Michael Metzler

Bio: Michael Metzler is an academic researcher. The author has contributed to research in topics: Social responsibility & Open learning. The author has an hindex of 2, co-authored 6 publications receiving 721 citations.

Instructional Models for Physical Education

Abstract: Most chapters include "Overview," "Suggested Readings," "Learning Activities," and "Chapter Summary." Foreword by Dr. Lawrence F. Locke, Professor Emeritus, University of Massachusetts, Amherst. I.FOUNDATIONS FOR MODEL-BASED INSTRUCTION IN PHYSICAL EDUCATION. 1.Contemporary Physical Education Programs and Instruction. The Evolution of Goals for U.S. Physical Education. The Evolution of Program Content in U.S. Physical Education. The Evolution of Instruction in Physical Education: From Methods to Models. No "One Best Way" to Teach. Instructional Models: Tools for Teaching and Learning. Model-Based Instruction for Physical Education. The Need for Multiple Models in Physical Education. Overview of This Book. 2.Knowledge Areas for Models-Based Instruction in Physical Education. Shulman's Knowledge Base for Teaching. A Proposed Knowledge Base for Physical Education Instructional Models. Developing Expert Physical Education Teachers. 3.Model-Based Strategies for Teaching Physical Education. Managerial Strategies. Instructional Strategies. 4.Effective Teaching Skill Areas for Model-Based Instruction. Planning for Instruction. Time and Classroom Management. Task Presentation and Task Structure. Communication. Instructional Information. Use of Questions. Lesson Review and Closure. 5.Planning for Effective Instruction in Physical Education. Why Plan? Guidelines for Planning. Planning as a Blueprint for Action. Unit Planning. Lesson Planning. The Unwritten Parts of a Lesson Plan - Being Completely Prepared. Lesson Planning as Question-Asking. A Generic Lesson Plan Template for Physical Education. 6.Components and Dimensions of Instructional Models. Instructional Models as Blueprints for Teaching. Advantages of Using Model-Based Instruction in Physical Education. Components and Dimensions of Instructional Models for Physical Education. Component 1: Foundations. Component 2: Teaching and Learning Features. Component 3: Teacher Expertise and Contextual Needs. Component 4: Verification of Instructional Processes. Component 5: Assessment of Learning. Component 6: Contextual Modifications. Selecting an Instructional Model. II.SEVEN INSTRUCTIONAL MODELS FOR PHYSICAL EDUCATION. 7.Direct Instruction. Overview. Foundations of the Direct Instruction Model. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Direct Instruction. Assessing Learning in Direct Instruction. Selecting and Modifying Direct Instruction for Physical Education. A Sample Unit and Lesson for Direct Instruction. 8.Personalized System for Instruction. Foundations of the PSI for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for PSI. Assessing Learning in PSI. Selecting and Modifying PSI for Physical Education. A Sample Student Workbook for PSI. A Sample PSI Course Sequence. 9.Cooperative Learning. Overview. Foundations of the Cooperative Learning Model for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Cooperative Learning. Assessing Learning in the Cooperative Learning Model. Selecting and Modifying Cooperative Learning for Physical Education. Sample Unit and Lesson Plan for Cooperative Learning. 10.The Sport Education Model. Overview. Foundations of Sport Education for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Sport Education. Assessing Learning in Sport Education. Selecting and Modifying Sport Education for Physical Education. A Sample Unit (Season) Plan for Sport Education. 11.Peer Teaching Model. Overview. Foundations of the Peer Teaching Model in Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Peer Teaching. Assessing Learning in Peer Teaching. Selecting and Modifying Peer Teaching for Physical Education. A Sample Unit Plan for Peer Teaching. 12.Inquiry Teaching. Overview. Foundations of the Inquiry Teaching Model. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for the Inquiry Model. Assessing Learning in the Inquiry Model. Selecting and Modifying Inquiry Model for Physical Education. Sample Unit and Lesson Plan for Inquiry Teaching. 13.The Tactical Games Model. Overview. Foundations of the Tactical Games Model for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for the Tactical Games Model. Assessing Learning in the Tactical Games Model. Selecting and Modifying the Tactical Games Model for Physical Education. Sample Unit and Lesson Plan for Tactical Games Model. References.

Physical education, youth sport and lifelong participation: the importance of early learning experiences

Abstract: The PESSCLS strategy for physical education and youth sport in England has received an unprecedented level of funding from the Blair government during its term in office. In this article, it is proposed that there are structural problems with the delivery of physical education and school sport in England that the PESSCLS strategy and associated policies such as Game Plan may not have accounted for. It is argued these problems become evident through a review of research on the importance of early learning experiences for lifelong participation in physical activity. In addition, the impact of perceptions of competency on young people's motivation to participate is discussed, prior to exploring the influence of gender, socio-economic status and sociodemographic factors on participation. Further evidence is reviewed that suggests secondary school physical education programmes have in their traditional form been ineffective in promoting lifelong physical activities. The article concludes with the identificatio...

Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model

Abstract: Bunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is to present a new version of the TGfU model that draws on a situated learning perspective. The paper describes the TGfU approach, overviews recent research on TGfU, and outlines a situated learning perspective. This perspective is then applied to rethinking the TGfU model. The intended outcome of the paper is the provision a more robust and sophisticated version of the TGfU model that can inform future directions in the practice of and research on TGfU.

Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations

Abstract: The purpose of this article is to present Sport Education, Tactical Games, and Cooperative Learning as valuable instructional models in physical education. Situated learning is used as a theoretical framework and connection between Sport Education, Tactical Games, and Cooperative Learning. The structures of Sport Education, Tactical Games, and Cooperative Learning allow for participation to occur in a student-centered learning curriculum as opposed to a teacher-centered teaching curriculum. The teacher facilitates learning activities that have the potential to provide students with a holistic education that promotes social, physical, and cognitive learning outcomes. The emphasis is on active learning that involves the processes of decision making, social interaction, and cognitive understanding for students.

Educational Value and Models-Based Practice in Physical Education.

Abstract: A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’.

Practitioner research: A means of coping with the systemic demands for continual professional development?

Abstract: This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers. Finally, it uses the self-same study to illustrate the difference between traditional CPD and an idea of professional development that focuses on the use of practitioner research. It argues that through the use of inquiry and research teachers are able to focus their learning on ‘their kids’ and ‘their problems’ rather than engage in CPD which is delivered off-site and which assumes...