ABSTRACT

In this chapter we take this process of backward design a step further and apply practice architectures and constructs of the main idea, critical elements and learning aspirations to analyses of four pedagogical models (i.e. sport education, games-centred approaches, cooperative learning and teaching personal and social responsibility). Our aim is to better understand the manner in and degree to which pedagogical models have remained true to the aspirations of model-makers and advocates. At this meso level of discourse on pedagogical models, we find a series of refractions of the sayings, doings and relatings of each as the models have been taken up by other researchers, compared to the accounts provided by their originators. We conclude by suggesting that in providing an overview, some researchers have replaced or overlooked important facets of the conceptual frameworks developed by model-makers. In doing so we have lost track of what we see as the signature practice architectures of these models, thus further highlighting the need to acknowledge that transformation in the process of implementation is inevitable. Consequently, local adaptations built on the aspirations, not the certainty, of any given pedagogical model are important when adopting MbP.