PES6252 Chap.4 Eight Instructional Models for Sport Coaching
Eight Instructional Models for Sport Coaching
A model is a plan, and there is no best one
The published course content names coaching pedagogy and the learning process together and gives two worked examples in brackets, a spectrum of teaching styles and teaching games for understanding. Behind that row sit eight instructional models from a standard physical education text.
A model is defined as a plan or pattern used to shape curriculums, design instructional materials and guide instruction, which makes it bigger than a drill and smaller than a philosophy, and the governing rule is stated in four words: there is no one best way to teach.
The examinable skill is choosing one for a stated goal and defending the choice, not reciting all eight.
The framework is worth more than any single model
Every model is described on the same three column frame. Foundations covers the theory and rationale, the assumptions about teaching and learning, a theme, the learning domain priorities and the validation.
Teaching and learning features covers control, inclusiveness, learning tasks, engagement patterns and the roles and responsibilities of teacher and student. Implementation needs covers teacher expertise, key teaching skills, contextual requirements and modifications, verification of instructional processes and assessment of learning.
Control is the axis the eight differ on most, running from the coach deciding everything to the learner deciding the task, and it is usually the quickest way to tell two models apart from observed behaviour.
What this chapter covers
- 01
What an instructional model is, and what it is not
- 02
The three column framework, and control as the main axis
- 03
Direct instruction and its six ordered tasks
- 04
The personalized system, and teaching that lives in the materials
- 05
Cooperative learning, and the seven conditions that define it
- 06
Sport education, and the six features of a season
Pick a model for six weeks and defend it twice
- 3Separate the goals in the brief before choosing anything.
- 3Name the primary model and the deficit it answers.
- 4Reject the two alternatives on stated grounds, not on preference.
Key terms
- Opportunities To Respond
- The number of chances an athlete gets to attempt the skill in a session, which direct instruction treats as the variable to maximise alongside matching feedback.
- Positive Interdependence
- The cooperative learning condition that each member brings something the team genuinely needs, without which group work reduces to several people watching one.
- Affiliation
- The sport education feature by which a student belongs to a persistent team across the whole season rather than being regrouped each session.
- Dyad
- The tutor and learner pair that is the unit of analysis in peer teaching, in which each member becomes dependent on the other in a way the other models do not produce.
Eight Instructional Models for Sport Coaching FAQ
Is direct instruction the model this course disapproves of?
No. The lecture asks why it is still the way most coaching runs, and the honest answer is that it is the only one of the eight that works with a large group, limited time and a coach who knows the content, which describes most coaching. That is a reason rather than a justification, and the difference between the two is worth a paragraph in a review.
The text position throughout is that no one best way to teach exists, which cuts against ranking any model including this one.
How do I identify a model from watching a session?
Use control and sequence rather than asking the coach. A coach who presents, has athletes practise, corrects, then sets independent practice is running the six ordered tasks of direct instruction. A coach who opens with a modified game and asks what the space was doing is running tactical games.
Fixed differentiated roles inside pairs indicate peer teaching; pairs working a problem with no role distinction and questions directed at the pair indicate inquiry teaching. This is exactly the kind of claim the observation instruments in later chapters are built to support.
Assessment move
Take the three column framework and fill it in for the two models you are least comfortable with, using the text own wording for foundations and your own for implementation. Doing two properly beats skimming eight, because the framework is what the questions are actually about and it transfers to whichever model you end up defending.
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