If you have used one of the models described in Instructional Models for Physical Education in a unit and have a written plan for that unit, please consider sharing it with other teachers and students who may be interested in using the model in their instruction.
Research on PSI for College Golf
Written by Mike Metzler
James (Trey) Leech recently successfully defended his doctoral dissertation at Florida State University. The title of his dissertation is "Effects of Pacing Contingencies in a PSI-Taught College-Level Golf Course." (Note: PSI is the acronym for Personalized Systems for Instruction.)
Using a quasi-experimental mixed-method design, the purpose of this study was to investigate the use of flexible-pacing vs. self-pacing by incorporating classroom-based pacing contingencies such as instructor-recommended deadlines and student-set deadlines on students’ pacing rate, course completion rate, withdrawal rate, student achievement measures (golf-skills & golf-knowledge), and attitudes. Three pacing condition groups were used: self-pacing only; instructor-recommended deadlines; and student-set deadlines. Within each of these pacing condition groups, a sub-group based on golf-skill ability level was created from golf-skill pretest results.
The quantitative results from this study indicated that flexible-pacing is advantageous for increasing lower- and moderate-skilled pacing rates as well as increasing students’ overall perception of the PSI-taught golf course. The qualitative results indicated several key differences between students who were able to complete all course workbook tasks versus students who were unable to complete all course workbook tasks.
These results support the use of flexible-pacing over self-pacing in PSI-taught courses in college-level physical education settings due to significant improvements on several key measurements especially for lower- and moderate-skilled students.
The use of action research to investigate cooperative learning and tactical games models
An article recently appeared in the European Physical Education Review by Ashley Casey University of Bedfordshire, UK, and Ben Dyson University of Auckland, New Zealand. The study explored the use of action research as a framework for investigating cooperative learning and tactical games. 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 to 12. The results of this research reinforce the concept that the implementation of any new pedagogical approach is time-consuming and labor intensive. 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. Click here to read more.
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