Alternative

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Alternative Pedagogies in Physical Education
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Stuart Hall has said there is no one
pedagogyonly pedagogies, like horses for
courses
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What do we mean by this word pedagogy?

• David Lusted (1986) argues that the word is so
  strange sounding that it is seldom used by
  teachers never mind in a broader discourse.
• However, it is a word that you will see a lot..
  Therefore you should become comfortable with its
  use.

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So what is a reasonable definition?

• Again drawing from Lusted, he suggests
• Why is pedagogy important? It is important
  since, as a concept, it draws attention to the
  process through which knowledge is produced.
  Pedagogy addresses the how questions involved
  not only in the transmission or reproduction of
  knowledge but also in its production. Indeed it
  enables us to question the validity of separating
  these activities so easily by asking under what
  conditions and through what means we come to
  know. How one teaches is therefore of central
  interest, but through the prism of pedagogy, it
  becomes inseparable from what is being taught and
  crucially, how one learns. (p.2)
• Lusted, D. (1986). Why Pedagogy. Screen 27 (5),
  2-14

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The Physical Education traditions

• PE has a strong legacy from its military
  connection
• The result therefore is that much of the teaching
  that goes on in PE is a transmission approach via
  a process which is a hybrid of a command/practice
  style of teaching.

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What does this mean?

• Muska Mosstons Spectrum of Teaching Styles
  from Command to Discovery
• In Mosstons Spectrum he laid out a sequence of
  approaches to teaching based on the teacher going
  from a very teacher centred command style to a
  very student centred discovery style.
• This means that there is a shift in the control
  of, and to some extent the responsibility for,
  the learning---- from teacher to learner.

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Does this mean that the teacher gives up
authority?

• No authority is always with the teacher for
  order, discipline and management of the lesson.
• It does mean however, the the teacher takes on a
  different role as they move from a direct to an
  indirect approach.

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Mosstons Spectrum(abridged)

• Command
• Practice
• Reciprocal
• Self-Check
• Inclusive
• Guided Discovery (convergent)
• Divergent

THE DISCOVERY THRESHOLD
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Do we need to know all of these?

• No but it is useful to know something about what
  they mean in general.
• Command Style- Aerobics, Bush Dancing, body pump,
  Yoga (very teacher centred).
• Practice Style - What we tend to experience I
  normal games and PE teaching (teacher centred)
• Reciprocal Style - games and other activities
  where children can help to teach each other.
  Requires use of criteria material and worksheets.
  (moving toward Child centred)

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• Self-Check style - Most activities where skills
  or tasks can be done on an individual basis.
  (More Child centred)
• Inclusion style - Perhaps more of a philosophical
  position than a style - the principle though is
  one were everyone can participate
• Guided Discovery - Using a series of steps to
  allow children to discover the correct response
  - games particularly well suited (Child Centred)
• Divergent Style - Allows children to design own
  responses to tasks - well suited to games of all
  kinds. (Very Child Centred).

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Teaching Games for UnderstandingRod Thorpe and
Dave Bunker

• In 1982, Thorpe and Bunker of Loughborough
  University in the UK came up with an idea about
  teaching games it was called an understanding
  approach and has been developing ever since.
• The premise is to use the game as the vehicle for
  the pedagogy RATHER than the skill of the game
  (See model)

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• The idea is that children develop responses
  according to the nature of the ever challenging
  situations in games.
• Some argue that skills cannot emerge this way
  based on a walk before you can run argument.
• However, recent work in the motor acquisition
  field suggests that this discovery approach
  works.

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• Moreover, Thorpe and Bunker argued that in skills
  teaching - most skills are taught in isolation
  and do not transfer well to games situations
  which are highly abstract and constantly
  changing.
• Hence the best place to learn game skills is in
  the game (or a version) of it, itself.
• More recent work in the filed has called this
  situational learning.

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• These ideas are based on constructivist or
  ecological psychology which emphasises the
  interaction between the learner, the task and the
  environment.
• Research continues in the field and a Conference
  in the US later this year will be devoted to this
  approach to teaching games.

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SPORT EDUCATION

• Sport Education is an approach to physical
  education which fits with the Queensland syllabus
  in that it is an integrated program which
  attempts to include other areas of the
  curriculum.
• The model has been developed by Darryl Siedentop
  in the USA but a more appropriate development has
  been the work at Edith Cowan University under Ken
  Alexander.

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• Alexander and his colleagues have shown that
  through sport education a number of outcomes can
  be achieved
• Independence
• Control of learning
• Integration of curriculum areas
• Broad inclusion in the program
• Improved meaning in the physical activity program
  for children