Purpose: Models-Based Practice (MBP) has been suggested as one possible physical education future. However, there are few examples that consider the challenges faced implementing MBP. The purpose of this research is to develop and articulate principles of practice for implementing MBP in physical education teacher education. Method: Self-Study of…

Utilizing elements of organizational socialization and teacher appraisals, emotions, and labor, the purpose of this study was to explore the ways in which one teacher navigated the process of incorporating the Teaching Personal and Social Responsibility model. A qualitative case study approach was applied with one teacher participant, Caroline.…

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

The purpose of this study was to examine the influence of a professional development (PD) program on teachers' implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data…

This paper provides a commentary on research on models-based practice within physical education and presents a tutorial that aims to guide the reporting of future research using pedagogical models. Three key elements are presented that could be considered as essential for inclusion in any methods section in order for readers to gain an accurate…

This single case study (Yin, 2009) compares an established urban physical education/ sport/physical activity program with two models: Comprehensive School Physical Activity Program/CSPAP (AAHPERD, 2013; CDC, 2013); and Lawson's propositions (2005) for sport, exercise and physical education for empowerment and community development to determine…

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE)programs, and (c) a working relationship between the two. Using Cuban's (1992)…

This study examined a six-month implementation of the Responsibility Model in a New Zealand secondary school. Data were collected through interviews, observations and student self-assessments. The implementation was found to be successful in developing positive, supportive and well-behaved classes in physical education. The majority of students…

There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…