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
