Future considerations on The Spectrum

Abstract

We want to say a heartfelt thank you to everyone that made this conference a possibility. Most importantly, however, our families -who were very patient with the demands of trying to make this conference a success. At times as academics, teachers, and researchers our jobs can be isolating, particularly with the COVID restrictions over the past year and a half. Relationships are such an important part of the work that we do and the organization of this conference will forever be a bright spot for us because of all of the people across the world we got to work alongside.

Flourishing through The Spectrum: Toward an affective-oriented composite pedagogical model?

“…This universal vision of teaching and learning is suggested to have primarily contributed to the field's understanding of the 'pedagogy' component of MbP, and not to that of a main idea and critical element meant to be used to define a singular model (The Spectrum Institute for Teaching and Learning (SITL), 2022). The Spectrum has also been understood as a 'micro pedagogy' or 'pedagogical repository' for several teacher education programmes (Goldberger et al, 2012;SITL, 2022) and has helped pedagogues to understand how they can, from a behavioural (or episodic) perspective, teach in ways that align with blueprints of already established (and often preferred) pedagogical models (Hewitt et al, 2020).…”

“…In the last decade, a number of sport pedagogy scholars interested in the theory for the spectrum of teaching and learning (SoTL; Mosston, 1966Mosston, , 1981Mosston and Ashworth, 2008) have presented a series of future considerations for the field to appraise if this area of study is to expand (Chatoupis, 2020;Hewitt et al, 2020). Although several noteworthy considerations are available, of particular importance to this paper is Hewitt et al's (2020) point regarding the need to study the relationship between The Spectrum and the concept of models-based practice (MbP; Casey and Kirk, 2021) more closely.…”

“…In the last decade, a number of sport pedagogy scholars interested in the theory for the spectrum of teaching and learning (SoTL; Mosston, 1966Mosston, , 1981Mosston and Ashworth, 2008) have presented a series of future considerations for the field to appraise if this area of study is to expand (Chatoupis, 2020;Hewitt et al, 2020). Although several noteworthy considerations are available, of particular importance to this paper is Hewitt et al's (2020) point regarding the need to study the relationship between The Spectrum and the concept of models-based practice (MbP; Casey and Kirk, 2021) more closely. Given that The Spectrum was once considered as 'the most significant [advancement] in the theory of physical education pedagogy' (Nixon and Locke, 1973: 1227in Chatoupis, 2010, and the contemporary view that '[all] over the world, [MbP] … has become a leading trend for practitioners and researchers alike' (González-Víllora et al, 2019: 2), it would appear that Byra's (2000) argument about having only touched the tip of the iceberg in terms of possible spectrum research, remains true.…”

“…Given that The Spectrum was once considered as 'the most significant [advancement] in the theory of physical education pedagogy' (Nixon and Locke, 1973: 1227in Chatoupis, 2010, and the contemporary view that '[all] over the world, [MbP] … has become a leading trend for practitioners and researchers alike' (González-Víllora et al, 2019: 2), it would appear that Byra's (2000) argument about having only touched the tip of the iceberg in terms of possible spectrum research, remains true. So what role, as Hewitt et al (2020) ask, can The Spectrum play within the broader notion of MbP, and how might this contribute to the notion of human flourishing, which is widely argued to be the overarching aim of education?…”

“…According to SueSee et al (2016;2020a), the complexity of employing a theoretically informed approach can be reduced by giving equal footing to both the pedagogical model and The Spectrum in the planning and implementation of the curriculum. Moreover, by considering The Spectrum when employing models such as the game sense and constraints-led approach, teachers are more likely to use a canopy of teaching styles as opposed to a singular instructional strategy (Hewitt et al, 2020). Furthermore, Kirk (2020) argues that the field's ability to experiment with existing pedagogical models and/or to create new models remains the best and most effective tool for teaching young people, especially young people experiencing precarity.…”