1. Instructional Models: Blueprints for Teaching Physical Education
Mike Metzler
Georgia State University
Atlanta, Georgia

2. What is an Instructional Model?
An instructional model is a comprehensive and coherent plan for teaching that includes:
a theoretical foundation
intended learning outcomes
teacher’s content knowledge expertise
developmentally appropriate and sequenced learning activities
expectations for teacher and student behaviors
unique task structures
assessments of learning outcomes
benchmarks for assessing the implementation of the model

3. What are Instructional Models (really)?
Or, think of them as “Blueprints for learning”
Why a blueprint?

4. Visualizing the Outcome…

5. Visualizing the Outcome

6. What can you do with a blueprint?
See the plan “on paper”
Fit plan to setting
Adjust before you start
Determine materials
Check progress
Get others’ views
Preview for user/owner
Match final w/plan

7. So that this…

8. Doesn’t turn out to be this…

9. Curriculum Models and Instructional Models
--Overall program content and goals
--Yearly outcomes
--Examples:
Fitness
Outdoor Education
Movement Education
Lifetime Sports
Sport Education
Instructional Models:
--Unit learning goals
--Unit content
--Examples:
Peer Teaching
Direct Instruction
Sport Education
Collaborative Learning

10. Differences b/t a Model and a Style Model Style
Based on long term outcomes
Based on teacher and student actions/roles
One used for the entire unit
Comprehensive by design
Uses many strategies
(Most often) based on short term outcomes
Based on “who decides”
Can use many in a single lesson or unit
Very focused
Each style is a strategy

11. Parts of Instructional Models
Foundations:
Theory and rationale
Assumptions about teaching and learning
A theme
Learning domain priorities and interactions
Student developmental requirements
Validation

12. Parts of Instructional Models
Teaching and Learning Features:
Directness and inclusiveness
Task presentation and learning tasks
Engagement patterns
Content progression plan
Teacher and student roles and responsibilities
Verification of instructional processes (benchmarking)
Assessment of learning

13. Parts of Instructional Models
Implementation Needs and Modifications:
Teacher expertise
Key teaching skills
Contextual requirements
Planning
Contextual modifications
Modifications for diverse groups of learners

14. Parts of Instructional Models
Learning Domain Priorities:
Psychomotor
Cognitive
Affective/Social
Combination

15. 8 Instructional Models for PE
Direct Instruction
Personalized System for Instruction (PSI)
Cooperative Learning
Sport Education
Peer Teaching
Inquiry Teaching
Tactical Games
Teaching for Personal and Social Responsibility

16. Themes for Instructional Models for PE
Direct Instruction:
“Teacher as instructional leader”
Personalized System for Instruction (PSI):
“Progress as fast as you can or as slowly as you
need”
Cooperative Learning:
“Students learning with, by, and for each other”
Sport Education:
“Becoming competent, literate and enthusiastic
sportspersons”

17. Themes for Instructional Models for PE
Peer Teaching:
“I teach you, then you teach me”
Inquiry Teaching:
“Learner as problem solver”
Tactical Games
“Teaching games for understanding”
Teaching for Personal and Social Responsibility:
“Integration, transfer, empowerment, and
teacher-student relationships”

18. Using Instructional Models for Aligning…
National/State/Provincial Standards for PE Curriculum Plan or Curriculum Model, with General Learning Outcomes (QEP Competencies) Instructional Units with Specific Learning Outcomes (“Key Features”) Instructional Model for Each Unit Student Engagement for Learning

19. Selecting an Instructional Model
Deductive process (do not start with a model in mind)
The decision starts with stating the desired learning outcomes, and then giving close attention to context, teacher, learners, standards, etc.

20. Selecting an Instructional Model
What is the most important learning outcome/s for this unit?
What is the content?
Who are the students?
What is the teacher’s expertise, re:content?
Are there any contextual/resource limitations?
What is the best model/s for this unit?

21. General Outcomes for Elementary PE & H
Quebec Education Plan
General Outcomes for Elementary PE & H

24. Possible Models to Use: Cooperative Learning  Peer Teaching
Competency 2: To Cooperate in Developing a Plan Competency 3: Carry Out a Plan to Change Some Personal Lifestyle Habits
Possible Models to Use:
Cooperative Learning
 Peer Teaching

25. Benchmarks for Instructional Models
Used to verify if the teacher is following the model’s design:
-- Some are for planning and management
-- Some are for the teacher
-- Some are for the students
-- Some are for assessment

26. Preview of Terry’s Workshop

27. Some Resources for Model-Based Instruction in Physical Education
Instructional Models:
Metzler, M. (2005). Instructional models for physical education (2nd Ed.). Scottsdale, AZ: Holcomb Hathaway.
Personalized System for Instruction (PSI):
Metzler, M. (Ed.)(2000). The Personalized Sport Instruction Series. Boston: Allyn and Bacon. (6 PSI courses developed for college basic instruction programs)
Sport Education:
Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.
Siedentop, D. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics.

28. Some Resources for Model-Based Instruction in Physical Education
Tactical Games:
Thorpe, R., Bunker, D. & Almond, L. (1982). Rethinking games teaching. Loughborough, England: Department of Physical Education and Sport Science, University of Technology.
Griffin, L., Mitchell, S. & Oslin, J. (1997). Teaching sports concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.
Mitchell, S., Oslin, J. & Griffin, L. (2003). Sport foundations for elementary physical education. Champaign, IL: Human Kinetics.
Teaching Personal and Social Responsibility:
Hellison, D. (2003). Teaching responsibility through physical activity (2nd Ed.). Champaign, IL: Human Kinetics.
Cooperative Learning:
Grineski, S. (1996). Cooperative learning in physical education. Champaign, IL: Human Kinetics.