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Sport Pedagogy, the key aspects to model based practice include:…
Sport Pedagogy
Teaching Games for Understanding
strengths is that you are teaching games for the understanding of the participants
builds transferable skills
promotes learner centered teaching
enhances communication skills
hard for teachers to implement
classroom management challenges
time consuming
uneven participation
assessment difficulties
focuses on learning through modified, game based play. emphasises tactics and decision-making, before tactical skills.
The Teaching Games for Understanding (TGfU) approach was developed from the work of Thorpe and Bunker
uses questions to guide students thinking and understanding.
promotes deeper tactical understanding, not just technical skill.
Increases student engagement through game-based learning.
Encourages decision-making, teamwork, and problem-solving.
Supports diverse learners through modified, inclusive games.
Aligns well with Sport Education roles, boosting responsibility and ownership.
In the early 1980s, TGfU was developed to help players learn game tactics and strategies alongside technical skills.
Ashley Casey, Ann MacPhail, Håkan Larsson & Mikael Quennerstedt (2021)
Between hope and happening: Problematizing the M and the P in models-based practice,
Physical Education and Sport Pedagogy, 26:2, 111-122, DOI: 10.1080/17408989.2020.1789576
Sport Education
Daryl Siedentop, developed in the 1980s
Established roles to participants to give an alternative view and enhance learning
has seasons like pre season competitive season and end of season
affiliation so participants have a sense of belonging
formal competition
festivity so that theres a social element during sports
learners perform other roles such as coach or referee.
Limitations - Participants must have a certain level of maturity - May take long to plan and delegate roles -
Fernandez-Rio, J., & Casey, A. (2021). Sport education as a cooperative learning endeavour. Physical Education and Sport Pedagogy, 26(4), 375–387.
https://doi.org/10.1080/17408989.2020.1810220
Suggests cooperative learning comes from sport education.
Hastie, P. A., de Ojeda, D. M., & Luquin, A. C. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103–132.
https://doi.org/10.1080/17408989.2010.535202
Sport Education is very common within diverse settings and continues to progress.
TPSR
the stages are
Don Hellison 1970
the key aspects to model based practice include: curriculum, learning, assessment and teaching.
Casey, A. and Kirk, D. (2020) Models-based practice in physical education. Routledge.
it was introduced to improve the way students were taught away from traditional approaches and coach centred lessons. looks at making lessons more student centred.
the MBP aspects looks to move away from the multi- activity models currently in use as they are not inclusive for a;;, have short lessons and is straight pedagogy that has a limited band of expectations
Casey, A. and Bjorke, L. (2024) 'Teacher's experiences of enacting pedagogical models and models-based practice: a systematic mixed study review', Physical Education and Sport Pedagogy, 1-17. DOI:
https://doi.org/10.1080/17408989.2024.2415325
Casey, A (2016) Models-based practice. In Routledge handbook of physical education pedagogies (pp. 54-67). Routledge.
MBP
MBP is the general term and therefore does not specifically have an author, however researchers Casey, kirk and Metzler all discuss this approach in research.
Requires concentration, organization and support
Model- Based practice is not inclusive or fair (Casey and Kirk, 2020)
Used globally, no matter the curriculum.
Moves teachers away from their position as provider of knowledge
Lack of support
Limiting the range of learning outcomes to benefit teaching
Kirk, D. (2013) 'Educational value and models-based practice in physical education.' Educational Philosophy and Theory, 45(9), pp.973-986.
Straight Pedagogy (One size fits all approach)
Short units so cant go into much detail.
aim is to allow students to learn more effectively
social development
•Level 0: Egocentric, lack of self-control, non-team player
•Level 1: Respecting the Rights & Feelings of Others Self-control and peaceful conflict solving
•Level 2: Effort and Cooperation: Getting along, being self– starter, trying new tasks
•Level 3: Self-Direction: Being on-task, setting and sticking to personal goals and resisting peer pressure
•Level 4: Helping Others and Leadership: Showing caring, sensitivity and concern for others in the class
•Level 5: Taking TPSR Outside the Gym: Integrating TPSR values into other areas of life—being role models
levels of TPSR
TPSR was initially developed to use physical activities to encourage meaningful transferable life skills for children in underserved communities and prepare them to become responsible citizens (Hellison, 2011
strengths:
3 Sources
1
Positive Outcomes: Research indicates that TPSR can lead to increased personal and social responsibility, prosocial behavior, and self-efficacy in youth soccer players.
1
Adaptability: TPSR can be adapted to various contexts, including preschool settings, to foster social and emotional learning and enhance school readiness.
1
Empowerment: The model encourages students to take ownership of their behavior and make positive choices, contributing to their overall well-being.
1
Holistic Approach: TPSR emphasizes the personal and social growth of students, going beyond physical skills to develop character and responsibility.
Weaknesses:
Educators should carefully consider these strengths and weaknesses when implementing TPSR in the UK, ensuring that it aligns with the educational goals and needs of their students
1
Context-Specific: The model's effectiveness may vary depending on the context and the specific educational environment.
1
Adaptation Challenges: Implementing TPSR in different settings may require specific adaptations to ensure it meets the needs of diverse populations.
1
Limited Research: There is a need for more research to fully understand the effectiveness of TPSR in the UK context, especially in preschool settings.
life-long well being
Aiming to develop personal growth, social responsibility and positive character development through PE/sport. Through the ‘transfers of learning’ (Hellison, 2003, 2011).
personal development