In this PE Across Borders webinar, host Aaron Beighle welcomes international-school educator Megan Lockett for a wide-ranging conversation designed to give international PE teachers practical ideas and encouragement. The session blends personal story with professional learning as Megan shares how her early experiences in Liverpool shaped her passion for physical education, and how that passion evolved into a career that includes teaching and presenting internationally (and continuing her own learning through advanced study).

Together, they dig into what PE looks like in international schools, where context can change everything—facilities, schedules, class groupings, cultural expectations, and even the teaching space itself. Megan shares real examples of adapting on the fly (including teaching in unfinished spaces and building programs in small, new schools), and emphasizes a key takeaway for international educators: there isn’t one perfect model—great PE comes from staying flexible, reflecting often, and continuing to learn while leaning on global professional communities instead of working in isolation.

Episode Highlights

09:51 Collaboration as a force multiplier: What strong departments do to plan together, problem-solve quickly, and keep quality consistent across teachers.

13:10 Teaching through an IB lens: How an IB environment influences planning, language, and the way learning is framed in PE.

16:58 The truly unexpected on campus: A reminder that international settings can throw curveballs that require calm decision-making and quick pivots.

22:39 Teaching in unfinished or non-traditional spaces: Making PE work when facilities are still developing and the “ideal setup” isn’t available yet.

23:19 Making any space work including a car park: Creative use of unconventional spaces to keep units moving forward when courts, fields, or gyms aren’t an option.

28:20 Solving the daily timetable and space puzzle: How space allocation, overlapping classes, and last-minute changes create a constant logistical challenge.

29:17 Plan A to Plan D and when to bend the curriculum: A practical mindset for holding onto learning intentions while adjusting activities fast when reality changes.

35:51 Having a safe space to debrief and problem-solve: The value of an office culture where teachers can say “this isn’t working” and get rapid ideas back from colleagues.

39:58 Reflection as an explicit practice, not just a feeling: A clear framing of reflection “in action” and “of action,” tied to teacher decision-making and growth over time.

47:50 Why pursue doctoral study while teaching internationally: Motivation to return to reading, research, and deeper thinking—while staying grounded in day-to-day school reality.