Pages: 13

This chapter positions Models-based Practice (MbP) as an opportunity to positively develop your approach to teaching physical education. It does this alongside the belief that traditional approaches to teaching physical education have proven ineffective in achieving the looked-for educational and health outcomes. The conventional justifications for physical education, focusing on skill development and managing risk factors like insufficient physical activity, have fallen short due to a disconnect between learning goals and actual practices. Models-based Practice (MbP) is an alternative approach which places pedagogical models, such as teaching games for understanding, sport education and cooperative learning, at the core of physical education. MbP serves as a framework to support teachers in creating locally responsive physical education programs. Emphasising the alignment of teaching, curriculum and assessment, MbP strives to enhance student learning. Each model within MbP possesses a distinctive main idea, critical elements and learning aspirations, providing teachers with tools to tailor curricula to their students’ needs.

Pages: 13

This chapter provides an in-depth exploration of eight distinct pedagogical models, offering readers diverse perspectives and ideas for conceptualising their physical education programs. The discussion begins with an examination of four established models – teaching games for understanding, sport education, cooperative learning, and teaching personal and social responsibility. These models serve as examples of how an MbP might be developed in your school. Subsequently, attention moves to four emerging pedagogical models, namely activist model, socially vulnerable youth model, health-based physical education and the practising model. These innovative approaches are introduced in the hope that you might realise how new approaches to teaching in physical education, approaches which focus critical inquiry, perseverance, resilience, agency, movers and practice, might better scaffold your physical education program. By delving into both established and emerging models, this chapter seeks to broaden the reader’s understanding of various frameworks, encouraging thoughtful consideration and application in shaping effective physical education programs.

Pages: 22

This chapter highlights that adopting Models-based Practice (MbP), distinct from traditional physical education, necessitates a shift in roles and organising centres, and requires both time and effort. Throughout, the chapter underscores the need to play the ‘long game’ from the outset and allow for a gradual immersion into MbP. By exploring the intricacies of adopting pedagogical models, the chapter guides practitioners through the process of selecting, understanding and implementing models like cooperative learning. It explains the practice architecture framework and details the main idea, critical elements, learning outcomes or aspirations, and pedagogy of different models. The importance of aligning teaching aspirations with the chosen model is emphasised, and teachers are encouraged to consider their local circumstances. The chapter also stresses the need for a gradual shift, recognising that teachers and students alike are learning to teach and learn in new ways. Sequencing pedagogical models in MbP involves strategic choices aligned with the desired focus, such as game play, tactics, cooperation, personal responsibility or gender-specific goals. The chapter concludes with a call to take it slow, embrace inevitable mistakes and recognise the local agency in tailoring MbP to specific contexts, ultimately encouraging educators to embark on their MbP journey with confidence.

Pages: 15

This chapter underscores the importance of collaboration in implementing Models-based Practice (MbP) in physical education. Drawing on Ash’s successful, yet isolated, use of MbP, the chapter advocates for collective change. It outlines steps for building a shared vision, establishing a collaborative culture and navigating any challenges through joint problem-solving. Emphasising the gradual development of your understanding of MbP, the chapter encourages engagement in professional networks and the involvement of students in the process of change. We emphasise the need to reflect on your progress and use evidence-based insights to help with the process of change. Ultimately, we call on colleagues to celebrate their achievements and recognise every stakeholder’s contributions. This chapter provides practical insights into fostering collaborative efforts for effective MbP integration.

Pages: 7

This chapter focuses on making a case for MbP. We see this not as a one-off event but as an ongoing process that we can think of as a micro-political game. To play this game well, you will need, first of all, good communication with your key stakeholders. Second, you can carry out a reconnaissance of the critical conditions that need to be in place for MbP to succeed, including knowledge of your stakeholders’ needs and interests. Finally, you can collect evidence of what works to the benefit of your students. We frame this evidence-generating process within cycles of think-plan-act-observe-reflect.

Pages: 4

In this final chapter we bring together what we see as the main arguments of the book under five headings: (1) transformation through MbP, (2) multiple pedagogical models, (3) embracing change and challenges, (4) collaborative approach and advocacy and (5) evidence-based practice. Finally, we invite you to get in touch and tell us about your effort to apply Models-based Practice in physical education.