On practising in physical education: outline for a pedagogical model

Abstract

Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt's account of vita activa to map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration. Purpose: The aim of the paper is to outline a new pedagogical model for physical education: a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model. Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and 'non-negotiable' features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising. Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.

Developing the practising model in physical education: an expository outline focusing on movement capability

“…It is not our intention to restate the contents of our theoretically oriented paper in detail (see Aggerholm et al 2017). It is, however, worth briefly revisiting the central characteristics of practising for reference purposes.…”

“…In our theoretical treatise, we outlined four non-negotiable features of a practising approach, namely that it must: (1) acknowledge subjectivity and provide meaningful challenges; (2) focus on content and the aims of practising, (3) involve the specification and negotiation of standards of excellence, and (4) provide adequate time for practising (Aggerholm et al 2017). Returning to these non-negotiable features will help underscore critical aspects of the practising model and enable us to extend our consideration of the practical implications of practising to develop movement capability.…”

“…A fourth general human activity -that of practising (Sloterdijk 2013) which is concerned with the improvement of the self -is not explicitly addressed by current models. Building on our theoretical treatise (Aggerholm, Standal, Barker, and Larsson 2017), the thesis developed in this article is that a pedagogical model located in the philosophy of practising (Aggerholm 2016) is useful and complements existing models. Our specific aim is to outline how a model of human practising related to movement capability could be enacted in PE.…”

“…

This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Barker, D., Aggerholm, K., Standal, Ø. F., Larsson, H. (2017)

AbstractBackground: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been wellreceived in educational contexts, these models seek to extend students' capacities within a limited number of 'human activities' (Arendt, 1958).

…”

“…This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Barker, D., Aggerholm, K., Standal, Ø. F., Larsson, H. (2017) …”