Purpose
The purpose of this research is to explore the teaching and learning processes within a multi-model approach to Models-based Practice (MbP) over a three-year period in physical education. The research is guided by the following questions: (i) How does a teacher’s practice and experience develop over a three-year period when using MbP as the organizing center for physical education teaching? (ii) How do students' learning experiences evolve over a three-year period when their teacher uses a multi-model approach to MbP?
Project Description
Background
MbP is a pedagogical approach to physical education where programming is organized around diverse pedagogical models that support the creation of wide-ranging student-centered experiences that facilitate deep learning across a range of domains (physical, lifestyle, affective, social, and cognitive)1. In this way, MbP also serves as a vision to inspire teachers in physical education to shift their focus away from organization around content and activities, and toward consideration of the interconnection between curriculum, teaching, learning, and assessment2.
While this conceptualization of MbP (and physical education) entails the use of multiple pedagogical models, examples of its use are limited. Instead, the study of models in the literature has predominantly taken the form of a single-model approach3, and/or hybrid approaches where two models are blended (e.g. blending Sport Education with Teaching Personal and Social Responsibility)4. Thus, despite a large body of literature advocating for the use of multiple models in the form of MbP, there are relatively few examples that consider teachers’5, pre-service teachers’6, or teacher educators’7 experiences of teaching-learning using multiple models. Importantly, to our knowledge, there are currently no studies focusing specifically on students learning experiences of a multi model approach to MbP.
See references
1 Baker, 2016; Casey and Kirk, 2021
2 Casey and Kirk, 2021
3 see Casey, 2014; Fernandez-Rio and Iglesias, 2024
4 see Gonzalez-Villora et al., 2019
5 Casey and MacPhail, 2018; Malinowski et al., 2023
6 Baker, 2022; Baker and Fletcher, 2017; Gurvitch et al., 2008; Harvey et al., 2018
7 Baker, 2021; Fletcher and Casey, 2014; Hordvik et al., 2021
Methods
Participants and setting:
This research is conducted at a secondary school located in the southeastern region of Norway, catering to students aged 12 to 16 years old. The participants in is one physical education tecaher and 24 students from the same lower-secondary class. Over their three-year lower-secondary education, the physical education teacher utilized MbP as the organizing center for planning and teaching. The students attended physical education classes twice a week. Over the span of the three-year lower-secondary education, the teacher organized the classes around five different pedagogical models: Teaching Personal and Social Responsibility, Tactical games approach, Sport Education, Fitness and wellbeing, and Outdoor Education. Each model was revisited multiple times, culminating in a total of 16 units, with each unit ranging from 6 to 22 lessons.
Data generation:
Multiple qualitative methods is used throughout this three years research:
- A total of 28 focus group interviews with four groups of students. Each group consist of five to six students, all of whom will be interviewed seven times.
- Teacher reflective log. The teacher reflects upon his practice and experience after lessons.
- Teacher critical friend conversations with his critical friend.
- Artifacts such as whole year and unit plans for each model.
Results
The results of this research will be disseminated in high ranked international physical education journals. Additionally, the project results will be shared at both national and international conferences throughout the project duration.
