Models-based Practice in Physical Education_9780429319259.pdf

1、MODELS-BASED PRACTICE IN PHYSICAL EDUCATION Ashley Casey and David Kirk Models-based Practice in Physical Education 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 physica

2、l 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

3、 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

4、 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 crea

5、ted 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 preservice an

6、d 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.Ashley Casey is Senior Lecturer in Pedagogy at Loughborough University,UK and Series Edi

7、tor of the Routledge Focus on Sport Pedagogy.David Kirk is Professor of Education at the University of Strathclyde,UK,Honorary Professor of Human Movement Studies at the University of Queensland,Australia and Series Editor of the Routledge Studies in Physical Education and Youth Sport.Routledge Stud

8、ies in Physical Education and Youth Sport Series Editor:David Kirk University of Strathclyde,UK The Routledge Studies in Physical Education and Youth Sport series is a forum for the discussion of the latest and most important ideas and issues in physical education,sport,and active leisure for young

9、people across school,club and recreational settings.The series presents the work of the best wellestablished and emerging scholars from around the world,offering a truly international perspective on policy and practice.It aims to enhance our understanding of key challenges,to inform academic debate,

10、and to have a high impact on both policy and practice,and is thus an essential resource for all serious students of physical education and youth sport.Also available in this series Young People,Social Media and Health Victoria A.Goodyear and Kathleen M.Armour Physical Literacy across the World Marga

11、ret Whitehead Precarity,Critical Pedagogy and Physical Education David Kirk School Physical Education and Teacher Education Collaborative Redesign for the 21st Century Edited by Ann MacPhail and Hal A.Lawson Models-based Practice in Physical Education Ashley Casey and David Kirk Models-based Practic

12、e in Physical Education Ashley Casey and David Kirk l Routledge!Taylor&Francis Group LONDON AND NEW YORK First published 2021 by Routledge 2 Park Square,Milton Park,Abingdon,Oxon OX14 4RN and by Routledge 52 VanderbiltAvenue,New York,NY 10017 Routledge is an imprint of the Taylor&Francis Group,an in

13、forma business 2021 Ashley Casey and David Kirk The rights of Ashley Casey and David Kirk to be identified as the authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright,Designs and Patents Act 1988.All rights reserved.No part of this book may be reprint

14、ed or reproduced or utilised in any form or by any electronic,mechanical,or other means,now known or hereafter invented,including photocopying and recording,or in any information storage or retrieval system,without permission in writing from the publishers.Trademark notice:Product or corporate names

15、 may be trademarks or registered trademarks,and are used only for identification and explanation without intent to infringe.British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A cata

16、log record for this book has been requested ISBN:978-0-367-33332-4(hbk)ISBN:978-0-429-31925-9(ebk)Typeset in Times New Roman by Apex Co Vantage,LLC Ash and David:To all the pupils,teachers and researchers who experienced,adopted,researched and refined pedagogical models.You envisioned and enacted a

17、new future for physical education,and we are grateful to you all for that.Ash:I normally dedicate my books to Sarah,Thomas and Maddie,but not this time.To Maddie,Thomas and Sarah Because Maddie is tired of being named last just because shes the youngest.And to Mum,who hopes one day Ill learn to spel

18、l words(tautology)but knows I probably wont.Taylor&Francis Taylor&Francis Group http:/ Contents List of figures Vlll List of tables IX Preface X 1 Why models-based practice?1 2 What is models-based practice?16 3 The practice architectures of pedagogical models 37 4 A meso practice architectures pers

19、pective of four pedagogical models 66 5 The implementation and reconfiguration of pedagogical models at the micro level:from articulation to actualisation 79 6 Reorganising physical education through pedagogical models:the possibility of MbP 97 7 What conditions need to be in place for models-based

20、practice to become a reality in physical education?111 Index 128 Figures 2.1 The process of model development(Jewett&Bain,1995)Processes of reconsideration added by Casey(2016,p.59)29 Tables 3.1 The main idea,critical elements and learning aspirations of sport education 43 3.2 The main idea,critical

21、 elements and learning aspirations of teaching games for understanding and tactical games 4 7 3.3 The main idea,critical elements and learning aspirations of cooperative learning 53 3.4 The main idea,critical elements and learning aspirations of teaching personal and social responsibility 58 3.5 The

22、 main idea,critical elements and learning aspirations of an activist approach to working with girls in physical education 60 Preface The lineage of this book can be traced back to the summer of 2003.It was the first time that we worked together.David was the teacher and Ash was the student(in the tr

23、aditional sense at least)on a masters degree module at Loughborough University entitled School Based Evaluation.Ashs assignment Leadership,Cooperation and Responsibility Through Sport Education became a foundation stone of his work in what we now term Models-based Practice.As did his rationale for t

24、he study:I want to change me,the way I teach,and the way my pupils learn.We would argue that that is a tenuous link to this book,but every oak needs an acorn.We have grown that acorn for nearly two decades-both collectively but more often separately.We have studied and problematised and written and

25、problematised and presented and problematised,and here we are still writing and problematising MbP.We agreed on much and disagreed on some,and this book has seen a narrowing of that gap.We are on the same page.Literally in this case.But we still have a few small bones of contestation.Models as verbs

26、 not nouns for example.Still,we are united in our belief that MbP is a potential future for physical education.We are on the same page when it comes to pedagogical models and their worth to physical education.We are both anti multi-activity,sport technique-based teaching and pro the multi-model curr

27、iculum.Therefore,we invite you to step into this book with an open mind and with questions and concerns.We do so in the hope that we can,collectively,do better for the generations of young people who come under our care.We were completing the writing of this book when the Covid-19 pandemic swept ove

28、r us,with a complete lockdown in the UK where we live occurring late in March 2020.It may surprise some readers,given the extent to which the pandemic has dominated our daily lives over the past(and entirely unprecedented)three months,that we make no mention of the virus and the ways it seems to hav

29、e utterly changed the world.We have resisted writing the consequences of the pandemic for education systems into our Preface x1 thinking about MbP in physical education not because we dont acknowledge their profundity,but because we believe what we are advocating for MbP as an alternative approach t

30、o physical education is entirely consistent with these consequences.We need now more than ever forms of physical education that are fair,inclusive and equitable.This is important since the pandemic has revealed just how prevalent precarity,inequality and injustice are in so many societies around the

31、 world.It is also important for school systems that are paid for through taxes on citizens.This recurrent annual investment of public money must show benefits,educationally and in terms of health and well-being,for all children.We hope this book can make a small contribution to addressing these need

32、s.Ash and David,June 2020 Taylor&Francis Taylor&Francis Group http:/ 1 Why models-based practice?A positive approach A typical approach to answering the question Why models-based practice?,and thus making a case for an alternative to the dominant form of physical education,is to point out the shortc

33、omings of the dominant form.Enright,Hill,Sandford,and Gard(2014)have argued that to do so is to engage in deficit scholarship,which,they suggest,is prevalent in physical education,particularly among socially critical researchers.Supporting this concern,McMillan(2017)argues that talking down physical education teachers is both unfair and inaccurate since there is a tendency in socially critical res