Models-based Practice in Physical Education_9780429319259.pdf

Models-based Practice in Physical Education_9780429319259.pdf

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MODELS-BASEDPRACTICEINPHYSICALEDUCATIONAshleyCaseyandDavidKirkModels-basedPracticeinPhysicalEducationThisbookoffersacomprehensivesynthesisofover40yearsofresearchonmodelsinphysicaleducationtosuggestModels-basedPractice（MbP）asaninnovativefutureapproachtophysicaleducation.ItlaysouttheidealconditionsforMbPtoflourishbysituatingpedagogicalmodelsatthecoreofphysicaleducationprogramsandallowingspaceforlocalagencyandtheco-constructionofpractice.StartingfromthepremisethattrueMbPdoesnotyetexist,thebookmakesacaseforthetermpedagogicalmodeloveralternativessuchascurriculummodelandinstructionalmodel,andexplainshowlearnerscognitive,social,affectiveandpsychomotorneedsshouldbeorganisedinwaysthataredistinctiveanduniquetoeachmodel.ItexaminesthecoreprinciplesunderpinningthepedagogicalmodelsthatmakeupMbP,includingpedagogicalmodelsasorganisingcentresforprogramdesignandasdesignspecificationsfordevelopinglocalprograms.Thebookalsoexploreshowacommonstructurecanbeappliedtoanalysepedagogicalmodelsatmacro,mesoandmicrolevelsofdiscourse.HavingcreatedalanguagethroughwhichtotalkaboutpedagogicalmodelsandMbP,thebookconcludesbyidentifyingtheconditions-someexistingandsomeaspirational-underwhichMbPcanprosperinreformingphysicaleducation.Anessentialreadforacademics,doctoralandpost-graduatestudents,andpreserviceandin-serviceteachers,Models-basedPracticeinPhysicalEducationisavitalpointofreferenceforanyonewhoisinterestedinpedagogicalmodelsandwantstoembracethispotentialfutureofphysicaleducation.AshleyCaseyisSeniorLecturerinPedagogyatLoughboroughUniversity,UKandSeriesEditoroftheRoutledgeFocusonSportPedagogy.DavidKirkisProfessorofEducationattheUniversityofStrathclyde,UK,HonoraryProfessorofHumanMovementStudiesattheUniversityofQueensland,AustraliaandSeriesEditoroftheRoutledgeStudiesinPhysicalEducationandYouthSport.RoutledgeStudiesinPhysicalEducationandYouthSportSeriesEditor:

DavidKirkUniversityofStrathclyde,UKTheRoutledgeStudiesinPhysicalEducationandYouthSportseriesisaforumforthediscussionofthelatestandmostimportantideasandissuesinphysicaleducation,sport,andactiveleisureforyoungpeopleacrossschool,clubandrecreationalsettings.Theseriespresentstheworkofthebestwellestablishedandemergingscholarsfromaroundtheworld,offeringatrulyinternationalperspectiveonpolicyandpractice.Itaimstoenhanceourunderstandingofkeychallenges,toinformacademicdebate,andtohaveahighimpactonbothpolicyandpractice,andisthusanessentialresourceforallseriousstudentsofphysicaleducationandyouthsport.AlsoavailableinthisseriesYoungPeople,SocialMediaandHealthVictoriaA.GoodyearandKathleenM.ArmourPhysicalLiteracyacrosstheWorldMargaretWhiteheadPrecarity,CriticalPedagogyandPhysicalEducationDavidKirkSchoolPhysicalEducationandTeacherEducationCollaborativeRedesignforthe21stCenturyEditedbyAnnMacPhailandHalA.LawsonModels-basedPracticeinPhysicalEducationAshleyCaseyandDavidKirkModels-basedPracticeinPhysicalEducationAshleyCaseyandDavidKirklRoutledge!

Taylor&FrancisGroupLONDONANDNEWYORKFirstpublished2021byRoutledge2ParkSquare,MiltonPark,Abingdon,OxonOX144RNandbyRoutledge52VanderbiltAvenue,NewYork,NY10017RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness2021AshleyCaseyandDavidKirkTherightsofAshleyCaseyandDavidKirktobeidentifiedastheauthorsofthisworkhasbeenassertedbytheminaccordancewithsections77and78oftheCopyright,DesignsandPatentsAct1988.Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedorutilisedinanyformorbyanyelectronic,mechanical,orothermeans,nowknownorhereafterinvented,includingphotocopyingandrecording,orinanyinformationstorageorretrievalsystem,withoutpermissioninwritingfromthepublishers.Trademarknotice:

Productorcorporatenamesmaybetrademarksorregisteredtrademarks,andareusedonlyforidentificationandexplanationwithoutintenttoinfringe.BritishLibraryCataloguing-in-PublicationDataAcataloguerecordforthisbookisavailablefromtheBritishLibraryLibraryofCongressCataloging-in-PublicationDataAcatalogrecordforthisbookhasbeenrequestedISBN:

978-0-367-33332-4（hbk）ISBN:

978-0-429-31925-9（ebk）TypesetinTimesNewRomanbyApexCoVantage,LLCAshandDavid:

Toallthepupils,teachersandresearcherswhoexperienced,adopted,researchedandrefinedpedagogicalmodels.Youenvisionedandenactedanewfutureforphysicaleducation,andwearegratefultoyouallforthat.Ash:

InormallydedicatemybookstoSarah,ThomasandMaddie,butnotthistime.ToMaddie,ThomasandSarahBecauseMaddieistiredofbeingnamedlastjustbecauseshestheyoungest.AndtoMum,whohopesonedayIlllearntospellwords（tautology）butknowsIprobablywont.Taylor&FrancisTaylor&FrancisGrouphttp:

/ContentsListoffiguresVlllListoftablesIXPrefaceX1Whymodels-basedpractice?

12Whatismodels-basedpractice?

163Thepracticearchitecturesofpedagogicalmodels374Amesopracticearchitecturesperspectiveoffourpedagogicalmodels665Theimplementationandreconfigurationofpedagogicalmodelsatthemicrolevel:

fromarticulationtoactualisation796Reorganisingphysicaleducationthroughpedagogicalmodels:

thepossibilityofMbP977Whatconditionsneedtobeinplaceformodels-basedpracticetobecomearealityinphysicaleducation?

111Index128Figures2.1Theprocessofmodeldevelopment（Jewett&Bain,1995）ProcessesofreconsiderationaddedbyCasey（2016,p.59）29Tables3.1Themainidea,criticalelementsandlearningaspirationsofsporteducation433.2Themainidea,criticalelementsandlearningaspirationsofteachinggamesforunderstandingandtacticalgames473.3Themainidea,criticalelementsandlearningaspirationsofcooperativelearning533.4Themainidea,criticalelementsandlearningaspirationsofteachingpersonalandsocialresponsibility583.5Themainidea,criticalelementsandlearningaspirationsofanactivistapproachtoworkingwithgirlsinphysicaleducation60PrefaceThelineageofthisbookcanbetracedbacktothesummerof2003.Itwasthefirsttimethatweworkedtogether.DavidwastheteacherandAshwasthestudent（inthetraditionalsenseatleast）onamastersdegreemoduleatLoughboroughUniversityentitledSchoolBasedEvaluation.AshsassignmentLeadership,CooperationandResponsibilityThroughSportEducationbecameafoundationstoneofhisworkinwhatwenowtermModels-basedPractice.Asdidhisrationaleforthestudy:

Iwanttochangeme,thewayIteach,andthewaymypupilslearn.Wewouldarguethatthatisatenuouslinktothisbook,buteveryoakneedsanacorn.Wehavegrownthatacornfornearlytwodecades-bothcollectivelybutmoreoftenseparately.Wehavestudiedandproblematisedandwrittenandproblematisedandpresentedandproblematised,andherewearestillwritingandproblematisingMbP.Weagreedonmuchanddisagreedonsome,andthisbookhasseenanarrowingofthatgap.Weareonthesamepage.Literallyinthiscase.Butwestillhaveafewsmallbonesofcontestation.Modelsasverbsnotnounsforexample.Still,weareunitedinourbeliefthatMbPisapotentialfutureforphysicaleducation.Weareonthesamepagewhenitcomestopedagogicalmodelsandtheirworthtophysicaleducation.Wearebothantimulti-activity,sporttechnique-basedteachingandprothemulti-modelcurriculum.Therefore,weinviteyoutostepintothisbookwithanopenmindandwithquestionsandconcerns.Wedosointhehopethatwecan,collectively,dobetterforthegenerationsofyoungpeoplewhocomeunderourcare.WewerecompletingthewritingofthisbookwhentheCovid-19pandemicsweptoverus,withacompletelockdownintheUKwhereweliveoccurringlateinMarch2020.Itmaysurprisesomereaders,giventheextenttowhichthepandemichasdominatedourdailylivesoverthepast（andentirelyunprecedented）threemonths,thatwemakenomentionofthevirusandthewaysitseemstohaveutterlychangedtheworld.WehaveresistedwritingtheconsequencesofthepandemicforeducationsystemsintoourPrefacex1thinkingaboutMbPinphysicaleducationnotbecausewedontacknowledgetheirprofundity,butbecausewebelievewhatweareadvocatingforMbPasanalternativeapproachtophysicaleducationisentirelyconsistentwiththeseconsequences.Weneednowmorethaneverformsofphysicaleducationthatarefair,inclusiveandequitable.Thisisimportantsincethepandemichasrevealedjusthowprevalentprecarity,inequalityandinjusticeareinsomanysocietiesaroundtheworld.Itisalsoimportantforschoolsystemsthatarepaidforthroughtaxesoncitizens.Thisrecurrentannualinvestmentofpublicmoneymustshowbenefits,educationallyandintermsofhealthandwell-being,forallchildren.Wehopethisbookcanmakeasmallcontributiontoaddressingtheseneeds.AshandDavid,June2020Taylor&FrancisTaylor&FrancisGrouphttp:

/1Whymodels-basedpractice?

ApositiveapproachAtypicalapproachtoansweringthequestionWhymodels-basedpractice?

andthusmakingacaseforanalternativetothedominantformofphysicaleducation,istopointouttheshortcomingsofthedominantform.Enright,Hill,Sandford,andGard（2014）havearguedthattodosoistoengageindeficitscholarship,which,theysuggest,isprevalentinphysicaleducation,particularlyamongsociallycriticalresearchers.Supportingthisconcern,McMillan（2017）arguesthattalkingdownphysicaleducationteachersisbothunfairandinaccuratesincethereisatendencyinsociallycriticalres