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Investigating Physical Education Teacher Use of Models Based Practice in Australian Secondary PE

Citation

Pill, S and Swabey, KJ and Penney, D, Investigating Physical Education Teacher Use of Models Based Practice in Australian Secondary PE, Revue phenEPS / PHEnex Journal, 9, (1) pp. 1-19. ISSN 1918-8927 (2017) [Refereed Article]


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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 based practice (MBP). A qualitative and interpretivist stance was taken to the interview data to examine the teachers’ familiarity with, and implementation of, MBP. Following individual analysis of each data set, the shaping of meaning occurred by comparative analysis across interviews 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 Details

Item Type:Refereed Article
Keywords:physical education teachers, models
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Physical Education and Development Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Swabey, KJ (Associate Professor Karen Swabey)
ID Code:122728
Year Published:2017
Deposited By:Office of Education
Deposited On:2017-11-23
Last Modified:2017-11-24
Downloads:0

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