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001 9780429319259
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040 _aOCoLC-P
_beng
_erda
_cOCoLC-P
020 _a9781000298864
_qelectronic book
020 _a1000298868
_qelectronic book
020 _a9780429319259
_qelectronic book
020 _a0429319258
_qelectronic book
020 _a9781000298901
_q(electronic bk. : Mobipocket)
020 _a1000298906
_q(electronic bk. : Mobipocket)
020 _a9781000298949
_q(electronic bk. : EPUB)
020 _a1000298949
_q(electronic bk. : EPUB)
020 _z0367333325
020 _z9780367333324
035 _a(OCoLC)1206393396
035 _a(OCoLC-P)1206393396
050 4 _aGV341
_b.C37 2021
072 7 _aEDU
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072 7 _aSPO
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072 7 _aJNU
_2bicssc
082 0 4 _a796.07
_223
100 1 _aCasey, Ashley.
245 1 0 _aModels-based Practice in Physical Education /
_cAshley Casey and David Kirk.
264 1 _aAbingdon, Oxon ;
_aNew York, NY :
_bRoutledge,
_c2021.
264 4 _c©2021
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aRoutledge studies in physical education and youth sport
520 _aThis book offers a comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of physical education programs and allowing space for local agency and the co-construction of practice. Starting from the premise that true MbP does not yet exist, the book makes a case for the term "pedagogical model" over alternatives such as curriculum model and instructional model, and explains how learners' cognitive, social, affective and psychomotor needs should be organised in ways that are distinctive and unique to each model. It examines the core principles underpinning the pedagogical models that make up MbP, including pedagogical models as organising centres for program design and as design specifications for developing local programs. The book also explores how a common structure can be applied to analyse pedagogical models at macro, meso and micro levels of discourse. Having created a language through which to talk about pedagogical models and MbP, the book concludes by identifying the conditions - some existing and some aspirational - under which MbP can prosper in reforming physical education. An essential read for academics, doctoral and post-graduate students, and pre-service and in-service teachers, Models-based Practice in Physical Education is a vital point of reference for anyone who is interested in pedagogical models and wants to embrace this potential future of physical education.
588 _aOCLC-licensed vendor bibliographic record.
650 0 _aPhysical education and training
_xStudy and teaching.
650 7 _aEDUCATION / Physical Education
_2bisacsh
650 7 _aSPORTS & RECREATION / General
_2bisacsh
856 4 0 _3Taylor & Francis
_uhttps://www.taylorfrancis.com/books/9780429319259
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
999 _c73519
_d73519