Models-Based Practice

A teacher-directed approach utilized with the educator instructing in a lecture or demonstration format and managing all learning³.

A learner-centred approach where learners take control of and manage their own learning at their own pace. Learners set their own goals to master the learning and the educator acts as a motivator and not the source of information⁴.

A learner-centred approach that supports the gradual release of responsibility from the educator to learners. Educators act as facilitators supporting strategies for working together through face-to-face interaction to complete tasks or challenges and reach group goals with the ultimate goal being “learners learning with, by, and for each other⁵.”

A learner-centred approach where the educator assumes the role of facilitator. Learners are arranged in teams and engage in a variety of roles such as coach, time keeper, official, player, etc. A combination of direct instruction, cooperative small-group work, and peer teaching, rather than total reliance on drill-oriented teaching is utilized⁶.

An approach that uses peers as co-teachers (of themselves and others) with the aim of providing learners with the ability to self-regulate and control their own learning and to becoming teachers of themselves⁷.

An approach where the learner is a problem solver and the educator is the facilitator of the learners’ thinking, problem solving, and discovery. The learners “think, then move”⁸.

A learner-centred approach in which the educator uses focused questioning to support deeper understandings of games. Learners are provided planned opportunities to participate in games to gain a deeper understandings of player decisions, strategies, and tactics⁹. Check out the TGfU Special Issue in the PHE Canada Journal!

*TGfU is one of many Game Centred Approaches (GCAs), such as Tactical Games and Game Sense.

An approach with the goal of helping learners develop themselves as people, learning to be responsible for the ways they conduct themselves and treat other people¹⁰. Learners work to reduce aggressive and disruptive behaviours; improve self-control, conflict resolution, empathy, and self-efficacy¹¹.

Models-based practice (MBP) is an innovative approach to the teaching and learning of physical education (PE) and other physical activity contexts (e.g., community recreation, coaching) for improved accommodation of learner needs across learning domains (e.g., affective, cognitive, psychomotor). The MBP approach is founded on the principle of placing learners’ needs at the centre of all pedagogical decisions.

1 Casey, A. (2014). Models-based practice: Great white hope or white elephant? Physical Education and Sport Pedagogy, 19(1), 18-34.

Jewett, A. E., Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education. Brown & Benchmark. Kirk, D. (2010). Physical education futures. London, England: Routledge.

Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973-986.

Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.

2Jewett, A. E., Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education. Brown & Benchmark.

Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.

3 Casey, A. (2017). Direct instruction is a model too. PEPRN. Retrieved from www.peprn.com/2017/9/direct-instruction-is-a-model-too.aspx

4 Prewitt, S. (2014). The Personalized System Of Instruction: Fidelity And Effect On Health-Related Fitness Knowledge And In-Class Physical Activity. The University of Utah.

5 Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.

https://www.researchgate.net/file.PostFileLoader.html?id=569795ad6225ffab428b4582&assetKey=AS%3A317774788 792320%401452774822197 320%401452774822197

7 http://www.meshguides.org/wp-content/uploads/2015/01/PE-2014.16.0-DAD_MESH_ TeachingApproachesSubmitted.pdf

8 https://www.researchgate.net/publication/233487323_Keeping_the _Purpose_in_Mind_The_Implementation_of_Instructional_ Models_in_Physical_Education_Settings

9 Baker, K., Casey, A., Muir, A. (2018). An Introduction to Models-Based Practice. Physical and Health Education Canada

10 TPSR Alliance (2018). TPSR Overview. Retrieved from http://www.tpsr-alliance.org/tpsr-overview

11 Pozo, P., Grao-Cruces, A., & Pérez-Ordás, R. (2016). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 1356336X16664749.