Implementing the Movement-Oriented Practising Model (MPM) in physical education: empirical findings focusing on student learning

Lindgren, RN Katherine S.; Barker, Dean

doi:10.1080/17408989.2019.1635106

Cited by 16 publications

(13 citation statements)

References 31 publications

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“…Models-based practice address a diversity of content; in fact, they cover the complexity and variety of the existing curricular structure [ 30 ]. However, their implementation is teacher- and learner-centered, taking into account the context and resources available beyond the choice of the specific content [ 31 ]. Thus, the model-based approach requires an investment in which teachers give students a more central role in the classroom by encouraging their responsibility and self-regulation in order to facilitate transfer outside the classroom [ 20 , 32 ].…”

Section: Why Implement Models-based Practice In Pe?mentioning

confidence: 99%

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Hernando-Garijo

Hortigüela-Alcalá

Sánchez‐Miguel

et al. 2021

IJERPH

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The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field.

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Section: Why Implement Models-based Practice In Pe?mentioning

confidence: 99%

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Hernando-Garijo

Hortigüela-Alcalá

Sánchez‐Miguel

et al. 2021

IJERPH

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“…Studies that have taken learners' experiences into account (Bergentoft 2018;Nyberg and Carlgren 2015;Nyberg 2015;Rönnqvist et al 2019) have tended to overlook what learners actually 'do,' or the actions that they take, to develop movement capability (see e.g. Lindgren and Barker (2019) and Barker, Nyberg, and Larsson (2020) for exceptions). There is thus a need for empirical studies that investigate students' learning processes in educational contexts.…”

Section: Movement Education Researchmentioning

confidence: 99%

Learning in the educational landscapes of juggling, unicycling, and dancing

Nyberg

Barker

Larsson

2021

Physical Education and Sport Pedagogy

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Background: Movement learning has been thoroughly investigated in the area of motor learning research. Although existing studies have contributed to a substantial understanding of motor learning, many have been criticized for their reliance on experimental designs where learning is decontextualized, simplified, and investigated in laboratory settings. Researchers have claimed that motor learning theories emanating from such studies are grounded on a dualistic approach to learning and that the theories are often difficult to apply in educational settings. More pedagogically-inspired studies of movement education have investigated movement learning, but the majority of this research has focused on teaching. This focus has left the process of learning somewhat unexplored. There is thus a need for empirical studies that investigate students' learning processes in educational contexts. Purpose: The aim of this study is to explore, analyze, and understand how learners develop their movement capability when they are provided opportunities to choose different ways of learning activities. Theory and method: We combine Ryle's and Polanyi's ideas concerning practical knowledge with Hirst's and Carlgren's idea of knowing as familiarity with a landscape. Ryle's notion of 'intelligent practice' is used in thinking of the kinds of actions individuals might engage in. Characterizing features of intelligent practice includes being sensitive to one's own actions, changing one's behavior as the result of mistakes, and profiting from the examples of others. We understand the development of movement capability as continuously expanding one's ability to discern nuances and their relationships. This perspective fits well with Polanyi's notion of focal and subsidiary awareness. Taken together Ryle's, Polanyi's, Hirst's, and Carlgren's notions related to knowing and learning inform our perspective on learning in movement education. Based on this perspective on knowing and learning, an action-oriented study was conducted. The researchers created pedagogical modules and collaborated with teachers and university educators to develop learning sequences in line with the needs of their respective groups. With each group, we produced data based on video and field notes. Three successful learners were chosen and followed indepth with regard to their learning actions. Findings: The findings show the learners' varying ways of exploring a movement landscape as playing around in the terrain; checking the map; investigating one chosen path; occupying the vantage point; ARTICLE HISTORY

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“…Denne forskningen får frem at det kan vaere et misforhold mellom intensjoner og laeringsmål i faget, elevers oppfatninger av og erfaringer med faget, samt fagfeltets ideologier og laereres praksiser. Løsningsforslagene støtter seg gjerne på modeller for undervisning med fokus på ulike aspekter av idrett, helse, friluftsliv, personlig utvikling og erfaring, eller øving (Barker, Aggerholm, Standal & Larsson, 2018;Lindgren & Barker, 2019). I internasjonal (Kirk, 2010) og nordisk (Annerstedt, 2008;Larsson & Karlefors, 2018) forskning etterlyses en fornyelse av kroppsøvingsfaget, som et svar på at det å holde elevene aktive blir prioritert, fremfor å videreutvikle deres laering, bevegelseskompetanse og refleksjon (Borgen & Engelsrud, 2015;Larsson & Nyberg, 2017;Mattsson, 2016).…”

Section: Bakgrunnunclassified

Språkbruk om kroppsøving: Et kritisk blikk på ny læreplan i Fagfornyelsen (LK20)

Borgen¹,

Engelsrud

2020

ADNO

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I artikkelen analyserer forfatterne læreplan for kroppsøving som faglig og fagpolitisk tekst i læreplanreformen Fagfornyelsen i skolefagene (LK20). Forfatterne sammenligner to tekster, Utdanningsdirektoratets høringsutkast datert mars 2019, og den fastsatte læreplanen for kroppsøving, datert november 2019. På bakgrunn av teori og forskning om læreplaner og forskning om kroppsøving gjennomfører forfatterne en tekstanalyse av disse tekstene og undersøker formuleringer/språkbruk og verb i tekstdelene om fagrelevans, verdier og prinsipper, kjerneelementer (ett), kompetansemål og vurderingstekster. Fra forskningen om læreplaner trekker artikkelen på forskjellen mellom innholdsbaserte og kompetansebaserte læreplanmodeller. I en kompetansebasert læreplanmodell uttrykker verb hva som kan gjøres med et innhold. Innholdet i læreplanen for kroppsøving er i de analyserte tekstene gjerne formulert ved bruk av verb som er omdannet til substantiv. På bakgrunn av analysen diskuterer forfatterne hva det kan innebære for lærerne å skulle operasjonalisere fra planen til undervisning. Forfatterne diskuterer funnene og antyder at lærere kan møte utfordringer i det forestående arbeidet de skal gjøre for å sikre elever læring i fremtidens kroppsøvingsfag i LK20. Nøkkelord: læreplanreform, kroppsøving, læreplanmodeller, verb, kompetansemål Language use about physical education: A critical look at the new subject curriculum in Norway (LK20) Abstract Within the context of the Norwegian curriculum renewal reform in school subjects in 2020 (LK20), the authors investigate the curriculum for physical education. The authors compare two texts: the physical education subject curriculum that the Directorate for Education and Training submitted as a consultation draft to teachers, researchers, organisations, and public and private stakeholders in March 2019, and the final curriculum document, concluded in November 2019. Through a text analysis they investigate which formulations/language and verbs are used in the text sections on subject relevance, values and core elements (one), as well as competence goals and assessment texts for physical education. The authors conduct the analysis on the basis of theory and research on curricula, research on physical education and textual analysis. The article draws on curriculum theory on content-based and competence-based curriculum models. In a competence-based curriculum model, verbs express what can be done with a content. The content of the physical education subject curriculum is in the analysed texts formulated by using verbs that are transformed to nouns. Based on the analysis, the authors discuss how teachers can read and operationalise this curriculum. The authors discuss the findings and suggest that teachers may face challenges when deciding how to secure student learning in physical education in LK20. Keywords: curriculum reform, physical education, curriculum models, verbs, competence goals

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Implementing the Movement-Oriented Practising Model (MPM) in physical education: empirical findings focusing on student learning

Abstract: Background: Despite the existence of numerous pedagogical models,

Cited by 16 publications

References 31 publications

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Learning in the educational landscapes of juggling, unicycling, and dancing

Språkbruk om kroppsøving: Et kritisk blikk på ny læreplan i Fagfornyelsen (LK20)

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