News of the Pedagogical Models in Physical Education—A Quick Review

Abstract

In the last two decades, research has proliferated in the field of pedagogical models used in school Physical Education. The growth is so high that it is necessary to do a quick review to know which models currently exist and which are emerging. The objective of this work is to collect all the models or pedagogical approaches present in the scientific literature related to school Physical Education and to make known, to the scientific and academic community, its main purposes and characteristics. A quick review of the literature found in the Web of Science and Scopus databases has been carried out using “pedagogical model” and “Physical Education” as descriptors. The results revealed a total of 19 pedagogical approaches that record scientific evidence linked to their application in the classroom. It was detected that some models or approaches were more scientifically supported than others, as is the case for Cooperative Learning, Sports Education, or Teaching Games for Understanding, while others barely registered in international scientific literature. It was concluded that researchers need to work together with Physical Education teachers to analyze the effectiveness of all these approaches. School teachers are also encouraged to vary their pedagogical approach depending on the content they are working on and the positive effects they are looking for in the psychic, motor, affective-emotional, and social domains of the students. Finally, it is proposed to researchers who promote new models or approaches a greater clarity of these to facilitate their application in the field of school Physical Education, since some difficulty has been detected in the practical application of some approaches.

Physical Education Teacher in Middle Schools: Requirements and Academic Profile

“…The authors also confirm that these components are specific parts of the professional training of physical education teachers. Such thoughts are also reflected in the scientific research of other authors (Arufe-Giráldez et al 2023;Casey & Kirk, 2020). In particular, previous studies have confirmed that the activities of physical education teachers must first be organized on the basis of general laws and principles of education and must strictly obey these requirements (e.g., Enright e .al., 2017;Fernandez-Balbora, 1997).…”

Research on the thinking path of physical education courses in higher education institutions based on the model of competitive education

“…The t-value of physical skills index was -0.062 (p > 0.05), indicating that there was no significant difference between the physical skills of students in the experimental class and the control class after the experiment, i.e., the effect of the competitive education model on students' physical skills was not significantly different from that of the traditional teaching method. Skill learning is a gradual and long-term practice process, and although students in the experimental class had many learning advantages over students in the control class during one experimental cycle, the advantages of the competitive education model could not be reflected in skill learning due to the limitations of the researcher's time and other limitations [13][14].…”

Revolutionizing Sports Education: Harnessing Innovations and Technology for Enhanced Learning

“…By harnessing the power of technology, educators can create dynamic, interactive learning environments that transcend the constraints of traditional classroom settings, catering to the diverse needs and preferences of today's digital-native learners. Additionally, the flipped classroom model lends itself to the implementation of inquiry-based learning approaches, wherein students are encouraged to explore, question, and construct meaning through hands-on, experiential learning activities [4]. By capitalizing on class time for collaborative problem-solving, group discussions, and project-based learning initiatives, educators can foster critical thinking skills, creativity, and collaboration among students, preparing them to navigate the complex challenges and uncertainties inherent in sports contexts.…”