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Implementing the Movement-Oriented Practising Model (MPM) in physical education: empirical findings focusing on student learning

Artikel i vetenskaplig tidskrift
Författare R. Lindgren
D. Barker
Publicerad i Physical Education and Sport Pedagogy
Volym 24
Nummer/häfte 5
Sidor 534-547
ISSN 1740-8989
Publiceringsår 2019
Publicerad vid Institutionen för kost- och idrottsvetenskap
Sidor 534-547
Språk en
Länkar dx.doi.org/10.1080/17408989.2019.16...
Ämnesord Movement, pedagogical model, practising, praxis-related research
Ämneskategorier Idrottsvetenskap

Sammanfattning

Background: Despite the existence of numerous pedagogical models, Aggerholm, Standal, Barker and Larsson [2018. Aggerholm, K., O. Standal, D. M. Barker, and H. Larsson. 2018. “On Practising in Physical Education: Outline for a Pedagogical Model.” Physical Education and Sport Pedagogy 23 (2): 197–208] recently made a case for the introduction of a new model. Based on the work of German philosopher Peter Sloterdijk, the Movement-Oriented Practising Model (MPM) contains a philosophical rationale, a set of guiding principles, and an illustration of how lessons based on the model could look in the classroom. This paper reports empirical findings from an investigation in which the model was employed. The aim was to discern how students’ movement dispositions develop when they take part in lessons guided by the MPM. Method: Empirical material was produced with one ninth-grade class that took part in ten lessons based on the MPM. Three types of empirical material were generated through observations, focus group interviews, and textual work produced by students. Analysis of the combined data was informed by Gilbert Ryle’s [2009. The Concept of Mind. New York: Routledge] theory of knowing and dispositions. Findings: Four descriptive cases are presented. Each case focuses on a student’s dispositional development over the course of the ten lessons. Dispositional development involved changes in: the ways students moved, the students’ approaches to practicing and performing, and the ways the students described themselves and their learning. Discussion: The findings are discussed in relation to the philosophy and guiding principles of the MPM. Specifically, we consider: (1) how students developed in unique and personal ways during the module, (2) how dispositional development may not always be observable when students participate in lessons based on the MPM, and, (3) how time impacts upon learning when employing the MPM. Conclusion: Reflections on practical implications associated with the MPM are put forward and questions for further scholarly consideration are raised.

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