000 | 03501cam a2200517Ii 4500 | ||
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001 | 9780429319259 | ||
003 | FlBoTFG | ||
005 | 20220531132526.0 | ||
006 | m o d | ||
007 | cr cnu---unuuu | ||
008 | 201114t20212021enk ob 001 0 eng d | ||
040 |
_aOCoLC-P _beng _erda _cOCoLC-P |
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020 |
_a9781000298864 _qelectronic book |
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020 |
_a1000298868 _qelectronic book |
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020 |
_a9780429319259 _qelectronic book |
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020 |
_a0429319258 _qelectronic book |
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020 |
_a9781000298901 _q(electronic bk. : Mobipocket) |
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020 |
_a1000298906 _q(electronic bk. : Mobipocket) |
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020 |
_a9781000298949 _q(electronic bk. : EPUB) |
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020 |
_a1000298949 _q(electronic bk. : EPUB) |
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020 | _z0367333325 | ||
020 | _z9780367333324 | ||
035 | _a(OCoLC)1206393396 | ||
035 | _a(OCoLC-P)1206393396 | ||
050 | 4 |
_aGV341 _b.C37 2021 |
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072 | 7 |
_aEDU _x033000 _2bisacsh |
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_aSPO _x000000 _2bisacsh |
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_aJNU _2bicssc |
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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. |
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264 | 4 | _c©2021 | |
300 | _a1 online resource | ||
336 |
_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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338 |
_aonline resource _bcr _2rdacarrier |
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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 |
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650 | 7 |
_aSPORTS & RECREATION / General _2bisacsh |
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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 |