A Flipped Classroom: The Missing Ingredient to Models-Based Practice?

Models-based practice is a standards-based way of teaching where the teacher becomes familiar with multiple different ways (i.e., model) of delivering a unit of instruction. A teacher well versed in multiple models can select the model that best promotes the intended learning outcomes of the unit. H...

Full description

Saved in:
Bibliographic Details
Published in:Journal of physical education, recreation & dance recreation & dance, 2023-11, Vol.94 (9), p.3-6
Main Author: Carey, Nolan
Format: Article
Language:English
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by
cites cdi_FETCH-LOGICAL-c229t-f27bc9e5cfb606e2d9f2de1f63076ffbf0318130d18d605f328ba85b05c6aebe3
container_end_page 6
container_issue 9
container_start_page 3
container_title Journal of physical education, recreation & dance
container_volume 94
creator Carey, Nolan
description Models-based practice is a standards-based way of teaching where the teacher becomes familiar with multiple different ways (i.e., model) of delivering a unit of instruction. A teacher well versed in multiple models can select the model that best promotes the intended learning outcomes of the unit. However, there is very little evidence that models-based practice exists in practice. One reason for this might be that there are inherent challenges to implementing these models effectively. Therefore, the purpose of this article is to outline a flipped classroom and how it can be used to overcome some challenges inherent in a few different pedagogical models.
doi_str_mv 10.1080/07303084.2023.2253687
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2894626843</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2894626843</sourcerecordid><originalsourceid>FETCH-LOGICAL-c229t-f27bc9e5cfb606e2d9f2de1f63076ffbf0318130d18d605f328ba85b05c6aebe3</originalsourceid><addsrcrecordid>eNo1kLFOwzAQhi0EEqXwCEiWmFPOduM4LKhULVRqBUOZrcQ-l1RpHOx04O2bqOWWf_nuft1HyCODCQMFz5AJEKCmEw5cTDhPhVTZFRlxJlUiFJPXZDQwyQDdkrsY9zAMkyOymNFlXbUtWjqvixiD94cXuv1BuqlirJodXTW7gLbCpqOdpxtvsY7JWxH7ja9QmK4y-HpPblxRR3y45Jh8Lxfb-Uey_nxfzWfrxHCed4njWWlyTI0rJUjkNnfcInNSQCadKx0IppgAy5SVkDrBVVmotITUyAJLFGPydL7bBv97xNjpvT-Gpq_UXOVTyaWaip5Kz5QJvv8InW5DdSjCn2agB2P635gejOmLMXECu99dCw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2894626843</pqid></control><display><type>article</type><title>A Flipped Classroom: The Missing Ingredient to Models-Based Practice?</title><source>Taylor &amp; Francis</source><source>EBSCOhost SPORTDiscus - Ebooks</source><creator>Carey, Nolan</creator><creatorcontrib>Carey, Nolan</creatorcontrib><description>Models-based practice is a standards-based way of teaching where the teacher becomes familiar with multiple different ways (i.e., model) of delivering a unit of instruction. A teacher well versed in multiple models can select the model that best promotes the intended learning outcomes of the unit. However, there is very little evidence that models-based practice exists in practice. One reason for this might be that there are inherent challenges to implementing these models effectively. Therefore, the purpose of this article is to outline a flipped classroom and how it can be used to overcome some challenges inherent in a few different pedagogical models.</description><identifier>ISSN: 0730-3084</identifier><identifier>EISSN: 2168-3816</identifier><identifier>DOI: 10.1080/07303084.2023.2253687</identifier><language>eng</language><publisher>Reston: Taylor &amp; Francis Ltd</publisher><ispartof>Journal of physical education, recreation &amp; dance, 2023-11, Vol.94 (9), p.3-6</ispartof><rights>2023 SHAPE America</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c229t-f27bc9e5cfb606e2d9f2de1f63076ffbf0318130d18d605f328ba85b05c6aebe3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids></links><search><creatorcontrib>Carey, Nolan</creatorcontrib><title>A Flipped Classroom: The Missing Ingredient to Models-Based Practice?</title><title>Journal of physical education, recreation &amp; dance</title><description>Models-based practice is a standards-based way of teaching where the teacher becomes familiar with multiple different ways (i.e., model) of delivering a unit of instruction. A teacher well versed in multiple models can select the model that best promotes the intended learning outcomes of the unit. However, there is very little evidence that models-based practice exists in practice. One reason for this might be that there are inherent challenges to implementing these models effectively. Therefore, the purpose of this article is to outline a flipped classroom and how it can be used to overcome some challenges inherent in a few different pedagogical models.</description><issn>0730-3084</issn><issn>2168-3816</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><recordid>eNo1kLFOwzAQhi0EEqXwCEiWmFPOduM4LKhULVRqBUOZrcQ-l1RpHOx04O2bqOWWf_nuft1HyCODCQMFz5AJEKCmEw5cTDhPhVTZFRlxJlUiFJPXZDQwyQDdkrsY9zAMkyOymNFlXbUtWjqvixiD94cXuv1BuqlirJodXTW7gLbCpqOdpxtvsY7JWxH7ja9QmK4y-HpPblxRR3y45Jh8Lxfb-Uey_nxfzWfrxHCed4njWWlyTI0rJUjkNnfcInNSQCadKx0IppgAy5SVkDrBVVmotITUyAJLFGPydL7bBv97xNjpvT-Gpq_UXOVTyaWaip5Kz5QJvv8InW5DdSjCn2agB2P635gejOmLMXECu99dCw</recordid><startdate>20231122</startdate><enddate>20231122</enddate><creator>Carey, Nolan</creator><general>Taylor &amp; Francis Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7TS</scope><scope>K9.</scope><scope>NAPCQ</scope></search><sort><creationdate>20231122</creationdate><title>A Flipped Classroom: The Missing Ingredient to Models-Based Practice?</title><author>Carey, Nolan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c229t-f27bc9e5cfb606e2d9f2de1f63076ffbf0318130d18d605f328ba85b05c6aebe3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Carey, Nolan</creatorcontrib><collection>CrossRef</collection><collection>Physical Education Index</collection><collection>ProQuest Health &amp; Medical Complete (Alumni)</collection><collection>Nursing &amp; Allied Health Premium</collection><jtitle>Journal of physical education, recreation &amp; dance</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Carey, Nolan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Flipped Classroom: The Missing Ingredient to Models-Based Practice?</atitle><jtitle>Journal of physical education, recreation &amp; dance</jtitle><date>2023-11-22</date><risdate>2023</risdate><volume>94</volume><issue>9</issue><spage>3</spage><epage>6</epage><pages>3-6</pages><issn>0730-3084</issn><eissn>2168-3816</eissn><abstract>Models-based practice is a standards-based way of teaching where the teacher becomes familiar with multiple different ways (i.e., model) of delivering a unit of instruction. A teacher well versed in multiple models can select the model that best promotes the intended learning outcomes of the unit. However, there is very little evidence that models-based practice exists in practice. One reason for this might be that there are inherent challenges to implementing these models effectively. Therefore, the purpose of this article is to outline a flipped classroom and how it can be used to overcome some challenges inherent in a few different pedagogical models.</abstract><cop>Reston</cop><pub>Taylor &amp; Francis Ltd</pub><doi>10.1080/07303084.2023.2253687</doi><tpages>4</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0730-3084
ispartof Journal of physical education, recreation & dance, 2023-11, Vol.94 (9), p.3-6
issn 0730-3084
2168-3816
language eng
recordid cdi_proquest_journals_2894626843
source Taylor & Francis; EBSCOhost SPORTDiscus - Ebooks
title A Flipped Classroom: The Missing Ingredient to Models-Based Practice?
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-19T17%3A24%3A29IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Flipped%20Classroom:%20The%20Missing%20Ingredient%20to%20Models-Based%20Practice?&rft.jtitle=Journal%20of%20physical%20education,%20recreation%20&%20dance&rft.au=Carey,%20Nolan&rft.date=2023-11-22&rft.volume=94&rft.issue=9&rft.spage=3&rft.epage=6&rft.pages=3-6&rft.issn=0730-3084&rft.eissn=2168-3816&rft_id=info:doi/10.1080/07303084.2023.2253687&rft_dat=%3Cproquest_cross%3E2894626843%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c229t-f27bc9e5cfb606e2d9f2de1f63076ffbf0318130d18d605f328ba85b05c6aebe3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2894626843&rft_id=info:pmid/&rfr_iscdi=true