Research: Utilizing educational theoretical models to support effective physical education pedagogy

Wayne Usher, Allan Edwards & Bianca de Meyrick | (2015) Utilizing educational theoretical models to support effective physical education pedagogy, Cogent Education, 2:1, 1094847, DOI:10.1080/2331186X.2015.1094847

1.1. Constructivism: supporting learning and teaching in physical education

The theory of constructivism suggests students create meaning by connecting their ideas with their
experiences, both inside the classroom and out (Azzarito & Ennis, 2003). In the constructivist approach, educators encourage students to create meaning for themselves both individually and in social groups (Gagnon & Collay, 2001).

Vygotsky’s principles of social construction of meaning and scaffolding, as well as the inquiry-based learning theory.

Constructivism according to Dyson, Griffin, and Hastie (2004) has three distinct faces which include the “active learner”, the “social learner” and the “creative learner” (p. 227).

(i) The “active learner” engages in decision-making, questioning, discussion, and critical thinking throughout all lessons.

(ii) Secondly, the “social learner” works within groups to devise invasion-based games and then in pairs, posing as coaches, provide feedback. Social learning is important, according to Vygotsky, as students will construct their own understanding individually and use social interaction to test their understanding and form new shared meanings (Gagnon & Collay, 2001).

(iii) Lastly, the “creative learner” can be supported through the use of activities which allow for imagination and creativity, the first learning experience allows for students to create or recreate their own understanding from selected games (Gagnon & Collay, 2001). By doing so, students who are creative learners are able to take ownership of their own knowledge and knowledge they have developed (Dyson et al., 2004).

Research suggests that learning experiences that are student centered are based upon a social approach to learning in which students work together to solve problems and create understanding (Sparapani, 2013).

A key aspect of Vygotsky’s constructivist theory is the idea of scaffolding; the support provided to
students by a teacher or another student to help extend a student’s learning (Dell’Olio & Donk, 2007).
Such learning experiences which go to support this theory use scaffolding through key questions
designed to develop student’s critical thinking skills and enhance learning. Dyson et al. (2004) states
questioning is a vital skill teachers must use to guide students and therefore, as the learning experiences
progress, more specific questioning is used to introduce targeted skills. The use of questioning
can promote extensive learning as students are instantly engaged in creating thought through an
“active linguistic and cognitive response” (Moll, 1992, p. 181) forming a constructive pedagogy for
classroom use. This concept works to not only in an attempt to extend students, but also to provide
a supportive learning environment, another key element in the framework for productive pedagogy
(Gore et al., 2004).

1.2. Inquiry-based learning and guided discovery models: achieving effective physical education delivery

Inquiry-based learning can be used as a basis for the creation of effective learning experiences which supports the teacher as a facilitator by posing a skill-based problem for the student’s to solve (e.g. defensive/offensive game play). By using inquiry-based learning and guided discovery approaches, students are encouraged to use higher order thinking skills such as “problem solving, critical thinking, inquiry strategies and reflection of practice” (Purichia, 2015). By providing students with open-ended, complex, and thoughtful questions and scenarios, students are engaged and are inspired to learn deeply (Purichia, 2015).

Brooks (1999) suggests successful implementation of the inquiry approach includes a question which allows for variations in responses, promoting discussion and comparison. Learning experience in the context of a PE lesson can involve student’s creating various different ball games as they are provided freedom with the style of game, including ball choice and movement style, e.g. running, kicking, and throwing.

Within the problem posed to students in the learning experience there are conditions which the student’s must follow e.g. no contact, use of pivoting, no running with ball, as well as a measure of success, e.g. the ball must reach the goal (Tannehill, Van der Mars, & MacPhail, 2013).

The use of the inquiry-based learning and Moston’s guided discovery models, support a productive
pedagogical framework, by way of problem posing and student-directed activities, allow students to
find relevance to their existing knowledge and experiences (Gore et al., 2004). By providing students
with opportunities to draw upon and apply this knowledge in a creative manner, students are making
connections to the outside world as well as using higher order thinking skills, key aspects in
effective classroom pedagogies (Gore et al., 2004).

Teaching games for understanding (TGfU): supporting higher order process thinking in PE

2.1. Teaching games for understanding as a theoretical model for effective PE pedagogy

Thomas (1997) identified five major themes associated with the adoption of the TGfU model, with
these being: (1) encourage a holistic approach, (2) promote enjoyment for students, (3) promote
player centered learning, (4) cater for varying abilities, and (5) be efficient in its implementation.

Martin and Gaskin (2004) found that TGfU has resulted in improved fundamental movement skills for
students. In addition, The Australian Sports Commission (2007) prepared a report which showed that
children who were competent in fundamental movement skills and their physical literacy levels, were
more likely to enjoy sports and activities, and to develop a lifelong commitment to physical activity.

McKeen, Webb, and Pearson (2007) state that PE teachers play a significant role in influencing the
likelihood that their students will engage in lifelong physical activity. McKeen et al. (2007) believe that
for PE teachers to be successful they are required to engage students in quality and enjoyable learning opportunities to develop prescribed learning outcomes and skills.

Begoray, Wharf-Higgins, and MacDonald (2009) identifies that “the key propositions for a ‘futures-oriented’ curriculum is that HPE should: (1) take a strengths-based approach; (2) focus on educational outcomes; (3) develop health literacy skills; (4) value learning in, about and through movement; and (5) include an inquiry-based approach” (p. 1). It further advocates for the acquisition of movement skills, concepts, and strategies that enable students to confidently and competently participate in a range of physical activities.