Benefits and Drawbacks of using Models-based Practice

Benefits: 

Teaching using Models-based Practice has multiple benefits such as creating a better educational experience for the students to enjoy (Casey and Kirk, 2020). Teaching this with more individual student-centred approaches will build better foundations for lifelong healthy living (Ennis 2014; Casey and Kirk, 2020). A further benefit of this approach is that it is more inclusive to all students than the classic approach which it has been documented that mainly white, able-bodied, high socio-economic background students excel (Standal, 2015; Casey and Kirk, 2020). Teaching using models-based practice takes into consideration different bodies, and physical ability levels to be able to provide a higher standard of physical education than what is currently being taught in schools (Standal, 2015, McGlashan and Fitzpatrick, 2017). Finally, models-based practice will allow for more competency in sports as the students will be able to move at their own pace and not have limited time spent on each activity (Casey and Kirk, 2020). 

For more information on the benefits of using Models-based Practice check out this video between 2:19 and 4:01.

(Goodyear, 2015)
Drawbacks:

Some drawbacks of models-based practice are that to start implementing it, it is going to take time, effort and mistakes and teachers are seeming to be unwilling to take these risks and therefore it is not present in school and educational environments (Casey, 2014). Another drawback of teaching Models-based practice are that many teachers do not understand how to implement it as they are used to using the traditional technique-based method (Fletcher and Casey, 2014). A further drawback would be that Teachers will feel anxious about starting to use models-based practices as they have not got the knowledge of past experiences of teaching to fall back on and this is why there is not as much perseverance with implementing Models-based Practice (Fletcher and Casey, 2014).  

For more information of the challenges faced when using Models-based Practice for teaching physical education head over to

https://www.researchgate.net/publication/264406323_The_Challenges_of_Models-Based_Practice_in_Physical_Education_Teacher_Education_A_Collaborative_Self-Study. (Fletcher and Casey, 2014).

References:

CASEY, A., 2014. Models-based practice: great white hope or white elephant? Physical Education and Sport Pedagogy. 19 (1), pp. 18–34.

CASEY, A. and KIRK, D., 2020. Models-based Practice in Physical Education. Routledge.

ENNIS, C.D., 2014. What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education. Kinesiology Review. 3 (1), pp. 63–70.

FLETCHER, T. and CASEY, A., 2014. The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study. Journal of Teaching in Physical Education. 33 (3), pp. 403–421.

GOODYEAR, V., 2015. VLOG 11: A models-based approach. www.youtube.com [online]. Available from: https://www.youtube.com/watch?v=f-6xe-q4gyE.

MCGLASHAN, H. and FITZPATRICK, K., 2017. LGBTQ youth activism and school: challenging sexuality and gender norms. Health Education. 117 (5), pp. 485–497.

STANDAL, O., 2015. Phenomenology and pedagogy in physical education.: Routledge.


 


 

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