Pedagogical models - an ideal of versatility in Physical Education

Abstract AIESEP 2019 Title: Pedagogical models - an ideal of versatility in Physical Education Esben Stilund Volshøj, VIA University College. Teachers Education at Aarhus, Denmark Oral Presentation Sub-theme specify the number: 1) Physical Education and Physical Literacy Today versatility is a widespread ideal for physical education in school (Annerstedt, 2008; Kirk, 2010). As a result, the approach to physical education has been dominated by many introductory activities also known as a ‘multi-activity curriculum model’ (Ibid.). An alternative to the idea of versatility in a content-oriented perspective could be versatility in pedagogical models for physical education (Casey, 2014; Kirk, 2010; Metzler, 2005). A pedagogical model can highlight how distinctive learning outcomes might best be achieved through their alignment with teaching approach and content (Kirk, 2010). By using different pedagogical models, PE can meet various approaches and outcomes (Ibid.). However, the use of different pedagogical models might not automatically overcome the versatile ideal for physical education. The purpose of this study is to examine how we can understand the concept of versatility for pedagogical models in physical education. The project is a literature study that first seeks to understand the ideal and practice of versatility for physical education through an inductive qualitative analysis of official management documents and evaluation reports on physical education in DK (Thomas, 2006). Second, through an inductive qualitative analysis of existing pedagogical models, the project seeks to create a definition of pedagogical models for physical education and to create a categorization of these after still unknown parameters (Ibid.). The presentation will introduce temporary understandings of versatility within pedagogical models in physical education and will lead to a discussion of how we can understand versatility for physical education. By focusing on how physical education didactically and pedagogically is conducted, it might be possible to open up for a broader understanding of versatility in physical education. References Annerstedt, C. (2008). Physical education in Scandinavia with a focus on Sweden: a comparative perspective. Physical Education & Sport Pedagogy, 13(4), 303–318. https://doi.org/10.1080/17408980802353347 Casey, A. (2014). Models-based practice: Great white hope or white elephant? Physical Education and Sport Pedagogy, 19(1), 18–34. https://doi.org/10.1080/17408989.2012.726977 Kirk, D. (2010). Physical education futures. Routledge. Retrieved from https://www.saxo.com/dk/physical-education-futures_david-kirk_paperback_9780415677363 Metzler, M. W. (2005). Instructional models for physical education. Holcomb Hathaway, Publishers. Retrieved from https://books.google.dk/books/about/Instructional_Models_For_Physical_Educat.html?id=bg6DAAAAMAAJ&redir_esc=y Thomas, D. R. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748 Key words: Physical education; Pedagogical models; Physical literacy