Models-Based PracticeDesigning a curriculum around learning outcomes

The Buckingham School

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Question 1: What is your ultimate aim for teaching PE?

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Question 2: What types of things do your students need and what should

your students’ learn and do?

1Present a problem

2Is there really a problem?

Present a different approach to PE through a Models-based practice

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4Example of a models-based approach

Ask you to consider how you might use a Models-Based Approach

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1Present a problem

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Quennerstedt, 2013

285 Clips 27 different countries

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Quennerstedt, 2013

What do you think was seen?

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Quennerstedt, 2013

Skills/drillsTeacher-centredDominant focus on physical performance

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Quennerstedt, 2013

One way of teaching physical education

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Warm Up, Skill and Game (Kirk, 2010)

Physical Education

Netball(6 lessons)

Hockey(6 lessons)

Football(6 lessons)

Swimming(6 lessons)

Gymnastics(6 lessons)

OAA(6 lessons)

Multi-activity approach

That is repeated year on year

Physical Education

Netball(6 lessons)

Hockey(6 lessons)

Football(6 lessons)

Swimming(6 lessons)

Gymnastics(6 lessons)

OAA(6 lessons)

Year 7

Physical Education

Netball(6 lessons)

Hockey(6 lessons)

Football(6 lessons)

Swimming(6 lessons)

Gymnastics(6 lessons)

OAA(6 lessons)

Year 8Year 8

Physical Education

Netball(6 lessons)

Hockey(6 lessons)

Football(6 lessons)

Swimming(6 lessons)

Gymnastics(6 lessons)

OAA(6 lessons)

Year 9Year 9

Physical Education

Netball(6 lessons)

Hockey(6 lessons)

Football(6 lessons)

Swimming(6 lessons)

Gymnastics(6 lessons)

OAA(6 lessons)

Year 10Year 10

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Question 3: How different is the way you teach to the way you were

taught?

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Question 4: Is there a problem? Can one approach cater for all students diverse

and individual learning needs?

2Is there really a problem?

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http://www.bbc.co.uk/news/education-30341904

The BIG PE Conversation

Armour & Mackopolou 2014

The common and shared purpose of PE is to provide learning experiences that will prepare young people to engage

with the physically active life

Goodyear et al., 2014

47.1% of people suggested that PE had not helped them become physically activeBIG PE CONVERSATION

47.1% of people suggested that PE had not helped them become physically activeBIG PE CONVERSATION

Most participants were between 18-25

Girls disengagement is repeatedly reported as a challenge or concern

– are we overcoming this?

Department for Health report concerns over health and argue that there is an urgent need

to increase the number of people being physically active

OECD (2015) report that urgent action is required in schools to address

physical inactivity and non-communicable diseases

DCMS (2015) called for new methods in schools to increase sport participation

and increase physical activity participation

We might question then, is the dominant focus on skills, drills, and

physical performance through a teacher-led approach is working?

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Could PE soon be up for…

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‘individuals and organizations

other than teachers and schools

position themselves to deliver PE

either within or beyond school

curricula’ (Macdonald, 2011, p.41).

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Question 5; Is there really a problem?

Present a different option for PE: A models-based approach

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To impact on the physically active life evidence suggests that we need to

promote a range of learning outcomes

Haerens et al., 2011; Kirk, 2013

PhysicalCompetent

movers – broad range of skills

in a broad range of activities

CognitiveCreative movers –

understand, develop, evaluate different ways of

moving

SocialSocial Movers -– ability to reflect,

discuss & talk about activity

AffectiveConfident, motivated

movers who value the physically active life

To meet all of these learning outcomes, we need a number of different forms of PE and to move beyond an activity focus to a focus on

learning

Haerens et al., 2011; Metzler, 2011; Jewett et al., 1995

Physical Education

Netball(6 lessons)

Hockey(6 lessons)

Football(6 lessons)

Swimming(6 lessons)

Gymnastics(6 lessons)

OAA(6 lessons)

Instead of the multi-activity approach

That is repeated year on year

A models-based approach organizes the curriculum around different learning

outcomes and different approaches to teaching

Metzler, 2011

A models based

approach

Health Based Physical

Education

Teaching Games for

Understanding

Adventure Education

Sport Education

Cooperative Learning

Direct Instruction

Tactical knowledge Analysis

Interpersonal skills, reflection, confidence

Sportsmanship, competition teamwork, officiating

Physical and mental development – physical activity for the life course

Example: Three different models

Sport Education: focusses on sportsmanship, friendly competition,

social aspects of sport

StudentsComplete seasons:

pre-season, competition season,

culminating event taking on different

roles

Cooperative Learning: the development of social skills and confidence alongside

developing movement competence

StudentsWork in small groups to

solve problems and help each other with

limited guidance from the teacher

Teaching Games for Understanding: developing students creativity and

tactical abilities

StudentsExperience tactics first and skills second. They

play in a serious of modified games with problems introduced

Thousands of studies since the 1990s report that models of PE meet the 4 learning

outcomes and can promote the physically active life in both primary and secondary PE

Casey & Goodyear 2015; Harvey & Jarrett, 2014; Hastie et al., 2011

4Example of a models-based approach

At the Buckingham School we have been using Cooperative Learning for 5 years: based on the improvements to students learning we chose to

adopt a models-based approach

We selected three models to use across, primarily, key stage 3: Sport Education,

Cooperative Learning & Teaching Games for Understanding

A models based

approach

Teaching Games for

Understanding

Sport Education

Cooperative Learning

Direct Instruction

Tactical knowledge Analysis

Interpersonal skills, reflection, confidence

Sportsmanship, competition teamwork, officiating

To help with planning as a department we identified units where each model would take

place and developed resources to share

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Christmas- Sept Jan-April April-July

Year 7 Cooperative Learning Year 8 Sport Education Year 9 Teaching Games for Understanding

Each Year Group had a focus

Year 7 Cooperative LearningActivity Recommended

method Resources compulsory CL

Swimming Pair-check- Perform Stroke coaching cards Y

Gymnastics Learning teams lesson by lesson resource cards. Y

Athletics STAD Event by event coaching and measurement cards Y

Racket sportsLearning teams, pair-check-

perform, Think-share -perform, numbered heads

Badminton shot cards N

Striking and fieldingLearning teams, pair-check-

perform, Think-share -perform, numbered heads

Lesson by lesson cricket resources N

Invasion gamesLearning teams, pair-check-

perform, Think-share -perform, numbered heads

N

Health related fitness Jigsaw, Learning teams Fitness test cards, Fitness booklets, circuit training cards Y

Year 8 Sports Education

Activity Compulsory SE CL option

Swimming N Pair-check- Perform

Gymnastics N Learning teams

Athletics Y

Racket sports N Learning teams, pair-check- perform, Think-share -perform, numbered heads

Striking and fielding Y

Invasion games Y

Health related fitness N Jigsaw, Learning teams

Year 9 TGFUActivity Compulsory TGFU CL option

Swimming N Pair-check- Perform

Gymnastics N Learning teams

Athletics N STAD

Racket sports Y

Striking and fielding Y

Invasion games Y

Health related fitness N Jigsaw, Learning teams

To develop the models-based approach we have worked together, discussed plans during meetings and held department CPD on models

Worked with Vicky

During CPD sessions and via social media to develop

our understanding of models and our use of them in

lessons

Significant increases to students’ physical, cognitive, social & affective

learning with heightened levels of engagement & enjoyment reported

100% of lessons graded as outstanding. OFSTED observed a Cooperative

Learning lesson and stated it was “Textbook Outstanding”

Ask you to consider how you might use a Models-Based Approach

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Question 6; Would you consider a models-based approach? If so what models would go where and why?

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Christmas- Sept Jan-April April-JulyYear X

Year X

Year X

Year X

What models would go where and why?

Models-Based Practice

Designing a curriculum around learning outcomes

The Buckingham School