ABSTRACT

In this chapter we map the main features, pedagogical purposes and development of several approaches to physical education through the lenses of the three sets of arrangements of practice architectures (i.e. the sayings, doings and relatings) outlined in Chapter 2. We establish the extent to which it is possible to identify a main idea, critical elements and learning aspirations for each of these approaches to physical education. We also investigate whether we can see an alignment of curriculum, teaching and learning in the pursuit and realisation of specific and distinctive learning aspirations. The point of this chapter is, then, to establish the feasibility of describing some well-established forms of physical education as pedagogical models and, as such, as core components of MbP. We do this even though the originators of these approaches may not have described their approaches in this way. However, to answer the question “Why Models-based Practice?” we need to know whether these approaches might, nevertheless, through this analysis of practice architectures, be reconceptualised as pedagogical models. We conclude the chapter by arguing that we can identify common features such as main ideas, critical elements and learning aspirations, and that consequently we have a meta-language with which to discourse about pedagogy in physical education that arguably we currently lack.