Pedagogical Micro Actions
Regardless of philosophical bent or theoretical orientation, my understanding of the research on 'teaching' is that the mark of great teaching is the instructional actions taken by the teacher. Instructional actions include implementation of learning design, monitoring, facilitating and assessing students learning. In this respect, I see the work of teachers and sport coaches as pedagogical work with students. The effectiveness of that pedagogical work depends on the specific instructional style of the teacher, which is a product of a series of micro-actions.
There is some evidence that excellent content and pedagogical knowledge is not sufficient to ensure a pedagogical approach is implemented effectively. Teachers need to know how specific pedagogical actions effect the how, when, and why of students learning (Caena, 2011; Coe, Aloisi, Higgins & Major, 2014).
Teachers need to make knowledgeable intentional decisions 'in the classroom' at teachable moments. These pedagogical micro-actions are often based on 'in the moment' sense making about students thinking and reasoning. For this reason, I have described elsewhere physical education teachers and sport coaches as interpretative pragmatics about models based practice (for example, see here for the discussion about PE teachers as interpretative pragmatics), and using Mosston's Spectrum of Teaching Styles described how a game-based approach is potentially a collection of teaching 'styles' (see here for the open access paper).
Peter Hastie has looked at the idea of micro-pedagogy in a hybrid TGfU - Sport Education unit of work in PE (for example, see here). I feel the ideas of micro-pedagogy and pedagogical micro-actions are rich in potential for further research in models based practice in PE and sport coaching, and in particular, applying it to well researched pedagogical approaches like the game based 'family' of approaches (for example, the TGfU, Game Sense, Tactical Games, and Games Concept approaches).
There is some evidence that excellent content and pedagogical knowledge is not sufficient to ensure a pedagogical approach is implemented effectively. Teachers need to know how specific pedagogical actions effect the how, when, and why of students learning (Caena, 2011; Coe, Aloisi, Higgins & Major, 2014).
Teachers need to make knowledgeable intentional decisions 'in the classroom' at teachable moments. These pedagogical micro-actions are often based on 'in the moment' sense making about students thinking and reasoning. For this reason, I have described elsewhere physical education teachers and sport coaches as interpretative pragmatics about models based practice (for example, see here for the discussion about PE teachers as interpretative pragmatics), and using Mosston's Spectrum of Teaching Styles described how a game-based approach is potentially a collection of teaching 'styles' (see here for the open access paper).
Peter Hastie has looked at the idea of micro-pedagogy in a hybrid TGfU - Sport Education unit of work in PE (for example, see here). I feel the ideas of micro-pedagogy and pedagogical micro-actions are rich in potential for further research in models based practice in PE and sport coaching, and in particular, applying it to well researched pedagogical approaches like the game based 'family' of approaches (for example, the TGfU, Game Sense, Tactical Games, and Games Concept approaches).
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