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