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Abstract

This paper reports research undertaken with seven secondary (Year 7-12) physical education(PE) teachers from different metropolitan schools to investigate the use of models basedpractice (MBP). A qualitative and interpretivist stance was taken to the interview data toexamine the teachers’ familiarity with, and implementation of, MBP. Following individualanalysis of each data set, the shaping of meaning occurred by comparative analysis acrossinterviews and identification of common themes representative of the total data set. Analysis revealed that the teachers were aware of the Game Sense and Sport Education models; however, in only one school were the models featured in the planned and enacted curriculum. The historically familiar directive model based on multi-activity curriculum design and teacher directed demonstrate-explain-practice pedagogy remained the common and dominant MBP. The study found that MBP had seemingly not displaced the dominance of the multiactivity model of curriculum for the teachers and the schools in which they work.

Item Type:	Article
Authors/Creators:	Pill, SA and Swabey, K and Penney, D
Keywords:	physical education teachers, models
Journal or Publication Title:	Revue phénEPS / PHEnex Journal
Publisher:	Physical and Health Education Canada
ISSN:	1918-8927
Copyright Information:	Copyright 2017 The Authors. Licensed under Creative Commons Attribution-ShareAlike 2.5 Canada (CC BY-SA 2.5 CA) https://creativecommons.org/licenses/by-sa/2.5/ca/
Related URLs:	UTAS Profile: Swabey, K
Item Statistics:	View statistics for this item

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