ABSTRACT

In this chapter we take each of the four core principles of pedagogical models (1) a new organising centre for program design; (2) as design specifications for local practice; (3) managing the tension between local agency and external prescription; and (4) co-construction of physical education among teachers, students and other stakeholders and examine how they have been expressed at macro, meso and micro levels of discourse on pedagogical models. In doing this, we note the extent to which existing pedagogical models provide new and alternative discursive arrangements/vocabularies for talking and thinking about physical education. Having established the capacity of pedagogical models – across macro, meso and micro levels of discourse – to underpin MbP, we then consider which models should be selected at which stages of schooling. Are there developmental issues to consider? Are there issues of complementarity of models that could be paired (e.g. teaching games for understanding/sport education)? We conclude by suggesting that while pedagogical models allow for significant transformation in physical education, inconsistencies between the three levels of discourse on pedagogical models present a considerable challenge for the readiness for MbP to replace multi-activity, sport technique-based physical education.