A multi-model approach to models-based practice: students’ learning experiences throughout lower-secondary school physical education

Abstract

Introduction and research question: Current research emphasizes the potential of single pedagogical models to guide students learning in physical education (PE). However, the impact of a holistic, multi-model approach to Models-based Practice (MbP) remains largely unexplored–particularly how students experience and make sense of their learning over time. This study addresses that gap by exploring the research question: ‘How do students’ experience PE throughout their three-year lower secondary schooling when their teacher uses MbP as the guiding teaching framework?’ Theoretical framework: To interpret students’ learning experiences within a multi-model MbP approach, the study employed Bildung theory [Klafki, Wolfgang. [1985] 2001. Dannelsesteori og didaktik: Nye Studier. Translated by B. Christensen. Klim] and a recently proposed Bildung framework for PE [Aggerholm, K., and M. Hordvik. 2024. “A Bildung Theoretical Framework for Models-based Practice in Physical Education.” Physical Education and Sport Pedagogy : 1–23. https://doi.org/10.1080/17408989.2024.2446787]. This theoretical lens emphasizes holistic development across physical, cognitive, ethical, and social dimensions. Central to this perspective is the notion of versatile learning aspirations, where students engage with open-ended tasks, learn across diverse domains, and form meaningful connections with educational content. Methods: This longitudinal study followed 24 students from a single lower-secondary class over three years. The teacher organized PE around five pedagogical models: Teaching Personal and Social Responsibility, Teaching Games Approach, Sport Education, Fitness and Wellness Education, and Outdoor Education, each revisited multiple times across a total of 16 units. Data were generated through seven rounds of focus group interviews with four student groups, totaling 28 interviews conducted throughout their lower secondary schooling. A general inductive approach [Thomas, David. 2006. “A General Inductive Approach for Analyzing Qualitative Evaluation Data.” American Journal of Evaluation 27:237–246. https://doi.org/10.1177/1098214005283748] was used to co-construct themes reflecting students’ learning experiences across model units. Results: Results indicate that students perceived their teacher as promoting a holistic and learning-oriented PE environment, emphasizing diverse learning outcomes and fostering levels of accountability for both individual and collective learning. This represents a shift from a skill- and teacher-centered PE experience towards a holistic, learner-centered approach spanning physical, cognitive, social and creative domains. Students developed autonomy, trust, and a sense of accountability through a pedagogical approach that prioritized decision-making, peer negotiation, and minimal teacher intervention. Two key themes were co-constructed and explored: ‘A holistic learning-aspired approach necessitated student accountability’ and ‘Continuity in learning experiences across various domains’. Discussion and Conclusion: While prior research has illustrated the potential of individual models, this study demonstrates that sustained engagement with a range of pedagogical models can cultivate a continuous, holistic, and meaningful learning experience. Through the lens of Bildung theory, the results suggests that PE guided by a sustained MbP approach can foster environments where self-determination, co-determination, and solidarity naturally emerge–contributing to personal formation and democratic education (Klafki [1985] 2001). Moreover, these versatile, aligned, and accountable learning experiences promote development within interconnected learning bodies–moving, thinking, social, emotional, and cultural [Quennerstedt, Mikael, Dillon Landi, and Ashley Casey. 2024. “Busier, Happier, and Good(er)–40 Years on from ‘Busy, Happy, and Good’ as Success in Teaching Physical Education.” Quest: 1–21. https://doi.org/10.1080/00336297.2024.2393624]. Students’ engagement with values such as fairness, inclusion, cooperation, and critical thinking suggests that MbP can provide fertile ground for cultivating ethical and civic awareness. These experiences reflect the potential of a multi-model MbP approach to support versatile learning aspirations, as students navigate open-ended, meaningful tasks across cognitive, physical, and moral domains–enhancing both individual growth and collective understanding.