An Evaluation of Teachers' Knowledge and Use of Physical Education Instructional Models

IntroductionFacilitate learning. However, the processes underlying facilitation of the teaching learning relationship can be complex. Therefore, the examination of teaching effectiveness within physical education (PE) remains an important focus. A goal of teachers is to develop competency in students so regular participation in physical activity may occur. PE has been recognized as a primary source for positively impacting children's physical activity behavior and promoting lifelong activity habits (Morgan, Beighle, Pangrazi, 2007) However, learning styles, motivational levels, and abilities of students are varied (Sallis, Prochaska, Taylor, 2000) To assist students towards becoming physically literate people, highly qualified PE teachers will be needed. One of the factors that constitute a qualified teacher is the knowledge of pedagogical skills to deliver a variety of teaching methods to help maximize the learning achievements of their students (Napper Owen et al. 2008) Within the area of PE, Kulinna and Cothran (2003) suggested that an effective approach to pedagogical practice is to use a number of different teaching styles.For the past two decades, model based instruction has been used by PE teachers. Metzler (2005) identified eight IMs that at the present time are the most commonly used in PE. Each model was established and shaped by original authors of the model and early contributors. Some of these models include Sport Education (Siedentop, 1994) Teaching Personal and Social Responsibility (Hellison, 1984) and Tactical Games Approach (Griffin, Mitchell, Oslin, 1997) Other models include Cooperative Learning (Grineski, 1996) Peer Teaching, Direct Instruction, and Inquiry Teaching. The intent of each model is to promote learning outcomes for students and to address the national standards for PE (Gurvitch Metzler, 2013).Teachers are likely to determine their own methods of teaching based on personal experience and the influence of other teachers. Certain methods may be more compatible for an individual and by consequence may be more preferred. PE teachers usually choose DI because it is more familiar to them; it is the way that they were taught (Gurvitch, Lund, Metzler, 2008) Regardless, teachers have the opportunity to implement a variety of IMs in their PE programs. If implementation occurs, teachers will have more opportunity to develop the range of student learning that is desired through our national standards (Gurvitch et al. 2008) Each IM has a theme that can be communicated to students, provides specifications of learning domain priorities within each unit and a student guide for decision making and responsibilities. The following paragraphs provide research support for evidence based practice of each IM. DI is characterized by teacher controlled decisions and teacher directed engagement patterns for learners (Metzler, 2011) Edwards and Lee (1985) argued that DI has been widely promoted as an effective teaching approach in PE. The authors found that through DI and cuing, in learning a novel task students exhibited consistent improvement in a PE setting. School based research has generally been supportive of DI for improving motor skills (Goldberger, Gerney, Chamberlain, 1982) and for achieving fitness goals (Taggart, 1985) However, one must account for the lack of recent positive research findings for the DI approach. Hellison's (2003) TPSR model promotes multicultural perspectives in teaching PE, with one of its main objectives; helping students to understand and respect differences among people in physical activity settings. Sport Education (Siedentop, 1994) promotes student ownership, decision making opportunities, enhanced skill development, and positive social interactions that potentially increase students' levels of overall need satisfaction and promote physical self concept. In their review of Sport Education research, Hastie, Martinez, and Calderon (2011) provide strong evidence of the benefits of the model in PE.