Reconciling approaches

SueSee, Brendan; Pill, Shane; Hewitt, Mitch

doi:10.4324/9780429341342-7

Cited by 7 publications

(16 citation statements)

References 1 publication

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“…This paper, in response to the call to appraise spectrum scholarship (Byra, 2000;Chatoupis, 2010Chatoupis, , 2020SueSee et al, 2020a), attempted to outline an affective-oriented composite pedagogical model comprised of two independent theories, the SoTL (Mosson, 1966(Mosson, , 1972(Mosson, , 1981Mosston and Ashworth, 2008) and neo-Aristotelian VE (Aristotle et al, 2009;Hursthouse, 2002;Kristjánsson, 2015). I began by highlighting the need for studying the synergy between The Spectrum (Mosston and Ashworth, 2008) and MbP (Casey and Kirk, 2021) more closely (Hewitt et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Future research acknowledging other considerations (e.g. see Byra, 2000;Chatoupis, 2010Chatoupis, , 2020SueSee et al, 2020a) and testing the feasibility of the model is necessary if we are to learn more about if and how it can be meaningfully integrated into physical education settings. This research should also explore whether the proposed model should be considered as a 'true' composite pedagogical model and whether it has the potential to be used in the same conversation as already established models.…”

Section: Discussionmentioning

confidence: 99%

“…Using one or multiple pedagogical models in physical education can be a complex and temporal undertaking (Casey and Kirk, 2021). 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).…”

Section: Introductionmentioning

confidence: 99%

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

Brunsdon

2023

European Physical Education Review

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The concept of models-based practice has arguably provided the field of sport pedagogy with the means, lens, and tools with which to start to transform the discipline into a more desirable, equitable, and purposeful space. Despite this, there remains a need to experiment with this concept further in non-traditional ways and to continue to construct new pedagogical models meant to serve youth in ever-changing pluralist societies. The purpose of this paper, therefore, was to outline an affective-oriented composite pedagogical model, titled The Spectrum Model, by drawing from Mosston and Ashworth's theory for the spectrum of teaching and learning and neo-Aristotelian virtue ethics. To achieve this goal, I begin by highlighting the need for studying the synergy between the spectrum and models-based practice more closely. Thereafter, I attempt to clarify spectrum theory, virtue ethics, and the concept of models-based practice. Finally, I conclude by presenting two broad main ideas, three critical elements, six intended learning aspirations, and a series of suggested pedagogies acting to inform the proposed Spectrum Model. This model has the potential to influence how practitioners and scholars understand the spectrum of teaching and learning within the broader notion of models-based practice. The application and integration of moral philosophy into a well-established pedagogical framework might also help pedagogues of all kinds to envision how they could help youth to obtain a fully flourishing lifestyle through their teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Brunsdon

2023

European Physical Education Review

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“…In addition, social media (MacNamara and Collins 2015) has become a likely contributor for the espoused theories described by coaches who participated in this study and the consequential epistemological gap unearthed. Perhaps therefore, disagreement between perspectives regarding the use of representative practice, the manipulation of constraints and the exaggeration of task information is a straw man argument driven by theoretical critique, instead of finding accepted points of similarity (Pill 2021;SueSee, Pill, and Hewitt 2020).…”

Section: Discussionmentioning

confidence: 99%

Coaching player decision making in rugby union: exploring coaches espoused theories and theories in use as an indicator of effective coaching practice

Ashford

Cope

Abraham

et al. 2022

Physical Education and Sport Pedagogy

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Introduction: Researchers exploring how coaches can best support the development of their players decision making within team invasion sports have often been conducted from a cognitive or ecological approach, which differ in their views regarding the presence and absence of memory representations. This difference has, in turn, resulted in practical implications that are theoretically different, but not pedagogically different. Research has categorised such approaches to coaching decision making into intentional decision making training or incidental decision making training that offer different suggestions for how coaching methods may be used within their practice. Sometimes, these categories of training have been offered as the way coaches should operate over the careful selection of coaching methods given their intentions for impact. Instead, within this study we aim to explore the pragmatic nature of coaching practice, rather than adherence only to theoretical principles or beliefs. Materials and Methods: In this study five English Regional Academy Rugby Union Coaches participated in a semi-structured interview, three categorised systematic observations of their coaching practice and a self-confrontation interview to explore; (i) the espoused theories coaches believe they use in practice; (ii) the theories in use within their coaching practice and; (iii) the alignment and misalignment between their espoused theories and theories in use during their coaching practice.Results & Discussion:: Our findings demonstrate that coaches employed a balance and blend of intentional and incidental coaching methods concurrently. Coaches proposed the use of non-linear pedagogy and the manipulation of constraints to promote learning activities which captured the representative nature of the competitive decision making environment. Yet also promoted the role and importance of shared mental models, tactical frameworks, off field video analysis and deliberate if-then rules of thumb when supporting the development of their players decision making. Thematic analysis extracted from interview data regarding coaches espoused theories, alongside the coaches theories in use, captured through categorised frequencies of coach behaviours and learning activities through systematic observations, present clear misalignments between proposed coaching methods and ARTICLE HISTORY

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“…The results show that, the new teaching method contributes to knowledge mastery. SueSee et al [7] proposed the combination of game-based teaching and inquiry-based teaching. They assumed game-based teaching and the scope of teaching style were considered to be complementary and thought such teaching method was very suitable for Australian educational environment.…”

Section: State Of the Artmentioning

confidence: 99%

School + Family Community Learning Model of PE Course under COVID-19 Epidemic Situation

2020

Int. J. Emerg. Technol. Learn.

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Influenced by COVID-19 epidemic, students cannot learn PE course offline, and online live streaming becomes a main method under the epidemic situation. How to guarantee students’ learning quality at home and communication among students, parents and teachers is a matter of concern. Besides, traditional PE teaching model also has many defects, and students’ dependence on the teacher is strong. On this basis, the school + family community learning model was constructed in this study based on big data technique and online teaching under the COVID-19 epidemic situation. This model takes the collaboration among students, parents and teachers as the core and key, aims to improve teachers’ online teaching effect and students’ online learning quality, including four stages: connection stage, adaptation stage, proficiency stage and integration stage. In addition, this model was applied in PE teaching in combination of cooperative learning. Meanwhile, the main first-level evaluation indexes of the model were developed, including teaching and resource platform, infrastructure, environment and layout, IoT application, intelligent recording and playing, training scheme, intelligent control and perception. The teaching effect was verified by the questionnaire method, and the result demonstrates that the teaching model improves both teachers’ online teaching capability and students’ online learning quality.

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Reconciling approaches

Cited by 7 publications

References 1 publication

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

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

Coaching player decision making in rugby union: exploring coaches espoused theories and theories in use as an indicator of effective coaching practice

School + Family Community Learning Model of PE Course under COVID-19 Epidemic Situation

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