Models-based practice: great white hope or white elephant?

Abstract

The purpose of this paper was to review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice. This review of research on teachers’ perceptions and use of models-based practice was undertaken in an effort to ascertain the ways in which practitioners interpreted this type of change in practice. Conclusion was made: While models-based practice has begun to help practitioners to change and develop their pedagogies and curriculum, we are still a way away from understanding the impact of changing to a models-based approach. Research needs to be focused beyond the initial use of the model(s) and one needs to explore the longitudinal impact of adopting a multi-model curriculum. Furthermore, advocates of models-based practice need to explore the pedagogical and curricular ramifications on teachers of the long-term adoption of a models-based approach.