Instructional Models: Blueprints for

Teaching Physical Education

Mike Metzler
Georgia State University
Atlanta, Georgia
mmetzler@gsu.edu

What is an Instructional
Model?
An instructional model is a comprehensive and
coherent plan for teaching that includes:

a theoretical foundation
intended learning outcomes
teachers 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

What are Instructional

Models (really)?
Or, think of them as Blueprints for

learning
Why a blueprint?

Visualizing the Outcome

Visualizing the Outcome

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

So that this

Doesnt turn out to be this

Curriculum Models and

Instructional Models
Curriculum Models:

Instructional Models:

--Overall program content and

goals
--Yearly outcomes
--Examples:
Fitness
Outdoor Education
Movement Education
Lifetime Sports
Sport Education

--Unit learning goals

--Unit content
--Examples:
Peer Teaching
Direct Instruction
Sport Education
Collaborative Learning

Differences b/t a Model and a Style

Model
Based on long term

outcomes
Based on teacher and
student actions/roles
One used for the
entire unit
Comprehensive by
design
Uses many strategies

Style
(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

Parts of Instructional Models

Foundations:
Theory and rationale
Assumptions about teaching and learning
A theme
Learning domain priorities and interactions
Student developmental requirements
Validation

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

Parts of Instructional Models

Implementation Needs and Modifications:
Teacher expertise
Key teaching skills
Contextual requirements
Planning
Contextual modifications
Modifications for diverse groups of learners

Parts of Instructional Models

Learning Domain Priorities:
Psychomotor
Cognitive
Affective/Social
Combination

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

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

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

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

Selecting an Instructional Model

1.

Deductive process (do not start with a model

in mind)

2.

The decision starts with stating the desired

learning outcomes, and then giving close
attention to context, teacher, learners,
standards, etc.

Selecting an Instructional Model

1.
2.
3.
4.
5.
6.

What is the most important learning outcome/s for this

unit?
What is the content?
Who are the students?
What is the teachers expertise, re:content?
Are there any contextual/resource limitations?
What is the best model/s for this unit?

Quebec Education Plan

General Outcomes for Elementary PE & H

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

Benchmarks for Instructional Models

Used to verify if the teacher is following the

models design:
-- Some are for planning and management
-- Some are for the teacher
-- Some are for the students
-- Some are for assessment

Preview of Terrys Workshop

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.

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.