Purpose
Practising is a pedagogical phenomenon in which student involvement in the process of improving practical knowledge through active and transformative repetition is essential (Aggerholm & Standal 2021). Over time, a pedagogical model for practising in physical education (“the practising model”) has been developed and investigated. The purpose of this project is to further develop the practising model for physical education teacher education (PETE). More specifically, we investigate what kinds of adjustments to the model are required for it to be relevant for PETE, and how an emphasis on practising can contribute to transforming and developing this teacher education.
Project description
The practising model (Aggerholm et al. 2017; Barker et al. 2017) has been explored in physical education both in Norway (Askildsen et al. 2024; Askildsen & Aggerholm 2023; Askildsen & Løndal 2023) and internationally (Fjellner et al. 2024). These contributions document the experiences of students and teachers and show how practising as a pedagogical phenomenon can be a valuable and purposeful teaching strategy in physical education.
For example, the practising model enables teachers to teach in ways that are less teacher-directed while still giving students trust and responsibility (Askildsen et al. 2024). Practising as a pedagogical phenomenon emerges through relational, bodily, and emotional aspects that together support students in discovering new ways of experiencing meaning in movement (Askildsen & Aggerholm 2023).
There is little or no research on how the practising model can be used in the education of future physical education teachers. Given the positive effects the model appears to have, and the emphasis placed on practisingin the current curriculum, there are compelling reasons to investigate practice in teacher education.
References
Aggerholm, K., O. Standal, D. M. Barker, and H. Larsson. 2017. «On practising in physical education: outline for a pedagogical model». Physical Education and Sport Pedagogy 23 (2): 197–208. https://doi.org/10.1080/17408989.2017.1372408.
Aggerholm, K., and Ø F. Standal. 2021. .
Askildsen, Carl-Emil Marstrander, and Kenneth Aggerholm. 2023. «Practising in Physical Education: A Phenomenologically Grounded Study of Student Experiences». Sport, Education and Society, October 6, 1–15. https://doi.org/10.1080/13573322.2023.2265384.
Askildsen, Carl-Emil Marstrander, Kenneth Aggerholm, and Knut Løndal. 2024. «Discontinuity, risk, patience, and appeal: existential aspects of practising in physical education». Physical Education and Sport Pedagogy 0 (0): 1–15. https://doi.org/10.1080/17408989.2024.2368045.
Askildsen, Carl-Emil Marstrander, and Knut Løndal. 2023. «Practising in Physical Education: A Study of a Teacher’s Experiences and Role Enactment». European Physical Education Review, June 29, 1356336X231183789. https://doi.org/10.1177/1356336X231183789.
Barker, D. M., K. Aggerholm, O. Standal, and H. Larsson. 2017. «Developing the practising model in physical education: an expository outline focusing on movement capability». Physical Education & Sport Pedagogy 23 (2): 209–21. https://doi.org/10.1080/17408989.2017.1371685.
Fjellner, Robin Lindgren, Håkan Larsson, and Dean Barker. 2024. «Exploring the Enacted Content of the Practising Model: A Bildung Theoretical Perspective». European Physical Education Review, December 4, 1356336X241298629. https://doi.org/10.1177/1356336X241298629.
Vidal, René Victor Valqui. 2006. «The future workshop: Democratic problem solving». https://api.semanticscholar.org/CorpusID:55863020.
Results
The project will lead to improved teaching practices related to practising in physical education teacher education. In addition, the empirical material collected through the action research will be published in Norwegian and international journals.
