Pedagogical models within physical education

co-opertive learning model - CL model - pupils working together on clearly assigned tasks - groups purposefully selected by teacher based on diversity and complementarity - pupils work without direct supervision of teacher - children getting a range of experiences with different pupils - student learn co-operative skills which ^ their empathy, and they disrupt lessons less Constraints-Led Approach - purposeful manipulation of key constraints in an effort to acquire movement skills and decision making behaviors hands off practitioner effectiveness of model based practise - - PE can bring about meaningful change - represents a move away from the privileging of a subject matter or the teacher - focuses on aligning outcomes with pupils needs and instructional approaches - facilitates the delivery of high-quality programmes due to focusing on learner outcomes, using multiple domains, and details instructional approaches helpfulness of traditional or teacher centre approaches - - if a skill has a level of safety, then direct approach is necessary - learners needs and preferences may mean that a certain learning style may be more effective - when students are doing a skill they've never done before then using these approaches can be useful hybrid models - where 2 models are used in conjunction with one another and can be utilised - research shows its effective in facilitating inclusive teaching, but can be difficult to implement limitations of traditional or teacher centre approaches - - could sacrifice creativity, harder to do problem solving which moves towards holistic form of learning - may become reliant on coaches as there isn't an opportunity for students to learn and solve game skills