This presentation is part of the Outstanding Physical Education MOOC. More information can be found here https://www.futurelearn.com/courses/outstanding-physical-education

1. Models-Based Practice
Designing a curriculum around learning outcomes
The Buckingham School

2. 2
Question 1: What is your ultimate
aim for teaching PE?

3. 3
Question 2: What types of things do
your students need and what should
your students’ learn and do?

4. 1
Present a problem

5. 2
Is there really a problem?

6. Present a different approach to PE
through a Models-based practice
3

7. 4
Example of a models-based approach

8. Ask you to consider how you might
use a Models-Based Approach
5

9. 1
Present a problem

10. 10
Quennerstedt, 2013
285 Clips
27 different countries

11. 11
Quennerstedt, 2013
What do you think was
seen?

12. 12
Quennerstedt, 2013
Skills/drills
Teacher-centred
Dominant focus on
physical performance

13. 13
Quennerstedt, 2013
One way of teaching
physical education

14. 14
Warm Up, Skill and
Game (Kirk, 2010)

15. 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

16. Physical
Education
Netball
(6 lessons)
Hockey
(6 lessons)
Football
(6 lessons)
Swimming
(6 lessons)
Gymnastics
(6 lessons)
OAA
(6 lessons)
Year 7

17. Physical
Education
Netball
(6 lessons)
Hockey
(6 lessons)
Football
(6 lessons)
Swimming
(6 lessons)
Gymnastics
(6 lessons)
OAA
(6 lessons)
Year 8Year 8

18. Physical
Education
Netball
(6 lessons)
Hockey
(6 lessons)
Football
(6 lessons)
Swimming
(6 lessons)
Gymnastics
(6 lessons)
OAA
(6 lessons)
Year 9Year 9

19. Physical
Education
Netball
(6 lessons)
Hockey
(6 lessons)
Football
(6 lessons)
Swimming
(6 lessons)
Gymnastics
(6 lessons)
OAA
(6 lessons)
Year 10Year 10

20. 20
Question 3: How different is the way
you teach to the way you were
taught?

21. 21
Question 4: Is there a problem? Can one
approach cater for all students diverse
and individual learning needs?

22. 2
Is there really a problem?

23. 23
http://www.bbc.co.uk/news/education-30341904
The BIG PE
Conversation
Armour & Mackopolou 2014

24. 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

25. 47.1% of people
suggested that PE had
not helped them
become physically
active BIG PE CONVERSATION

26. 47.1% of people
suggested that PE had
not helped them
become physically
active BIG PE CONVERSATION
Most participants were
between 18-25

27. Girls disengagement is repeatedly
reported as a challenge or concern
– are we overcoming this?

28. Department for Health report concerns over
health and argue that there is an urgent need
to increase the number of people
being physically active

29. OECD (2015) report that urgent action
is required in schools to address
physical inactivity and non-
communicable diseases

30. DCMS (2015) called for new methods in
schools to increase sport participation
and increase physical activity
participation

31. We might question then, is the
dominant focus on skills, drills, and
physical performance through a
teacher-led approach is working?

32. 32
Could PE soon
be up for…

33. 33

34. 34
Question 5; Is there really a problem?

35. Present a different option for PE: A
models-based approach
3

36. 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

37. Physical
Competent
movers – broad
range of skills in a
broad range of
activities

38. Cognitive
Creative movers –
understand,
develop, evaluate
different ways of
moving

39. Social
Social Movers -–
ability to reflect,
discuss & talk about
activity

40. Affective
Confident,
motivated movers
who value the
physically active
life

41. 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.

42. 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

43. A models-based approach organizes the
curriculum around different learning
outcomes and different approaches to
teaching
Metzler, 2011

44. 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

45. Example: Three different models

46. Sport Education: focusses on
sportsmanship, friendly competition,
social aspects of sport

47. Students
Complete seasons:
pre-season,
competition season,
culminating event
taking on different
roles

48. Cooperative Learning: the development
of social skills and confidence alongside
developing movement competence

49. Students
Work in small groups to
solve problems and
help each other with
limited guidance from
the teacher

50. Teaching Games for Understanding:
developing students creativity and
tactical abilities

51. Students
Experience tactics first
and skills second. They
play in a serious of
modified games with
problems introduced

52. 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., 20

53. 4
Example of a models-based approach

54. 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

55. We selected three models to use across,
primarily, key stage 3: Sport Education,
Cooperative Learning & Teaching
Games for Understanding

56. 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

57. To help with planning as a department we
identified units where each model would take
place and developed resources to share

58. Christmas- Sept Jan-April April-July
Year 7 Cooperative Learning
Year 8 Sport Education
Year 9 Teaching Games for Understanding
58
Each Year Group had a focus

59. Year 7 Cooperative Learning
Activity
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 sports
Learning teams, pair-check-
perform, Think-share -perform,
numbered heads
Badminton shot
cards
N
Striking and fielding
Learning teams, pair-check-
perform, Think-share -perform,
numbered heads
Lesson by lesson
cricket resources
N
Invasion games
Learning 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

60. 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

61. Year 9 TGFU
Activity 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

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

63. Worked with
Vicky
During CPD sessions and
via social media to develop
our understanding of models
and our use of them in
lessons

64. Significant increases to students’
physical, cognitive, social & affective
learning with heightened levels of
engagement & enjoyment reported

65. 100% of lessons graded as outstanding.
OFSTED observed a Cooperative
Learning lesson and stated it was
“Textbook Outstanding”

66. Ask you to consider how you might
use a Models-Based Approach
5

67. 67
Question 6; Would you consider a
models-based approach? If so what
models would go where and why?

68. Christmas- Sept Jan-April April-July
Year X
Year X
Year X
Year X
68
What models would go where and why?

69. Models-Based
Practice
Designing a curriculum around learning outcomes
The Buckingham School