Models-based Approach to Physical Education

This workshop explores a number of pedagogical models (e.g. Cooperative Learning, Sport Education, Teaching Games for Understanding,  and Health-Based PE) across four mini workshops before ending with a curriculum planning session that explores planning for a model-based approach to physical education using multiple models.

Key Details

This is a full day workshop.
15 November // 09:00 – 16:00
Cost: US$199 (excluding 4% registration fee)

Cooperative Learning is an approach to teaching that has moved from the classroom to the gymnasium and it offers our students the chance to learn with and from each other. In focusing on the achievements of the whole group the focus is shifted from individual attainment to group development and away from performance as the only outcome of physical education. This session will introduce this pedagogical approach by using games-making as a vehicle for learning about the five key elements of the model.

Building on the work of Daryl Sidentop this session explores the beginnings of Sport Education and suggests ways in which the model can be used. It is beyond the capacity of any session to demonstrate the whole model. Bu by exploring ‘a typical unit’ is begins to show how the physical education lesson can be tailored to support the development of enthusiastic, competent and literate sportspeople and not just performers.

Using the concept of “Fantasy Games” this session explores ways in which we can begin to embed tactical creativity and game awareness to young people by looking at the wider aspects of game play. Skills, when taught in isolation, lose the cooperative and competitive elements that lie at their heart.  By exploring ‘real life’ scenarios and challenging young people to think divergently we prepare them for the game rather than preparing them to provide a rehearsed response to a new situation. 

Drawing on our work (with Drs Paul Sammon and Mark Bowler and Prof Lorraine Cale)  I will present the prototype pedagogical model we have developed. This model places the idea of “valuing the physically active life” at its heart and seeks to develop movers who are habitual (i.e. lead active lives), motivated (i.e. have a positive, challenge-facing attitude), informed (i.e. can explain how and where to engage) and critical (i.e. evaluate and overcome barriers to physical activity).

This culminating session will show how teachers can plan for a models-based practice approach to their curriculum planning. Drawing on work done and understanding gained in the previous four sessions  teachers will explore ways of applying these principles and practices in their own schools. 

Dr Ashley Casey is a Senior Lecturer in Pedagogy and programme director for the Post Graduate Certificate in Education (Physical Education) at Loughborough University. He is a former secondary school physical education teacher whose PhD explored the implementation of a MbP approach to teaching physical education. His research focuses on MbP, teacher learning/research and new technologies. Ash in an Associate Editor of the peer-reviewed journal Physical Education and Sport Pedagogy (Routledge) and is the author, co-author or editor of four Routledge books and publishes regularly in leading education research journals and edited monographs. He is active on social media where he writes and blogs about MbP, teacher learning/research and new technologies.