This book offers a comprehensive synthesis of over 40 years of research
on models in physical education to suggest Models-based Practice (MbP)
as an innovative future approach to physical education. It lays out the
ideal conditions for MbP to flourish by situating pedagogical models at
the core of physical education programs and allowing space for local
agency and the co-construction of practice.
Starting from the premise that true MbP does not yet exist, the book
makes a case for the term "pedagogical model" over alternatives such as
curriculum model and instructional model, and explains how learners'
cognitive, social, affective and psychomotor needs should be organised
in ways that are distinctive and unique to each model. It examines the
core principles underpinning the pedagogical models that make up MbP,
including pedagogical models as organising centres for program design
and as design specifications for developing local programs. The book
also explores how a common structure can be applied to analyse
pedagogical models at macro, meso and micro levels of discourse. Having
created a language through which to talk about pedagogical models and
MbP, the book concludes by identifying the conditions - some existing
and some aspirational - under which MbP can prosper in reforming
physical education.
An essential read for academics, doctoral and post-graduate students,
and pre-service and in-service teachers, Models-based Practice in
Physical Education is a vital point of reference for anyone who is
interested in pedagogical models and wants to embrace this potential
future of physical education.
