Instructional Models in Physical Education

Metzler, Michael W.

doi:10.4324/9781315213521

Cited by 493 publications

(673 citation statements)

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“…Therefore, there may be certain factors that contribute to students' social skills development in the complex context of PE. In recent years, sport pedagogy towards PE has witnessed the development of a growing number of models and programs, for example, Metzler (2011) identified eight different instructional models that are commonly implemented in PE today (e.g., cooperative learning & sport education). To date, considerable interests have been shown in applying instructional models and their hybridizations in PE to promote students' social skills.…”

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confidence: 99%

Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

Ding¹,

Sugiyama²

2017

APE

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This study investigated the influences of sport experiences on social skills among Chinese college students in physical education (PE) classes. First, we tested the reliability and validity of the Chinese version of the Experience Scale in University Physical Education Classes (ESUPEC) for examining Chinese college students' sport experiences in PE classes. Students (n = 366, 194 males, 172 females, mean age = 18.6 years) from two universities in China completed a survey using the Chinese version of ESUPEC. Results of factor analyses and reliability analyses indicated that the structure of the scale was consistent with the original version of ESUPEC, and the reliability and validity of the scale were reasonable well. Then, we administered the Chinese version of ESUPEC and the 11 item of Social Skills Inventory (11-SSI) to 302 freshmen (157 males, 145 females) to examine their sport experiences and social skills in PE classes. Results of correlation analysis and regression analysis revealed that male students' sport experiences that involved challenge and female students' sport experiences that involved self-disclosure had a positive influence on their nonverbal skills; female students' sport experiences that involved enjoyment had a positive influence on their verbal skills. The study contributes to literature on exploring how college students' social skills can be developed through learning in PE. The work of the study made a step to provide educators with methods for effective development and efficient implementation of models and programs in PE classes.

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Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

Ding¹,

Sugiyama²

2017

APE

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“…The first category of publication consisted of game-based models for sport and sport related games teaching (Table 2) focussed on the intent to teach game competency. The publications explored the tenets of the model or compared a game-based model to a more 'traditional' PE Method (Metzler, 2011), which Kirk (2010) has described as sport taught as sport techniques. Game based models use a classification system of games composing four categories based on common tactical elements called principles of play (Hopper & Bell, 2001).…”

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confidence: 99%

“…More recently, however, scholarly and research literature has been promoting models based practice (MBP), particularly as a means for implementing student-centred approaches to learning (Casey, 2014;Hastie & Casey, 2014). Metzler (2011) describes pedagogical models as blueprints for PE teaching, learning and assessment where each model has distinctive teaching and learning objectives. Casey (2014) suggested that while MBP has begun to help PE teachers to change and develop their pedagogies and curriculum we still do not fully understand the impact of changing to a MBP.…”

Section: Introductionmentioning

confidence: 99%

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

Baldock¹,

Pill²

2017

LCJ

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This literature review investigated current and emerging pedagogical directions indicated to physical education (PE) teachers in the research literature. The search strategy used the Google Scholar database to initiate the scan, and then extended into other databases as well as the reference lists of published papers to locate relevant studies. Criteria for inclusion of papers for this review included:

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“…El alumnado no debe tomar decisiones más allá de la participación en las diferentes tareas (Wirszyla, 2002). La toma de decisiones en la clase está centrada en el docente y este es responsable de casi todo lo que sucede en el aula, incluido el proceso evaluador (Metzler, 2005). Por el contrario, en el grupo experimental se presta especial atención al cómo se realizan cada uno de los elementos, alternando los ritmos de ejecución para que se produzca un verdadero aprendizaje.…”

Section: Procedimientounclassified

Connection between the attitudinal style and students’ assessment responsibility in Physical Education

Alcalá¹,

Pueyo²,

Río³

2017

CCD

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ResumenEl objetivo del presente estudio fue analizar en qué medida influye el enfoque pedagógico utilizado por el docente en la percepción de los estudiantes de Educación Física sobre su nivel de responsabilidad en el proceso evaluador. Participaron 684 alumnos (57.3% mujeres y 42.7% varones) de los cuatro cursos de la Educación Secundaria Obligatoria, con una media de edad de 13.72 ± 1.12 años. Todos ellos vivenciaron una Unidad Didáctica de acrobacias, 332 bajo una metodología téc-nica-tradicional (grupo control) y 352 bajo el estilo actitudinal (grupo experimental), cumplimentando antes y después de la intervención la Escala de Responsabilidad del Alumno en la Evaluación de Educación Física. Los resultados mostraron que la percepción de responsabilidad sobre el proceso evaluador aumentó significativamente en el grupo que experimentó el estilo actitudinal (p < .005), lo que indica la incidencia del estilo. Posteriores análisis señalaron en el grupo experimental diferencias significativas en la implicación en la evaluación en función del expediente académico (p=.024), así como en los cursos más elevados (p = .036).Palabras clave: Evaluación, metodología, educación secundaria, acrobacias. AbstractThe goal of the present study was to assess to what extent the pedagogical approach influences physical education students' perceptions of their degree of responsibility in the assessment procedure. 684 students (57.3% females and 42.7% males) from the four grades of secondary education with a mean age of 13.72 ± 1.12 years participated within this study. They all experienced the same learning unit on acrobatics under two different instructional approaches: 332 students in the technical-traditional methodology (control group) and 352 in the attitudinal style (experimental group), and completed the Scale of Student's Responsibility in the Physical Education Assessment prior and post intervention. Results showed that the students' perception of the transfer of responsibility during the assessment procedure significantly changed only in the attitudinal style group (p < .005). Further analysis in the experimental group indicated significant differences in involvement in the assessment according to the academic results (p = .024) and in the higher grades (p = .036).

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Instructional Models in Physical Education

Cited by 493 publications

References 0 publications

Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

Exploring Influences of Sport Experiences on Social Skills in Physical Education Classes in College Students

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

Connection between the attitudinal style and students’ assessment responsibility in Physical Education

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