Curriculum renewal in physical education through models-based practice
Models-based practice is an evidence informed contemporary curriculum organized around multiple and diverse pedagogical models. Numerous models are available, for example, Sport Education, Cooperative Learning, Teaching Games for Understanding, or Teaching Personal and Social Responsibility, with each model designed to address specific learning outcomes for physical education.
Since the 1990s over 1,000 studies report that models of physical education can address educative, health and sporting outcomes. The empirical evidence-based has affirmed that models can promote physical, cognitive, social, and affective outcomes and enhance young people’s engagement and learning.
Despite significant consensus surrounding models-based practice, a limited understanding exists on their longer-term use in the curriculum and the impact on students’ learning. In addition, the mechanisms through which continuous professional development (CPD) can support teachers’ sustained uses of models are unclear and the impact of using multiple models in a curriculum is relatively unknown.
Applications are welcomed for those who wish to explore models-based practice in the curriculum. Applicants may choose to investigate (a) the sustainability of a particular model, (b) CPD that informs the sustainability of models, and (c) the uses of multiple models in the curriculum.
You can search for sources of funding at: View Website
For details of the funding available and advice on making your application, please contact:
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I welcome applications from Home/EU and overseas students. The University of Birmingham offers a number of competitive scholarships for students of the highest calibre. Further details are available at : View Website.
Students are also welcome to apply with their own funding for this project, either through their own personal funds or by securing a scholarship.
How good is research at University of Birmingham in Sport and Exercise Sciences, Leisure and Tourism?
FTE Category A staff submitted: 34.40
Research output data provided by the Research Excellence Framework (REF)
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