On Practising in Physical Education: Outline for a Pedagogical Model

Autor/inn/en	Aggerholm, K.; Standal, O.; Barker, D. M.; Larsson, H.
Titel	On Practising in Physical Education: Outline for a Pedagogical Model
Quelle	In: Physical Education and Sport Pedagogy, 23 (2018) 2, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aggerholm, K.) ORCID (Standal, O.) ORCID (Barker, D. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2017.1372408
Schlagwörter	Physical Education; Teaching Methods; Models; Drills (Practice); Educational Philosophy; Health; Exercise; Athletics; Games; Experience; Human Body; Course Content; Goal Orientation; Skill Development; Participation; Repetition + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Bildungsphilosophie; Erziehungsphilosophie; Gesundheit; Übung; Leichtathletik; Game; Spiel; Spiele; Erfahrung; Menschlicher Körper; Kursprogramm; Zielorientierung; Zielvorstellung; Kompetenzentwicklung; Qualifikationsentwicklung; Teilnahme; Wiederholung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01