Models-Based Practice?

Great White Hope or White Elephant?

start finish

start finish

Introduction

start finish

Introduction

physical education as sport-techniques

start finish

IntroductionPractice as Models-Based praxis

physical education as sport-techniques

start finish

IntroductionPractice as Models-Based praxis

physical education as sport-techniques

conclusion

start finish

Introduction

a potted

History

1880s 2011

1909

1950/60s

1880s 2011

1909

1950/60s

Drill

Ex-Army Sargeants earn their keep

going round schools and drilling children

1880s 2011

1900s

1950/60s

Drill

First national syllabus

The first

national syllabus is implemented in government

schools

1880s 2011

1900s

1960s

Drill

First National Curriculum

Physical Education As Gymnastics

physical education as sport techniques

Led by the women’s

teacher training colleges

gymnastics dominates teaching of the subject

1880s 2011

1900s

1960s

Drill

First National Curriculum

Physical Education As Gymnastics

physical education as sport techniques

increased leisure time

sees a change in focus towards games

start finish

Introduction

physical education as sport-techniques

School is divided into

subjects

The school day is divided into

lessons

each subject is given its

allocation

Physical Eduction must be

timetableable

Physical-Eduction-as

sport-techniques

- Kirk 2010

100m

becomes a lesson

5 Day Cricket

becomes a lesson

The techniques of the activity

fit into a lesson

Teacher is the

focus

Ratio

1-30

do

as-i-do

1880s 2011

1900s

1960s

Drill

First National Curriculum

Physical Education As Gymnastics

physical education as sport techniques

future

a curriculum for the

21st Century?

1880s 2011

1900s

1960s

Drill

First National Curriculum

Physical Education As Gymnatics

physical education as sport techniques

MBP?

Leading academics

support MBP

start finish

IntroductionPractice as Models-Based praxis

physical education as sport-techniques

Models-based practice is

research-informed

research-informed is

praxis

what does the

literature say?

Based on a review of

45 peer-reviewed papers

Based on a review of

45 peer-reviewed papers

1change for

teachers

21change for

teachersdifficulty and

time

321change for

teachersdifficulty and

timediversification of

teacher’s role

4

321change for

teachersdifficulty and

timediversification of

teacher’s role

evidence of effectiveness

54

321change for

teachersdifficulty and

timediversification of

teacher’s role

evidence of effectiveness

University/teacher collaboration

change for teachers

1

Need and personal desire to change

their approach and very perception of what teaching

physical education is.

400+ teachers expressed their positive feelings, efficacy, enthusiasm and

vigour-Alexander and Luckman, 2001

“

allowed primary teachers to overcome their

discomfort with teacher physical education

- O’Donovan et al, 2010

“

teachers are able to change their

position on the classroom

- Brunton 2003

“

need to learn a new way

of teaching- Casey and Dyson 2009

“

blurred the hierarchical positions between

teachers and students - Dyson and Strachan 2004

“

some pre-service teachers found it too much

- McCaughtry et al 2004

“

some struggled

to shake off traditional teacher-led approach

hard

to sustain change

teachers required to make

organisational adaptations when using MBP

professional learning

is the key to sustained use

difficulty and time

2

teachers need considerable

time to learn to use a model

Labour Intensive

- Casey et al 2009

“

Labour Intensive

- Casey et al 2009

“

needs support

- Gubacs-Collins and Oslen 2010

“

beginner’s

knowledge

cost considered

too high

Primary teachers found that structures

reduced the planning workload

- O’Donovan et al 2010

“

diversification of teacher role

3

overwhelmingly

positive experience

a shift in teacher’s

goal orientations

- Alexander and Luckman 2001

“

Encouraged a

diversification in the teacher’s role

- Hastie and Buchanan 2000

“

moving the teacher away from ‘her’ position as

provider of knowledge

- Wallhead and O’Sullivan 2007

“

catalyst to spark teacher interest in

professional learning

- Curtner-Smith and Sofo 2004

“

MBP needs a higher degree of

pedagogical content knowledge

- Hastie and Curtner-Smith 2006

“

practice informs the applicability of

Theory - McMahon and MacPhail 2007

“

teachers quickly become more responsive to

students’ needs

- Kim et al 2006

“

not a ‘cure all’ for changing poor

behaviour - MacPhail et al 2008

“

evidence of effectiveness

4

teachers don’t see a need to change as

traditional approaches

deliver high quality physical education

university/school collaboration

5

start finish

IntroductionPractice as Models-Based praxis

physical education as sport-techniques

conclusion

teachers expressed a need and

desire to update their practices

they saw real differences in their

students learning

acknowledged the increases in their

effectiveness

however it had

ramifications

on their

identities as teachers

and their

workloads

Thank you

I can be found on twitter @DrAshCasey

I write a weekly blog at www.peprn.com

I publish a weekly podcast peprn.podomatic.com

Where I write and talk about physical education