Adopting a models-based approach to teaching physical education

Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.; Lund, J., and D. Tannehill. 2015. Standards-based Physical Education Curriculum Development. 3rd ed. Burlington, MA: Jones &; Bartlett.; Quay, J., and J. Peters. 2008. ‘Skills, Strategies, Sport, and Social Responsibility: Reconnecting Physical Education.’ Journal of Curriculum Studies 40 (5): 601–626.). Significantly none, to date, have empirically investigated broader notions of MBP that make use of a range of different pedagogical models in/through the PE curriculum (Kirk, D. 2013. ‘Educational Value and Models-based Practice in Physical Education.’ Educational Philosophy and Theory 45 (9): 973–986.).

Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP.

Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11–12 and 14–15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions.

Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing philosophies and practices. The results suggest that the consistent challenge that arose for the teacher towards the goal of adopting a MBP approach was the reduction of his overt involvement as a teacher. While the teacher bought into the philosophy of multimodel MBP he was continually frustrated at not progressing as quickly as he would like in changing his practice to match his philosophy.

Conclusions: Despite his best intentions, early attempts to use a multimodel MBP approach were limited by the teacher’s ability to re-conceptualise teaching. The teacher made ‘rookie mistakes’ and tried to transfer his normal classroom practice onto paper handouts while simultaneously inviting students to play a more central role in the classroom. In considering this journey, we can see an indication of the investment needed to implement a MBP approach. Pedagogical change in the form of MBP is a process that needs to be supported by a community of practice intent on improving learning across multiple domains in physical education.     

#SheBelieves: the use of Instagram to frame the US Women’s Soccer Team during #FIFAWWC

Abstract

The purpose of the study was to examine of the representation of women athletes during the 2015 FIFA Women’s World Cup. More specifically, we examined how individuals used various event-related hashtags (ie #SheBelieves and #FIFAWWC) on Instagram during the 2015 FIFA Women’s World Cup to frame identity, and challenge or reinforce gender stereotypes from the bottom-up. A content analysis of athlete photos containing #FIFAWWC (n = 706) and athlete photos containing #SheBelieves (n = 629) revealed that users primarily portrayed women athletes as athletically competent. Specifically, nearly 90% of Instagram posts containing either #FIFAWWC or #SheBelieves portrayed athletes in either athletic action or preparing for athletic action. These findings demonstrate that social media provide an opportunity to challenge gender stereotypes in women’s sports and thereby illustrate that social media users are willing to create their own frames around women athletes.     

Effects of different intensities of resistance training with equated volume load on muscle strength and hypertrophy

The present study investigated the effects of different intensities of resistance training (RT) on elbow flexion and leg press one-repetition maximum (1RM) and muscle cross-sectional area (CSA). Thirty men volunteered to participate in an RT programme, performed twice a week for 12 weeks. The study employed a within-subject design, in which one leg and arm trained at 20% 1RM (G20) and the contralateral limb was randomly assigned to one of the three conditions: 40% (G40); 60% (G60), and 80% 1RM (G80). The G20 started RT session with three sets to failure. After G20 training, the number of sets was adjusted for the other contralateral limb conditions with volume-matched. CSA and 1RM were assessed at pre, post-6 weeks, and post-12 weeks. There was time effect for CSA for the vastus lateralis (VL) (8.9%, 20.5%, 20.4%, and 19.5%) and elbow flexors (EF) (11.4%, 25.3%, 25.1%, and 25%) in G20, G40, G60, and G80, respectively (p?>?.05). G80 showed higher CSA than G20 for VL (19.5% vs. 8.9%) and EF (25% vs. 11.4%) at post-12 weeks (p?p?相似文献   

Resisting,Rejecting, and Redefining Normative Pathways to the Professoriate: Faculty of Color in Higher Education

The Faculty of Color Cohort 2014 (FOCC2014) consists of 20 scholars in faculty positions across the country. Here we use the theory of transformational resistance and data from our private Facebook group webpage as a way to understand the resistance enacted by the FOCC2014 as first-year faculty members. Through critical discourse analysis, we investigate how the FOCC2014 Facebook webpage is used to encourage members to actively resist, reject, and redefine what it means to be a faculty member in higher education. Findings provide empirical evidence of the utility of social media as a space for engagement and community for faculty of color across multiple campuses where the racial/ethnic diversity of faculty is limited.     

Adjusting claims as new evidence emerges: Do students incorporate new evidence into their scientific explanations?

Constructing explanations of complex phenomena is an important part of doing science and it is also an important component of learning science. Students need opportunities to make claims based on available evidence and then use science concepts to justify why evidence supports the claim. But what happens when new evidence emerges for the same phenomenon? The “claim” portion of the claim, evidence, and reasoning explanation framework is viewed as the most accessible to students. When new evidence suggests that students adjust their current thinking however, do students incorporate this new information and modify their claims? This research utilized a time series research design to explore how students modify their claim over four iterations of one explanation, termed an evolving explanation. As new data were collected and analyzed to provide additional evidence, students needed to evaluate their current claim to see if it took into account all available evidence. This research explores that process including the supports that the teacher provided and the challenges that students faced in developing one claim, over time. The findings indicate that many students face challenges adjusting their claims when new, conflicting evidence emerges, even with class discussion, teacher feedback, and written scaffolds. Several possible reasons exist to account for this challenge. Students may (1) ignore new evidence, (2) find “undoing” their initial idea too cognitively demanding, or (3) simply not have any similar experience from which to build. Providing students with experiences of writing evolving explanations reflects what scientists do, while simultaneously preparing students to become more scientifically proficient.     

The Living Your Life Programme

Sex education for students with severe learning difficulties has received relatively little emphasis in the past. Dr Ann Craft, Department of Mental Handicap, Nottingham University Medical School, describes a curriculum development project designed to extend the teaching materials previously available.