ABSTRACT

Drawing on a growing literature in the implementation of single pedagogical models, this chapter explores the existing literature to demonstrate if and how pedagogical models can become the organising centres for physical education. Exploring the sayings, doings and relatings of six empirical papers we learn how researchers, teacher-researchers, and teachers articulate the main ideas, critical elements, learning aspirations and pedagogy of four models, one hybrid model and one combined model. We argue that in understanding both the commonalities and differences between the aspirations of model-makers and the experiences of model-users, when employing a single model approach to teaching physical education, we come to see the importance of local agency and curriculum co-construction. We conclude by suggesting that pedagogical models are robust enough to withstand the tests of practice, providing teachers and other stakeholders in a school community with sufficient guidance to create their own local curricula. The practice architectures of these pedagogical models explored in this chapter, at least, provide sufficient guidance to create quality physical education programs without prescribing in detail what teachers and students should do.