Between hope and happening : Problematizing the M and the P in models-based practice
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819 citations
"Between hope and happening : Proble..." refers background in this paper
...They contended that main-theme curricular models had been ‘developed, tested, refined, and further tested in a variety of school settings’ (Siedentop and Tannehill 2000, 146)....
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...…2011, 324) Haerens et al. (2011) advocacy, alongside the work of many scholars in physical education and sport pedagogy (e.g. Jewett et al. 1995; Metzler 2000; Siedentop and Tannehill 2000), highlights a significant direction towards which physical education is moving in light of calls for change....
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...At the turn of the twenty-first century, both Metzler (2000) and Siedentop and Tannehill (2000) took up the baton of models in physical education, albeit it in different ways, i.e. instruction and curriculum respectively....
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...Conversely, it could represent a framework in which teachers and students are encouraged to explore the enactment of the specific elements most relevant to their local teaching and learning context (Jewett and Bain 1985; Kirk 2013; Siedentop and Tannehill 2000)....
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...Be they curriculum models (Jewett and Bain 1985; Siedentop and Tannehill 2000), instructional models (Metzler 2000) or pedagogical models (Haerens et al. 2011), they represent a contested field (see e.g. Casey 2014; Landi et al. 2016)....
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793 citations
"Between hope and happening : Proble..." refers background or methods in this paper
...…content and teaching environment, student developmental stage in readiness, student learning preferences, domain priorities, task structure and organisational patterns, sequencing of learning tasks, assessment of learning outcomes, and assessment of instructional practices (Metzler 2000, 16)....
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...…2011, 324) Haerens et al. (2011) advocacy, alongside the work of many scholars in physical education and sport pedagogy (e.g. Jewett et al. 1995; Metzler 2000; Siedentop and Tannehill 2000), highlights a significant direction towards which physical education is moving in light of calls for…...
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...Metzler (2000, 15), declaring that the ‘organizing center for instruction is most often determined by the content’, decried the sameness inherent in physical education programmes and argued that instruction followed a universal tried and tested pathway....
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...At the turn of the twenty-first century, both Metzler (2000) and Siedentop and Tannehill (2000) took up the baton of models in physical education, albeit it in different ways, i.e. instruction and curriculum respectively....
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...In contrast, Metzler (2000) focused on the types of instruction that teachers use in physical education....
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521 citations
"Between hope and happening : Proble..." refers background or methods in this paper
...The legacy of physical education models Writing at a time before Thorpe et al. (1986) and Siedentop (1994) published their first formal texts on teaching games for understanding and sport education respectively, Jewett and Bain (1985) published The Curriculum Process in Physical Education....
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...As such, Sport Education becomes a specific approach to teaching that turns students into ‘competent, literate and enthusiastic sportspeople’ (Siedentop 1994, 4) regardless of context, rather than being a pedagogical action or undertaking aimed at inviting students to become various things, one…...
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...…inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles that Thorpe et al. (1986) and Siedentop (1994) set aside for teachers in the development of their models, it is important that the practising of MbP always retains a very real…...
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...In their own monographs – presented here as early examples of curriculum and instructional models in physical education – both Thorpe et al. (1986) and Siedentop (1994) lauded the importance of working with teachers to trial and modify their respective models....
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...Developing the language used by Jewett and Bain (1985), Siedentop (1994) and Thorpe et al. (1986), Siedentop and Tannehill (2000, p. 146) coined the term ‘main-theme’ to describe certain curriculum models....
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494 citations
484 citations
"Between hope and happening : Proble..." refers background in this paper
...most models encourage and promote alignment between their main idea, critical elements, learning aspirations and pedagogical process (Casey and Kirk Forthcoming) and have been successfully implemented in multiple contexts (Siedentop and Tannehill 2000). However, there can be a distinct difference between what the models set out to do (the hope) and the consequences they have in physical education practice for teachers as well as students (the happening). Tannehill et al. (2015), in this vein, argue that each model should involve the students to varying degrees as active learners, allowing...
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...First, they respond to a technique focused physical education practice with little regard to diversified teaching (Kirk 2010)....
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