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Open accessJournal ArticleDOI: 10.1080/17408989.2020.1789576

Between hope and happening : Problematizing the M and the P in models-based practice

04 Mar 2021-Physical Education & Sport Pedagogy (Routledge)-Vol. 26, Iss: 2, pp 111-122
Abstract: Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for c

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Topics: Physical education (50%)
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8 results found


Open accessJournal ArticleDOI: 10.52082/JSSM.2021.110
Abstract: This systematic review aimed to examine the main findings concerning to the investigations focused on compare, within Physical Education context, the influence of Sport Education (SE) and Traditional Teaching (TT) on students' learning outcomes. A literature search was conducted on nine electronic databases (PubMed, Google Scholar, Web of Science, SCOPUS, Academic Search Ultimate, ERIC, Education Source, APA PsycINFO and APA PsycARTICLES). Inclusion criteria were defined before the selection process. Accordingly, were only included articles that (i) were published in peer-reviewed international journals indexed in Journal Citation Reports or Scientific Journal Rankings; (ii) were available in full-text; (iii) were published in English, Portuguese or Spanish; (iv) were performed within Physical Education context; and (v) provided specifically a comparison between the effects of SE and TT on students' learning outcomes. Globally, twenty-eight studies met the inclusion criteria. The manuscripts' methodological quality was assessed through Downs and Black checklist, with all studies displaying moderate quality. Results showed that comparisons among SE and TT tend to analyze team sports activities sampling high-school students via quasi-experimental designs, with more than half of them were published over the past five years. Also, these investigations typically focused on the differences between both models on the development of personal and social skills, as well as its impact on the motor and cognitive domains. In this respect, although the results tend to point out increases in both SE and TT, superior values are achieved when SE is implemented. The analysis of the teaching-learning process using alternative research methods and designs (i.e., experimental studies, qualitative data, longitudinal analysis, action-research and case studies), longer units with appropriate planning, and the report of model's fidelity so that robust findings can endorse the teachers' praxis, must be a concern in future studies.

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Topics: PsycINFO (52%), Inclusion (education) (51%)

6 Citations


Journal ArticleDOI: 10.1080/25742981.2021.1908835
05 Apr 2021-
Abstract: In this paper, we reflect on SHAPE America’s K-12 National Standards and its connection to physical literacy. We argue physical educators in the United States have primarily engaged with the term p...

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Topics: Physical literacy (56%)

3 Citations


Open accessJournal ArticleDOI: 10.3390/IJERPH18020374
Abstract: The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

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Topics: Formative assessment (53%), Context (language use) (52%), Transfer of learning (51%) ... show more

1 Citations


Journal ArticleDOI: 10.1080/02701367.2020.1849526
Abstract: Purpose: The purpose of this article was to systematically review studies that explored associations between specific curricular models, as an essential component of physical education, and to asse...

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Topics: Curriculum (54%), Physical education (51%)

1 Citations


Journal ArticleDOI: 10.1123/JTPE.2021-0007
Cassandra Iannucci1, Melissa Parker2Institutions (2)
Abstract: The past decade has seen an increased focus on student voice in physical education; yet, the majority reflects the thoughts, feelings, and experiences of agency of secondary-level students. It has been suggested that the perspectives and experiences of students in primary physical education remain largely absent from the literature. Therefore, the purpose of this review was to answer the question “what peer-reviewed data on student voice in primary physical education was published between January 1990 and March 2020?” This article provides a map of 89 articles that accessed student voice in primary physical education. Conclusions highlight a need for democratic possibilities for primary students to engage and contribute to their physical education learning experiences as well as a continued exploration of the implementation and impact of authentic methods of accessing and responding to student voice in primary physical education.

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Topics: Physical education (52%)

1 Citations


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41 results found


Open accessBook
01 Jan 1976-
Abstract: Provides a framework within which future physical educators can plan and improve their teaching skills Emphasis is on practice and evaluation and systematic observation of classroom experiences This fourth edition contains 16 new and revised chapters on areas such as anti-bias teaching, added cove

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Topics: Physical education (51%)

804 Citations


Open accessBook
01 Jan 2011-
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.

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Topics: Teaching and learning center (65%), Experiential learning (64%), Educational technology (63%) ... show more

711 Citations


Open accessBook
01 Jun 1994-
Abstract: This text details how sport can help students learn fair play, leadership and "followship" skills and self-responsibility in addition to becoming competent players. It shows physical educators how to implement effective sport education programmes within their physical education classes to achieve these goals. The author explains his sport education model and provides school-tested plans for applying the model to specific sports and activities. Part 1 describes the sport education model and the curriculum and instructional methods used to implement it. Part 2 presents examples of how the model has been used effectively in school settings. Part 3 explains models of evaluation and assessment. A chapter in this section shows how the sport education model can be used to develop an "Olympic" curriculum that incorporates the global education, multicultural education and personal development goals of "Olympism" and provides a unifying theme for the sport education proramme.

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Topics: Sport management (65%), Global education (57.99%), Curriculum (56.99%) ... show more

497 Citations


Open accessBook
25 Aug 2009-
Abstract: 1. The Social Construction of Physical Education: Present, Past and Future 2. Defining Physical Education and the Possibility of the Id2 3. Futures Talk in Physical Education 4. The Id2 of Physical Education-as-Sport-Techniques 5. Continuity and Discontinuity: The Residue of the Past in the Present 6. Four Relational Issues and the Bigger Picture 7. Physical Education Futures? 8. Securing the Conditions for Radical Reform

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Topics: Futures contract (57.99%), Education reform (56.99%), Comparative education (56.99%) ... show more

465 Citations


Open accessJournal ArticleDOI: 10.1111/J.1467-873X.2012.00588.X
01 Mar 2012-Curriculum Inquiry
Abstract: In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to act as agents of change And yet, teacher agency is under‐theorised and often misconstrued in the educational change literature, wherein agency and change are seen as synonymous and positive This article addresses the issue of teacher agency in the context of an empirical study of curriculum making in schooling Drawing upon the existing literature, we outline an ecological view of agency These insights frame the analysis of a set of empirical data, derived from a research project about curriculum making in a school and further education college in Scotland Based upon the evidence, we argue that the extent to which teachers are able to achieve agency varies from context to context based upon certain environmental conditions of possibility and constraint, and that an important factor in this lies in the beliefs, values and attributes that teachers mobilise in relation to particular sit

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Topics: Agency (sociology) (62%), Curriculum development (56%), Curriculum (55%) ... show more

413 Citations


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