A Bildung theoretical framework for Models-based Practice in physical education

Datos Bibliográficos

ID21783802
AutoresKenneth Aggerholm (0000-0002-1315-6325, Norwegian School of Sport Sciences, autor de correspondencia), Mats Melvold Hordvik (0000-0002-5694-1964, Norwegian School of Sport Sciences)
Año2024
Páginas1-13
Fecha de publicación2024-12-31
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPhysical Education and Sport Pedagogy (JOURNAL)
Identificadores de la revistaISSN: 1740-8989 • E-ISSN: 1742-5786
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17408989.2024.2446787
OpenAlexW4405941185
IdiomaEN
Citas recibidas4
Referencias citadas20

Background: Models-based Practice (MbP) has gained popularity in the literature on physical education. It offers a comprehensive approach to teaching and programme planning. However, MbP lacks a solid theoretical foundation to guide reflections on educational purposes, teaching methods and learning aspirations.Purpose: This paper proposes a framework to address this shortcoming by drawing on Wolfgang Klafki's theory of general Bildung. The goal is to provide a theoretical foundation for MbP and contribute to its further development. By exploring the potential of a Bildung theoretical framework for MbP, this paper also seeks to bridge the gap between the Anglo-American tradition that MbP adheres to and the Continental tradition of Bildung.Relevance and Implications: The analysis demonstrates how Bildung theory can complement and challenge elements in MbP. First, it can contribute with an overarching educational purpose, which is to develop the capacity for self-determination, co-determination, and solidarity. Second, the principle of exemplarity can secure alignment between the main themes of models and epochal key problems. Third, the principles of non-affirmativity and versatility can inform learning aspirations for students, and the principle of multidimensionality can inform a multi-model approach where students engage with different body-cultural practices. Fourth, the principles of autonomy and interdependency can inform the pedagogical work of teachers.Conclusion: We conclude that, on the one hand, MbP can serve as a framework for integrating the educational principles of Bildung in schools, enriching the pedagogical landscape of physical education. On the other hand, Bildung theory can provide a solid theoretical framework for MbP, as it underpins several strengths of the approach and can guide its future development. Thus, MbP can provide a practical framework for working with general Bildung in physical education, while Bildung theory can provide a theoretical framework with criteria for the development and use of pedagogical models in MbP that align with democratic and educational objectives

Bildung · Epistemology · Mathematics education · Pedagogy · Physical education · Sociology · Computer Science · Inclusion and Disability in Education and Sport · Philosophy · Physical Education and Pedagogy · Psychology · Sports and Physical Education Studies