Models-based Practice and the National Curriculum

 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 build 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 physical education (Kirk, 2010; Landi et al., 2016). This ultimately then goes against another one of the aims of the curriculum which is to encourage more students into leading lifelong healthy active lifestyles (Department for Education, 2013). Research on Models-based practice suggests that many teachers who have used these methods of teaching within their lessons have found that students learning was strengthened within and beyond the physical domain (Casey and Bjorke, 2024). It has also been reported that teachers noticed a significant improvement in student engagement and participation when using one of the pedagogical models to deliver their PE sessions (Nieves et al., 2021). Based upon this it is believed that teaching using Models-based practices should be added to the national curriculum as it is more likely to assist the aims of the curriculum due to there being enhanced levels of learning not just within physical domains but also cognitive domains (Casey and Bjorke, 2024; Dockerty and Pritchard, 2023). 

Watch this video from 34:22 to 36:22 to find more information about how researchers believe Models-based practice should be used within the national curriculum for physical education and school sport:

(The Know Show Podcast, 2021)


References:

CASEY, A. and LARS BJØRKE, 2024. Teachers’ experiences of enacting pedagogical models and models-based practice: a systematic mixed study review. Physical Education and Sport Pedagogy. pp. 1–17.

DEPARTMENT FOR EDUCATION, 2013. Physical Education Programmes of study: Key Stages 3 and 4 [online]. Available from: https://assets.publishing.service.gov.uk/media/5a7c74e2e5274a5255bcec5f/SECONDARY_national_curriculum_-_Physical_education.pdf. [Accessed 6 Jan 2025].

DOCKERTY, F. and PRITCHARD, R., 2023. Reconsidering models-based practice in primary physical education. Education 3-13. 3 (13), pp. 1–12.

HELLISON, D.R., 2011. Teaching personal and social responsibility through physical activity. Champaign, Ill. [U.A.] Human Kinetics.

KIRK, D., 2010. Physical education futures. London ; New York: Routledge.

LANDI, D., FITZPATRICK, K., and MCGLASHAN, H., 2016. Models Based Practices in Physical Education: A Sociocritical Reflection. Journal of Teaching in Physical Education. 35 (4), pp. 400–411.

NIEVES, A.M., ESTRADA OLIVER, L., and VARGAS, A., 2021. Preservice Physical Education Teachers’ Experiences Implementing the Teaching Personal and Social Responsibility Model. The Physical Educator. 78 (2).

THE KNOW SHOW PODCAST, 2021. Models-based Practice, Physical Education and Sport Pedagogy - Dr. Ash Casey. www.youtube.com [online]. Available from: https://www.youtube.com/watch?v=fIdP8I1aprQ [Accessed 6 Jan 2025].

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