Pedagogical Models in PHE: Part 1

Pedagogical Models in PHE: Part 1 - Inquiry-based Learning

December 15th, 2024

Introduction to Inquiry-based Learning

Inquiry-based learning (IBL), an expectation of an IB education, should be as prominent in a Physical and Health Education (PHE) environment as it is in any other discipline. Traditionally,PHE has been implemented with the direct approach of learning how to perform a skill, practice skill, and perform the skill in a game-setting. While this pedagogical approach can be effective in some contexts, IBL in a PHE environment can enhance motivation, critical thinking, and creativity. This student-centered approach, has students actively shaping learning experiences, to create an environment and atmosphere that is more meaningful to their goals. In this blog, I will explore how I connect inquiry to the pedagogical PE models of Teaching Games for Understanding (TGFU), Sports Education Model (SEM), and Social Emotional Learning (SEL).

A major difficulty facing teacher’s implementation of IBL in a PE setting is their lack of experience implementing inquiry, or their lack of motivation to be facilitators of these inquiry experiences (Østergaard, 2016). In an inquiry setting, higher order thinking must be encouraged by the teacher, as should reflective practices. When a teacher commits to building consistent, reflective practices, and is ready to facilitate student exploration, not only can student achievement on MYP assessments increase, but a growth mindset can be developed as challenges are embraced, and progress can be appreciated.

Integrating IBL into established PHE pedagogical models, such as the Sport Education Model (SEM), Teaching Games for Understanding (TGfU), or Social-Emotional Learning (SEL), ensures that the needs of all learners remain at the forefront. By grounding instruction in the IB education principles of collaboration, real-world contexts, and inclusivity, educators can help students develop meaningful goals and achieve their potential (International Baccalaureate Organization, 2019). As a PHE teacher, my commitment to these principles enhances my students' physical literacy and overall development.

Three Principles of Inquiry-based Learning

IBL is a student-centered approach, where the teacher is a facilitator of the learning process. (Inquiry-Based Learning, 2024). The goal is increasing the growth of the student, where the skills of questioning and research become more complex over time. There are four types of inquiry that can be focused on as students move through the K-12 system, growing and building their expertise of inquiry.

Building a culture of inquiry can look, sound, and feel differently depending on the type/context of inquiry but there are three main principles that I always focus on in my planning and learning experiences.

1. Collaborative Learning Experiences

In a guided inquiry experience, for example in my Team Up and Attack! Unit students are tasked with developing a warm up plan for their team to succeed in our team gameplay. Based on reflection and feedback from playing, students adapt their roles and strategies to succeed. The topic is provided but students design their solution to improving gameplay as a collaborative team.

2. Students as Critical Thinkers

In a free inquiry experience, for example in my Help: Cross-training Coach Wanted Unit students become critical thinkers as they choose a client to develop a plan to meet their needs, as discovered through an interview. Using the training types learned, and their clients goals, students must use research and their knowledge to meet their real-world needs. As the coach, they must decide what to include, how much, how long, and the goals for their client.

3. Reflecting on Learning

In a controlled inquiry experience, for example in my Break the Record! Unit students demonstrate reflection in a constant cycle throughout the unit. As they practice, perform and refine specific movements involved in track and field, students will reflect on their experiences and how they can improve. They will also analyse how they compare to world records. Working collaboratively to give and receive feedback, and individually to improve reflection plays a crucial role at each stage of this inquiry.

Focusing on MYP in this blog post, I work between controlled, guided, and free inquiry depending on the age and strengths of my students. Providing choice to build meaningful experiences is a main priority in my units, and will be discussed in greater detail in part 2. In MYP 1-2 I find myself providing more scaffolding in the different units, but look to promote greater student agency to explore interests as students develop critical thinking skills and move through the MYP.

Sport Education Model, Teaching Games for Understanding, and Social Emotional Learning

Inquiry-based learning is a defining characteristic of the MYP, guiding teaching and learning across all eight disciplines. In MYP PHE, I have found the most success by leveraging IBL to enhance proven, research-based pedagogical approaches specific to physical and health education. Meaningful learning experiences in PHE require varied instructional strategies depending on the unit focus, whether it’s health-related fitness, games, individual pursuits, or aesthetic movement. To implement the majority of my PHE curriculum I focus on modelling the Sport Education Model (SEM), Teaching Games for Understanding (TGfU), and Social Emotional Learning (SEL).

Sport Education Model

students participate in members of teams across seasons, or in my case the unit.
take on varied and realistic roles that we see in authentic sport settings such as captains, coaches, trainers, statisticians, officials, publicists. (Chan, 2024)
opportunity for students to develop skills and strategies, and interpersonal skills as their team develops together.
good model when students are able to participate with sufficient understanding of the rules, skills, and strategies for the games being played.

Teaching Games for Understanding

based on students' desire to play and aims to have students appreciate the activity. (Ophea, 2024)
games are explored, then broken down with complexity added as students develop skills and understanding.
students explore strategies to respond to different situations and choose skills to develop that will allow them to succeed.
best used when exploring invasion, striking/fielding, net/wall, or target games as a specific type rather than a “basketball unit”.

Social Emotional Learning

focus on interpersonal skills that set students up for academic success, healthy relationships, and higher engagement.
integrating self-awareness, self-management, decision-making, social awareness, and relationship skills into the unit plan. (CASEL, 2024)
prominent in my health-related fitness units, as I want students to build a growth mindset and understand the importance of goal-setting.
opportunity for students to find purpose in a lesson experience and pursue an interest that is student centered.

The Link to Inquiry-Based Learning

The three models of SEM, TGfU, and SEL allow for proven pedagogical models to be prominent in my teaching practice regardless of which required MYP PHE unit is being taught. In health-related fitness, or aesthetic movement units, focusing on goal-setting and students taking responsibility for their learning lends to a SEL approach, while games or individual pursuit units may align more with the lens of TGfu or SEM.

The main focus is ensuring that the principles of inquiry-based learning are present to keep students collaborating, thinking critically, and reflecting on their learning.

SEM and IBL

Collaborative Learning Experiences - with the team-based structure, shared responsibility, collaborative problem solving, and peer learning is embedded. Roles are taken on that align with real-world experiences.
Students as Critical Thinkers - teams must plan for success and analyse their experiences. Students must refine their strategies and gameplay based on the results that mimics real-life situations.
Reflecting on Learning - at the end of lessons, or summatively at the end of units, students identify what was successful, challenging, and how collaboration impacted success. Peer and self assessment is utilized.

TGfU and IBL

Collaborative Learning Experiences - small sided games are emphasized and students work together to develop their skills and strategic decision making. Communication and peer-learning is essential.
Students as Critical Thinkers - tactical problem-solving is a major focus of TGfU, as students engage in questioning and explore different solutions. As games are modified students must adjust their strategies.
Reflecting on Learning - postgame discussions on performance, where skills and strategies are analysed. Self-assessment on their team and individual performance is reflected on.

SEL and IBL

Collaborative Learning Experiences - the skills needed for effective collaboration are explored and developed. Students develop goals together, or work towards achieving their goals collaboratively. Conflict resolution is essential as students focus on social awareness.
Students as Critical Thinkers - when students recognize the value of diverse perspectives, and can approach problems objectively, they can expand their thinking. Complex problems and questions are frequent in MYP units that must be addressed, such as motivation.
Reflecting on Learning - students reflect on their interpersonal skills (Crit D) as they explore the unit content. A growth mindset is focused on, as students are resilient and overcome obstacles.

Inquiry-Based Learning in the context of MYP PHE is an opportunity to transform traditional teaching methods into dynamic, student-centered experiences that empower learners to think critically, collaborate effectively, and reflect deeply on their progress.

In the second part of this blog series, I will explore the Meaningful PE framework and discuss how embedding its core features into my unit plans creates an engaging environment where students are excited to learn and develop the skills necessary for lifelong physical literacy.

References

Fundamentals of SEL - CASEL. (2024, November 27). CASEL. https://casel.org/fundamentals-of-sel/

Inquiry-Based Learning | Centre for Teaching and Learning. (n.d). Retrieved December 11,2024, https://www.queensu.ca/ctl/resources/instructional-strategies/inquiry-based-learning

International Baccalaureate Organization. (2019). What is an IB education? https://www.ibo.org/globalassets/new-structure/about-the-ib/pdfs/what-is-an-ib-education-en.pdf

Østergaard, L. D. (2016). Inquiry-based Learning Approach in Physical Education: Stimulating and Engaging Students in Physical and Cognitive Learning. Journal of Physical Education, Recreation & Dance, 87(2), 7–14. https://doi.org/10.1080/07303084.2015.1119076

Teaching Games for Understanding (TGFU) approach | ophea.net. (n.d.). Retrieved December 15, 2024, https://ophea.net/playsport/teaching-games-understanding-tgfu-approach

What is the Sport Education Model (SEM)? | Wing Chan – Teacher Candidate. (n.d.). Retrieved December 15, 2024, https://blogs.ubc.ca/wingerchan/what-is-the-sport-education-model-sem-2/