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

Abstract

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). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models. Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model. Discussion: The model's potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered. Conclusion:The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.

Understanding learners’ sense making of movement learning in physical education

“…Kirk (2010) claims that explicit standards of excellence are crucial if physical education is to survive as a school subject. There is nothing to suggest however, that pupils must have the same standards of excellence (see Barker, Aggerholm, et al [2017] for a discussion of this issue). Indeed, rejecting one-size-fits-all standards may be an important step in helping all pupils to identify as movers.…”

“…1 When learning a new task, it is generally not clear to which aspects of the task the person should attend. It is only through repetition that fragments of a task (or the particulars of a task) shift into the subsidiary awareness and become embodied knowledge (Polanyi, 1966, p. 13; see also Barker, Aggerholm, Standahl, & Larsson, 2017).…”

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

“…They claimed that existing models align with three forms of human activitylabour, work, and action (Arendt 1958) but neglect a fourth form of activity: that of practising. Drawing on the work of Peter Sloterdijk (2013), Aggerholm and colleagues proposed a practising model containing a philosophical rationale, a set of guiding principles, and an illustration of how a module could look in the classroom (Aggerholm et al 2018;Barker et al 2018). Citing Kirk (2013) and Metzler (2011) amongst others, the authors claimed that the model can complement existing approaches (see Landi, Fitzpatrick, and McGlashan 2016) and stands to make a contribution to the ongoing revitalization of physical education.…”

“…Practising and principles of the movement-oriented practising model Aggerholm et al (2018) and Barker et al (2018) proposed a model for introducing 'practising' to physical education. As a unique form of human activity, practising is concerned with the improvement of the self (Sloterdijk 2013).…”

Running: A way to increase body awareness in secondary school physical education

“…Development of movement capability can from this perspective be described as '[...] a reflective process coming from the moving body that is based on physical sensations and an increased bodily awareness' (Parviainen & Aromaa, 2017, s. 478). Teaching about movement capability should thereby give students possibilities to explore their movement experiences through meaningful challenges and space for making their own decisions (Barker et al, 2018). Movement capability is, according to research, largely a tacit knowledge (Nyberg & Larsson, 2014).…”