2.50
Hdl Handle:
http://hdl.handle.net/10547/223797
Title:
The implementation of models-based practice in physical education through action research
Authors:
Casey, Ashley ( 0000-0002-8232-5727 ) ; Dyson, Ben
Abstract:
The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11—12. Data collection included: teacher and pupil evaluations of skill, pupil reflections on the lessons, pupil interviews, teacher field journal and the documentation and course materials from the unit of work. Data analysis was conducted using inductive analysis and constant comparison (Denzin and Lincoln, 1994; Lincoln and Guba, 1985). The results of this research reinforce the concept that the implementation of any new pedagogical approach is time-consuming and highly labour intensive (Fullan, 1999). The conceptual shift the teacher/researcher made to relinquish control to students was one of the most difficult, but important, outcomes of this action research process.
Citation:
Casey, A. and Dyson, B. (2010) 'The implementation of models-based practice in physical education through action research', European Physical Education Review, 15(2), pp. 175-199.
Journal:
European Physical Education Review
Issue Date:
15-May-2012
URI:
http://hdl.handle.net/10547/223797
DOI:
10.1177/1356336X09345222
Additional Links:
http://epe.sagepub.com/cgi/doi/10.1177/1356336X09345222
Type:
Article
ISSN:
1356-336X
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorCasey, Ashleyen_GB
dc.contributor.authorDyson, Benen_GB
dc.date.accessioned2012-05-15T11:25:42Z-
dc.date.available2012-05-15T11:25:42Z-
dc.date.issued2012-05-15-
dc.identifier.citationCasey, A. and Dyson, B. (2010) 'The implementation of models-based practice in physical education through action research', European Physical Education Review, 15(2), pp. 175-199.en_GB
dc.identifier.issn1356-336X-
dc.identifier.doi10.1177/1356336X09345222-
dc.identifier.urihttp://hdl.handle.net/10547/223797-
dc.description.abstractThe purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11—12. Data collection included: teacher and pupil evaluations of skill, pupil reflections on the lessons, pupil interviews, teacher field journal and the documentation and course materials from the unit of work. Data analysis was conducted using inductive analysis and constant comparison (Denzin and Lincoln, 1994; Lincoln and Guba, 1985). The results of this research reinforce the concept that the implementation of any new pedagogical approach is time-consuming and highly labour intensive (Fullan, 1999). The conceptual shift the teacher/researcher made to relinquish control to students was one of the most difficult, but important, outcomes of this action research process.en_GB
dc.relation.urlhttp://epe.sagepub.com/cgi/doi/10.1177/1356336X09345222en_GB
dc.rightsArchived with thanks to European Physical Education Reviewen_GB
dc.subjectself-studyen_GB
dc.subjectaction researchen
dc.subjectcooperative learningen
dc.subjectmodels-based practiceen
dc.subjectteaching games for understandingen
dc.subjectTGfUen
dc.titleThe implementation of models-based practice in physical education through action researchen
dc.typeArticleen
dc.identifier.journalEuropean Physical Education Reviewen_GB
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