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Introduction and research question: Current researchemphasizes the potential of single pedagogical models to guidestudents learning in physical education (PE). However, the impactof a holistic, multi-model approach to Models-based Practice(MbP) remains largely unexplored – particularly how studentsexperience and make sense of their learning over time. This studyaddresses that gap by exploring the research question: ‘How dostudents’ experience PE throughout their three-year lowersecondary schooling when their teacher uses MbP as the guidingteaching framework?’Theoretical framework: To interpret students’ learningexperiences within a multi-model MbP approach, the studyemployed Bildung theory [Klafki, Wolfgang. [1985] 2001.Dannelsesteori og didaktik: Nye Studier. Translated byB. Christensen. Klim] and a recently proposed Bildung frameworkfor PE [Aggerholm, K., and M. Hordvik. 2024. “A BildungTheoretical Framework for Models-based Practice in PhysicalEducation.” Physical Education and Sport Pedagogy : 1–23.https://doi.org/10.1080/17408989.2024.2446787]. This theoreticallens emphasizes holistic development across physical, cognitive,ethical, and social dimensions. Central to this perspective is thenotion of versatile learning aspirations, where students engagewith open-ended tasks, learn across diverse domains, and formmeaningful connections with educational content.Methods: This longitudinal study followed 24 students from asingle lower-secondary class over three years. The teacherorganized PE around five pedagogical models: Teaching Personaland Social Responsibility, Teaching Games Approach, SportEducation, Fitness and Wellness Education, and OutdoorEducation, each revisited multiple times across a total of 16 units.Data were generated through seven rounds of focus groupinterviews with four student groups, totaling 28 interviewsconducted throughout their lower secondary schooling. A general inductive approach [Thomas, David. 2006. “A General InductiveApproach for Analyzing Qualitative Evaluation Data.” AmericanJournal of Evaluation 27:237–246. https://doi.org/10.1177/1098214005283748] was used to co-construct themes reflectingstudents’ learning experiences across model units.Results: Results indicate that students perceived their teacher aspromoting a holistic and learning-oriented PE environment,emphasizing diverse learning outcomes and fostering levels ofaccountability for both individual and collective learning. Thisrepresents a shift from a skill- and teacher-centered PE experiencetowards a holistic, learner-centered approach spanning physical,cognitive, social and creative domains. Students developedautonomy, trust, and a sense of accountability through apedagogical approach that prioritized decision-making, peernegotiation, and minimal teacher intervention. Two key themeswere co-constructed and explored: ‘A holistic learning-aspiredapproach necessitated student accountability’ and ‘Continuity inlearning experiences across various domains’.Discussion and Conclusion: While prior research has illustrated thepotential of individual models, this study demonstrates that sustainedengagement with a range of pedagogical models can cultivate acontinuous, holistic, and meaningful learning experience. Throughthe lens of Bildung theory, the results suggests that PE guided by asustained MbP approach can foster environments where self-determination, co-determination, and solidarity naturally emerge –contributing to personal formation and democratic education (Klafki[1985] 2001). Moreover, these versatile, aligned, and accountablelearning experiences promote development within interconnectedlearning bodies – moving, thinking, social, emotional, and cultural[Quennerstedt, Mikael, Dillon Landi, and Ashley Casey. 2024. “Busier,Happier, and Good(er) – 40 Years on from ‘Busy, Happy, and Good’ asSuccess in Teaching Physical Education.” Quest: 1–21. https://doi.org/10.1080/00336297.2024.2393624]. Students’ engagement with valuessuch as fairness, inclusion, cooperation, and critical thinking suggeststhat MbP can provide fertile ground for cultivating ethical and civicawareness. These experiences reflect the potential of a multi-modelMbP approach to support versatile learning aspirations, as studentsnavigate open-ended, meaningful tasks across cognitive, physical,and moral domains – enhancing both individual growth andcollective understanding.
