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Models-based Practice and the National Curriculum

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  Should Models-based practice be in the National Curriculum of Physical Education: In the national curriculum for physical education, it is stated that the purpose of the study of physical education is to b uild character and help to build on fundamental values such as respect, fairness and responsibility (Department for education , 2013). This is linked to Models-based practice as many of the pedagogical models develop the students in more than just physical ways and focus upon developing them as individuals , for example the teaching personal and social responsibility model focuses on teaching respect, fairness and responsibility through the use of different levels of responsibility ( Hellison , 2011). However, the curriculum also focuses a lot on improving the students as competitors and evaluating their sport techniques instead of evaluating their development overall as individuals , this can then create a lack of engagement, enjoyment and participation in sport and phy...
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My experience of using the Teaching personal and social responsibility (TPSR) model

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My first experience of using the Teaching Personal and Social Responsibility (TPSR) model: My first experience of the teaching personal and social responsibility model came when my lecturer took us through a practical lesson following th e structure of TPS R , with us starting on the first level (respect for the rights and feelings of others ) progressing up to the final level (transfer for outside of PE) ( Hellison , 201 1; Metzler, 2017 ). However, this seems to be uncommon fo r preservice teachers to experience a practical example of the TPSR model as many lack knowledge, e xperience and understanding of the model (Martinek and Lee, 2012; Stran et al., 2012; Nieves et al., 2021 ). After this practical example, we then went into a lecture where I learnt about the basic struc ture and components that underpin the TPSR model, which is similar to most preservice teachers as research shows that everyone goes through basic training in th e model before being required to deliver lessons...
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My experience of using the Teaching Games for Understanding (TGfU) model

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My first experience of Teaching Games for Understanding (TGfU):   My experience of using Teaching Games for understanding started off with some basic training in the model such as learning about the pedagog ical theory behind it and the basic principles and structure of the model, research literature shows that this is the first step that teachers g o through in the hope of them then being able to deliver the model correctly (Wang and Wang , 2018). We then went onto experience a lesson from the student's perspective as our lecturer planned a practical that follows the model which helped to me to start to understand how the model would look in real life. The literature tells us that many preservice teachers find it helpful to see their peers/teachers teach the model before they teach it which links to my experience with TGfU (Parkes and Hemphill, 2023; Joyce et al., 2014; Chatoupis , 2 017). Our lecturer planned the lesson on an invasion game in order to help us to feel mor...
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