Student-centred models in Physical Education: Pedagogical guidelines and research trends

Abstract

Student-centred teaching models have been recently emphasized as effective to enhance students learning and help in developing creative and autonomous learners who are able to solve problems and make decisions. This paper focuses on two teaching models used in Physical Education: Cooperative Learning Model and Sport Education Model. Firstly, the main characteristics of both teaching models are described. Secondly, the characteristics and research gaps are highlighted based on the results of previous investigations, and the practical guidelines for Physical Education teachers and other sport practitioners. Our results showed that: Teachers and students' value both teaching models; teachers, especially those who are at the beginning of their professional career, indicated different difficulties in implementing both models; students claimed that more time is needed for Physical Education. Teacher training programs should facilitate the participation of future teachers on multiple experiences of pedagogical practice and endowed them with competencies to manage the class. From a methodological perspective, we endorse the use of long-term instructional units, qualitative research designs that provide an in-depth examination of the complexity inherent to a student-centred teaching-learning process.