In this particular page of the website, we are going to explore the models being used within the PE curriculum. Physical education has a long history of thematically designing and implementing entire curriculums that ultimately serve to guide instructional practices within content units (Dyson, Kulinna and Metzler, 2016). Models Based Practice can be defined as a mechanism or a pedagogical approach through which to move away from privileging PE subject matter (i.e., curriculum) or the teacher (i.e., instructional) and instead aligns outcomes with the student's needs and the teaching / instructional style (Casey, n.d.). This then can be used within your lessons and can be implemented within your curriculums to help the students develop themselves for later life.  

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Teaching Personal and Social Responsibility (TPSR) is one of the many models that can be used by teachers and/or practitioners to aid their teaching and promote character development in PE. Teaching personal and social responsibility was developed by practitioner/researcher Don Hellison (Casey and Kirk, 2020) in 1978. The main aim of this model is to help students acquire values through physical activity (Hellison, 2011). On the other hand, Casey and Kirk (2020) state that responsibility behaviors can be taught within the contexts of physical activity and can help youngsters adapt to transitions into adulthood. Filiz (2017) applied this specific model in a Middle School PE lesson and found some benefits for using this model. Filiz (2017) states that the majority of students succeeded in displaying self-control and showed more respect toward one another while observing the rules of the games. This clearly shows that the TPSR model is effective because this encourages the students to have self-control and respect. Therefore, this will allow them to have self-control and respect in adulthood. Filiz (2017) also states that an environment was created in which students could get to know one another, learn to express their opinions, and gain confidence by exploring their own strengths. This then means that it is the teacher’s responsibility to create the environment for the pupils to be comfortable to express their own opinion and increasing their confidence in their own strengths.

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Furthermore, Sport Education is a curriculum and instruction model designed to provide students with an authentic experience which is enjoyable and that contribute to their desire to become and stay physically active throughout their life (Siedentop, Hastie and Van de Mars, 2011). Hastie (1998) states that one benefit for the student is that they seem particularly to enjoy this model because this provides them with chances to socialize and have fun with their friends (having consistent team members). Therefore, this allows them to be comfortable within their groups to fully participate within the activities in the lessons. Likewise, one benefit that Hastie (1998) stated for the teachers is that they are able to attend to specific student needs, assess students' work and emphasise other curricular activities. Therefore, this allows them to trust their students and focus on other things within the lessons.

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Overall, it is up to YOU to decide which model is the best for your students and make an effort to implement it within your lessons. I have looked at 2 specific models within this blog (TPSR + SE) but you may need to do more research on the other models and pick one you think suit your teaching style and your students.