Gymnastik- och idrottshögskolan, GIH

Background/purpose: While some argue that Models-Based Practice (MBP) has a number of laudable and desirable ambitions and outcomes (Kirk, 2013), others contend that those advocating for MBP must be mindful of wider debates in the field about the overall purpose of physical education and Sport Pedagogy (PESP) (Dillon et al. 2016). The purpose of this presentation is to begin to articulate the types of questions PESP might consider now and in the future as regards the M and P in MBP.

The main points: The overarching intention of MBP is the achievement of specific, relevant, and challenging learning objectives that apportion more time for learners to be engaged with learning, and which ultimately strives toward par- ticular outcomes relative to each model. Interestingly, however, the preferred perspective researchers have pursued in MBP-related research is that of the teacher and to a lesser degree the coach (Casey, 2014). Whilst there are those who have focused on the learner (Hastie,1998), the aim of this presentation is to present a num- ber of questions about MBP; questions about the what, how, why, who, when and where of teaching, learning and context.

Addressing the themes: We address the sub-themes by considering the ways in which our understanding of MPB might be better fo- cused to pedagogically engage learners in transformative learning and teaching. Further, by asking questions of practice we are better able explore innovative perspectives on PESP.

Conclusions/implications: This paper concludes by problematizing the M and the P in MBP and the notion that practice, when related to models, become singular. We argue, given the diversity that exists in schools, states and countries as well as the diversity between young people, that the idea of a practice should be expanded into practices and, in doing so, acknowledge the multifarious ways in which learning might become manifest.