Reconsidering models-based practice in primary physical education

Abstract

ABSTRACT Models-based practice (MBP) has been offered as a possible alternative to traditional approaches to teaching Physical Education (PE) in schools. Internationally, researchers and teachers in the field of PE have debated ways in which we can improve the teaching of the subject. This paper adds to the existing debate around MBP in PE but offers discussion within the primary school context. Possible barriers to applying MBP in primary education are explored, with discussion focusing on reluctance to move away from traditional approaches, teacher confidence and the preparedness of primary teachers in initial teacher training (ITT) courses.