physical Education – Autumn 2019 – Vol 14 No 3 – Physical Education Matters, pp: 58 – 60.
Tofte, N. and Mantle, M. (2019). ‘Talented’ pupils in Music and Physical Education. Official Journal of the Association for Physical Education – Spring 2019 – Vol 14 No 1 – Physical Education Matters, pp: 76 – 80.
Mantle, M. (2019). The Benefits of Oral Reflection: The use of oral reflective action learning sets and discussion groups with post graduate student teachers. International Journal of Secondary Education. Vol. 7, No 1, 2019, pp. 11 – 16.
Piwowar, K. and Mantle, M. (2018). Strategies to include EAL students in Physical Education. Official Journal of the Association for Physical Education – Spring 2018 – Vol 13 No 1 – Physical Education Matters, pp: 57-60.
Mantle, M. (2018). How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn. Research in Education. May 2018, pp.1 – 14.
Mantle, M. (2016). Reflective Learning in Teacher preparation – the movement away from HE-based learning Official Journal of the Association for Physical Education – Autumn 2016 – Vol 11 No 3 – Physical Education Matters, pp. 72 – 73.
Mantle, M. (2001). Striking and Fielding Games. Official Journal of the Association for Physical Education – Summer 2001 – Vol 1 No 2 – Physical education matters.
Mantle, M. (2010). The Impact and effectiveness of reflective learning strategies on student teachers’ ability to reflect. Official Journal of the Association for Physical Education – Summer 2010 – Vol 5 No 2 – Physical Education Matters, pp. 26 – 29.
Mantle, M. (2010). An Investigation of student teachers’ ability to reflect. Crest Research Publication (Guild HE), pp. 145 – 150.
Mantle, M. (2010). An exploration of the maturation of PGCE student teacher’s ability to reflect, using a range of reflective strategies to identify possible stages of development. Research in Education No 83 May 2010.
Research
Melissa’s main area of interest is school based pedagogy and reflective learning practices in post graduate teacher education. Melissa has investigated the effectiveness of reflective learning strategies in post graduate teachers. Melissa also has an interest in striking and fielding and net games.
Research Output
Articles
Mantle, M. and Custard, J. (2022) The Importance of School Swimming. Physical Education Matters, 7 (2). pp. 79-85. ISSN 1751-0988
Mantle, M., Singleton, D. and Warke, R. (2021) ‘Roundnet’ – the introduction of a new and novel game – examining the impact of alternative activities on “behaviourally highlighted” pupils. (In Press)
Mantle, M. and Taylor, G. (2019) Primary Teachers' Perception of School Swimming. Physical Education Matters. pp. 58-60. ISSN 1751-0988
Mantle, M. (2018) How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn. Research in Education, 105 (1). pp. 60-73. ISSN 0034-5237 10.1177/0034523718775436
Mantle, M. (2016) Reflective Learning in Teacher Preparation - the movement away from HE- based learning. Physical Education Matters, 11 (3). pp. 72-73. ISSN 1751-0988
Mantle, M. (2010) An exploration of the maturation of PGCE student teacher’s ability to reflect - using a range of reflective strategies to identify possible stages of development. Research in Education (83). pp. 26-35. ISSN 0034-5237 10.7227/RIE.83.3
Mantle, M. (2010) The impact and effectiveness of reflective learning strategies on student teachers' ability to reflect. Physical Education Matters, 5 (2). pp. 26-29. ISSN 1751-0988
Book Sections
Mantle, M. (2012) Research and teaching: An investigation of student teachers' ability to reflect. In: What is Research-Led Teaching? Multi-Disciplinary Perspectives. Consortium for Research Excellence Support & Training (CREST), pp. 145-150.
Conference or Workshop Items
Mantle, M. (2017) Assessment of reflective writing (should we?). The difficulties of assessing reflective writing. In: University of Chichester - learning and teaching conference, 7th June 2017, University of Chichester. (Unpublished)
Mantle, M. (2016) Reflective writing is an important component of reflective learning but should the written work be graded, assessed or even considered as part of formative assessment? In: Learning and Teaching Conference, June 2016, University of chichester. (Unpublished)
Mantle, M. (2013) Developing the quality of reflection by post-graduate student teachers, of physical education in initial teacher education, through supporting reflective practice. In: Bera Annual Conference, 3 - 5 September 2013, University of Sussex. (Unpublished)
Books
Mantle, M. (2010) Stoolball Coaching Manual. Stoolball England.
