Model-based Practice Research Articles

The impact of model-based practices on sustainable physical education in Indonesia: a systematic review

Model-Based Practice (MBP) is a teaching practice that organizes pedagogical models through various sport-based physical activities thematically to solve problems related to appropriate teaching to achieve educational values. Previous systematic reviews that have been carried out cover only one model approach and there has been no systematic review until 2024 that specifically discusses the implementation of MBP in Indonesia. The systematic review aims to explore information related to MBP implementation studies in physical education (PE) teaching that have been conducted by researchers or practitioners to support sports development in Indonesia. The literature search used the Scopus database by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 10 of 1,222 articles met the criteria during the screening process and were extracted into tables including content, problem statement, methods, results, and future research. The results showed that the model used was effective in improving learning outcomes and the development was valid and feasible to use. The implementation of MBP in PE learning in Indonesia only includes three models, namely sports education (SE), cooperative learning (CL), and teaching games for understanding (TGfU) study objectives focus on one objective and do not include social learning outcomes. More studies related to the implementation of MBP are needed to improve the quality of PE teaching to support sustainable sports development in Indonesia. Future research recommended the application of the MBP concept by integrating various pedagogical models in one lesson to achieve legalized PE learning outcomes. Keywords: model-based practice, physical education teaching, quality of PE teaching, sustainable sports development

Social and Emotional Learning Through a Sports-Based Youth Development Program Grounded in a Hybrid Model-Based Practice

Purpose: This study aimed to investigate the student’s experiences of social and emotional learning in a community-based youth soccer program grounded in the hybridization of the teaching personal and social responsibility model and the cooperative learning model. Methods: This research was guided by a case study design. Qualitative data were collected over 28 weeks. Twenty-three children (n = 23) participated in the study. Eleven individual interviews, six focus group interviews, two rounds of student drawing activities, and 22 researcher’s self-reflection journals were taken during the program. Inductive analysis and constant comparison were used for data analysis. Results: Four themes were drawn from the collected data: trying your best, respecting each other, learning and working as a team, and making your responsibilities at home and school. Conclusion: The study provided evidence that the hybridization of teaching personal and social responsibility and cooperative learning could be an effective pedagogical approach for students’ social and emotional learning development in sports-based youth development programs.

Analysis on the Reform and Development of Physical Education Services in the Context of 5G Connected Communication.

With the continuous growth of science and technology, mankind has entered the fifth-generation (5G) era. In this background, the development of many fields will face great opportunities and challenges, including the field of physical education (PE). The traditional teaching mode, method, and contents of PE are difficult to adapt to the development needs of the 5G era. Therefore, it is of great significance to study the PE teaching reform in the era of “5G education.” Moreover, integrating 5G technology and PE may benefit students, educators, and the entire PE system. This study offers an in-depth investigation of the reforms and development of PE services under the background 5G interconnected communications. The reforms of PE and services are examined using the most up-to-date 5G technologies. Four 5G methodologies which include model-based practice (MBP), virtual reality (VR), the Internet of Things (IoT), and artificial intelligence (AI) are analyzed, and for the comparative study, performance indicators such as cost reduction, energy efficiency, and security level are measured. When compared to other strategies, IoT-based physical education is found to be more efficient in terms of these parameters. The 5G-driven PE will provide students with objective, fair, and diversified education, and adaptive learning services to promote the overall development of students.

Advocating for Service-Learning as a pedagogical model in Physical Education: towards an activist and transformative approach

ABSTRACT Background There seems to be a need to rethink education and shape the future to build more equitable societies. In line with this idea, Service-Learning (SL) has emerged as an educational approach to integrate curricular learning and the provision of a community service. Unfortunately, many SL implementations in Physical Education lack a concrete frame of reference to guide them. Purpose Using the model-based practice framework, this paper aims to make the case to consider SL a pedagogical model to put transformative and socially critical Physical Education discourses into operation in real contexts. Method The article is structured around two main parts. Part 1 includes the criteria that any advocacy for a model should present within the models-based practice framework. Part 2 is divided into different subsections to introduce the theoretical foundations of SL, the major theme, the teaching implications and learning aspirations, exemplification of a particular case, and critical elements and benchmarks. It also contains a review of the research findings and reference networks and organizations that, despite not seeing SL specifically as a pedagogical model, report its development in Physical Education around the world. Results and implications In addition to setting the general bases and criteria to make the case for a pedagogical model, the paper addresses the main instructional implications for Physical Education: learning outcomes and teaching strategies. The work suggests that by considering the experiential, critical and transformative principles of the model, its major learning impact is upon the affective and social domains, in connection with the major theme identified: ‘learning by serving’. Another relevant contribution of the article is that it provides implementation guidelines through a 10-item checklist with benchmarks that typify SL’s key features. This checklist could be of value, since it can help practitioners and researchers to describe and verify future implementations. Conclusion SL has the necessary elements to be considered an activist, transformative, trans-domain and inter-contextual pedagogical model in Physical Education. Its dual major theme (learning by serving) uncovers new perspectives on teaching and learning in Physical Education, promoting the students’ social and affective domains. SL provides a connection between learning, teaching, content and context, requiring teachers and students to develop a commitment to the underlying philosophy of the model. Moreover, it occupies alternative spaces and locations to those traditionally used in Physical Education, and it can help develop genuine relationships between educators and students from schools and individuals and organizations from the community.

The Seneb's Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education.

Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effects of a program based on the hybridization of the Personal and Social Responsibility Model and gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (experimental and control) participated during a complete academic year. Motivation, physical activity and sedentary behavior were assessed through questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between the experimental group (EG) and control group (CG) in afterschool physical activity (APA) during the weekend (p = 0.003), sedentary time (p = 0.04) and speed–agility (p = 0.04). There were no significant differences in motivation. In reference to the intervention, the speed–agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA–weekend (p = 0.000), APA–week (p = 0.000) and sedentary time (p = 0.000) increased significantly in the EG. The speed–agility (p = 0.000), APA–weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The implementation of a program based on the hybridization of pedagogical models can be useful in producing improvements in physical fitness, physical activity and sedentary behaviors.

COVID-19 model-based practice changes in managing a large prostate cancer practice: following the trends during a month-long ordeal.

Coronavirus (COVID-19) has been a life-changing experience for both individuals and institutions. We describe changes in our practice based on real-time assessment of various national and international trends of COVID-19 and its effectiveness in the management of our resources. Initial risk assessment and peak resource requirement using the COVID-19 Hospital Impact Model for Epidemics (CHIME) and McKinsey models. Strengths, weaknesses, opportunities, and threats (SWOT) analysis of our practice’s approach during the pandemic. Based on CHIME the community followed 60% social distancing, the number of expected new patients hospitalized at maximum surge would be 401, with 100 patients requiring ventilator support. In contrast, when the community followed 15% social distancing, the maximum surge of hospitalized new patients would be 1823 and 455 patients would require a ventilator. on April 15, the expected May requirement of ICU beds at peak would be 68, with 61 patients needing ventilators. The estimated surge numbers improved throughout April, and on April 22 the expected ICU bed peak in May would be 11.7, and those requiring ventilator would be 10.5. Simultaneously, within a month, our surgical waitlist grew from 585 to over 723 patients. Our SWOT analysis revealed our internal strengths and inherent weakness, relevant to the pandemic. A graded and a guarded response to this type of situation is crucial in managing patients in a large practice.

‘Being a team, working together, and being kind’: Primary students’ perspectives of cooperative learning's contribution to their social and emotional learning

ABSTRACT Background/purpose: It has been suggested that cooperative learning (CL) is a model-based practice which can develop students’ social and emotional learning (SEL) competencies in physical education (PE) (Casey, Ashley, and Javier Fernandez-Rio. 2019. “Cooperative Learning and the Affective Domain.” Journal of Physical Education, Recreation & Dance 90 (3): 12–17). The purpose of this study was to investigate how the pedagogical practice of CL contributed to SEL outcomes in PE from a student perspective in Aotearoa New Zealand (NZ) primary schools. Participants and settings: Students at four primary schools participated in the study as part of a larger research study on school-based, teacher-driven professional learning groups supporting the implementation of CL in PE. Research design: This research adopted a case study design (Stake, Robert E. 2006. Multiple Case Study Analysis. New York: Guilford) drawing on qualitative research methods utilizing student interviews and field notes over two years (Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: SAGE). One researcher was assigned to each school as a critical friend to each teacher. Teachers used CL structures, with students placed in small groups of 3–5, given different roles, and operating as a team to complete a task or play in a modified game (Dyson, Ben, and Ashley Casey. 2016. Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction. London, UK: Routledge). Data collection: Data was collected over two school years. A minimum of 6 observations per year were carried out at each school. Students were interviewed in focus groups of three or four students. Four focus group interviews were carried out at every school each year. Data analysis: Inductive analysis and constant comparison were used for data analysis (Miles et al. 2014). Trustworthiness was enhanced by utilizing the data analysis strategies and was undertaken through the analysis of data by continually challenging the interpretations of the findings, identifying conceptual links, and uncovering key categories through frequent peer debriefing with the researchers. Findings: Four main themes for learning outcomes that allied with the five key elements of CL and SEL outcomes were: being part of a team; learning how to listen; helping and encouraging others; and, making physical education fair. Findings indicate that learning outcomes of CL in PE align and compliment SEL outcomes. In their heterogeneous, CL groups, students identified and talked about SEL skills as being central in their PE lessons. Conclusion: CL has the potential to be a successful model-based practice to develop SEL outcomes in PE. Further studies on the use of CL and other models-based practices for teaching SEL in PE could legitimize the current popular political and educational rhetoric.

Physical condition-based practice models of traditional games for children disabled elementary school age

This research has the goal of producing products such as exercise books and models in the physical condition of child disability. in this study using Borg and Gall method consists of ten steps and Research subjects are elementary students in SLB B PTN Bali. The model consists of 4 models with 40 items which have several times through the expert evaluation, testing and revision. This research uses pretest and posttest with significance level 0,05. The result of physical game exercise based on traditional game for children with disability between pretest and posttest obtained result tO = 9.595 bigger than price tt = 0.000 (at significance level 0,05), hence null hypothesis rejected. So, it can be concluded that there are significant differences between pretest and posttest results-based endurance exercise traditional games for children disabilities. Judging from the results of the physical condition of the model-based practice of traditional games for children of primary school age disabilities are effectively used to improve the results of the child’s physical condition.

The Action Research story of a student–teacher: Change is not easy and it takes time, effort, and critical reflection

The purpose of this paper is to report on the pedagogical and research learning I experienced as a physical education student–teacher engaged in an action research project, for which I designed and implemented an innovative teaching model. In my roles as student–teacher and researcher, I wanted to examine the impact of using Sport Education in a Finnish school context by analysing and understanding my teaching as well as my students’ experiences. Data collection included my personal reflective journal, video observations, student group interviews, and student diaries. The results of this study reinforced previously reported benefits of Sport Education, although there are contextual and pragmatic issues that need to be acknowledged. Even though implementing a new pedagogical approach was time-consuming, stressful, and full of real-world challenges as well as the additional demands of the action research project, I still learned a great deal about teaching and research. Keywords: action research, physical education, student–teacher, curricular change, teacher education-----La historia de la Investigación Acción de un estudiante-profesor: El cambio no es fácil y lleva tiempo, esfuerzo, y reflexión crítica.ResumenEl propósito de este trabajo es informar sobre el aprendizaje pedagógico y de investigación que he experimentado como estudiante-profesor de educación física involucrado en un proyecto de investigación acción para el que diseñé e implementé un modelo de enseñanza innovador. En mis roles como estudiante-profesor e investigador, quise examinar el impacto del uso de la Educación Deportiva en un contexto escolar Finlandés, analizando y comprendiendo mi enseñanza así como las experiencias de mis estudiantes. La recopilación de datos incluyó mi diario de reflexiones personales, observaciones en video, entrevistas a grupos de estudiantes y diarios de estudiantes. Los resultados de este estudio reforzaron los beneficios previamente reportados de la Educación Deportiva, aunque hay cuestiones contextuales y pragmáticas que deben ser reconocidas. A pesar de que la implementación de un nuevo enfoque pedagógico consumía mucho tiempo, fue estresante y lleno de retos del mundo real, así como las demandas adicionales del proyecto de investigación acción, aprendí mucho acerca de la enseñanza y la investigación. Palabras Clave: investigación acción, educación física, estudiante-profesor, cambio curricular, formación de profesores-----Bibliography: Eriksson, Nicolina/Romar, Jan-Erik/Dyson, Ben: The Action Research story of a student–teacher: Change is not easy and it takes time, effort, and critical reflection, IJAR, 1-2017, pp. 51-74. https://doi.org/10.3224/ijar.v13i1.05

Pharmacological sedation management in the paediatric intensive care unit.

This review addresses sedation management on paediatric intensive care units and possible gaps in the knowledge of optimal sedation strategies. We present an overview of the commonly used sedatives and their pharmacokinetic and pharmacodynamic considerations in children, as well as the ongoing studies in this field. Also, sedation guidelines and current sedation strategies and assessment methods are addressed. This review shows that evidence and pharmacokinetic data are scarce, but fortunately, there is an active research scene with promising new PK and PD data of sedatives in children using new study designs with application of advanced laboratory methods and modelling. The lack of evidence is increasingly being recognized by authorities and legislative offices such as the US Food and Drug Administration (FDA) and European Medicines Agency (EMA). The population in question is very heterogeneous and this overview can aid clinicians and researchers in moving from practice-based sedation management towards more evidence- or model-based practice. Still, paediatric sedation management can be improved in other ways than pharmacology only, so future research should aim on sedation assessment and implementation strategies of protocolized sedation as well.

Klein's Model of Mathematical Creativity.

My purpose in this paper is to show how modelling and othernon-deductive forms of reasoning, as employed by a highly creative mathematician, can be productiveof important conceptual innovations, and, by the same token, can serve as effective tools for stimulatingconceptual development in the process of learning mathematics. After a – necessarily brief – characterizationof Klein's model-based practice and its philosophical underpinning, the educational implications of the `model view'of mathematics are discussed. Models typically establish connections between different parts of our knowledgeand are therefore highly expedient for the construction of anintegrated conceptual framework for understanding mathematics,its relations with science and technology, and its practical uses.

Assessing the congruence of nursing models with organizational culture: a quality improvement perspective.

Model-based practice was identified by the Nursing Department at Riverview Health Centre, a 320-bed long-term care facility located in Winnipeg, Manitoba, as having the potential to enhance care quality significantly. To achieve real impact in the clinical setting, however, the model selected would need to reflect closely the culture and values of the department. It was decided to explore these phenomena using cross-method triangulation involving a cultural assessment survey (the Nursing Unit Cultural Assessment Tool) and focus groups. Patient comfort and empathy emerged consistently as core values for staff. Greater appreciation of the depth and complexity of the nursing department culture and values has provided invaluable direction vis-à-vis conceptual model selection.

Using Roy's adaptation model in practice: nurses' perspectives.

Using a qualitative research methodology, the utility of the Roy adaptation model as a framework for nursing practice within a hospital setting was investigated. The level of integration of the model into practice varied among nurses. The model was generally found to be useful in focusing, organizing, and directing nurses' thoughts and actions regarding patient care, resulting in a perception of improved quality of nursing process and patient outcomes. Prior education on the Roy model and participation in professional advancement activities facilitated model integration, while lack of education and resistance to change inhibited implementation of model-based practice.