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What Do We Know about Pedagogical Models in Physical Education so Far? An Umbrella Review
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Javier Fernandez-Rio; Damián Iglesias – Physical Education and Sport Pedagogy, 2024
Background: Research on pedagogical models in physical education has exponentially increased over the last two decades [Casey, A., and D. Kirk. 2020. "Models-Based Practice in Physical Education." London: Routledge]. Moreover, several literature reviews on the effectiveness of the different pedagogical models have been conducted. Due to…
Descriptors: Physical Education, Teaching Methods, Teaching Models, Educational Research
Adopting a Models-Based Approach to Teaching Physical Education
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Casey, Ashley; MacPhail, Ann – Physical Education and Sport Pedagogy, 2018
Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have…
Descriptors: Physical Education, Teaching Methods, Teaching Models, Adoption (Ideas)
Providing Sufficient Opportunity to Learn: A Response to Grehaigne, Caty and Godbout
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Slade, Dennis G.; Webb, Louisa A.; Martin, Andrew J. – Physical Education and Sport Pedagogy, 2015
Background: Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of "Teaching Games for Understanding" (TGfU). This approach focuses on developing tactical understanding through modified games and a philosophy that places the learner rather than the…
Descriptors: Constructivism (Learning), Team Sports, Sport Psychology, Physical Education
Differentiation in Outcome-Focused Physical Education: Pedagogical Rhetoric and Reality
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Whipp, Peter; Taggart, Andrew; Jackson, Ben – Physical Education and Sport Pedagogy, 2014
Background: This study was grounded in the differentiated instructional model where teachers tailor content, process/support, and product in response to their students' levels of readiness and interest. The value of differentiated teaching is well established; however, the implementation of such a technique is difficult due to differences in…
Descriptors: Physical Education, Individualized Instruction, Physical Education Teachers, Teacher Attitudes
Teaching under the Influence: Feeding Games for Understanding into the Sport Education Development-Refinement Cycle
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Alexander, Ken; Penney, Dawn – Physical Education and Sport Pedagogy, 2005
In this contribution to the special issue on Teaching Games for Understanding (TGfU), we outline how the Sport Education curriculum model constitutes an organisational framework within which a TGfU pedagogy might productively be located and utilised. In addition, we describe our application of the development-refinement process to the progress of…
Descriptors: Physical Education, Educational Environment, Clinics, Teaching Models
Influence of a Hybrid Sport Education--Teaching Games for Understanding Unit on One Teacher and His Students
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Hastie, Peter A.; Curtner-Smith, Matthew D. – Physical Education and Sport Pedagogy, 2006
Background: Sport Education (SE) and Teaching Games for Understanding (TGfU) are two curriculum models that were developed to help students participate in fair and equitable ways and challenge their thinking beyond the replication of techniques and skills. Given that the general aim of both models is to employ more democratic pedagogies and…
Descriptors: Research Design, Physical Education, Middle Class, Tests