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Purpose: In response to the limitations with what has been termed a "traditional" Physical Education method, in the last decade Models-Based Practice (MBP) has emerged as an alternative. However, these limitations were recognized by Mosston in 1966 and from which The Spectrum of Teaching Styles (The Spectrum) was presented as a means toward a more obvious educative focus in Physical Education. We propose that The Spectrum provides a bridge between the hope and happening of MBP suggested by Casey and colleagues. Method: Using a qualitative narrative approach, we construct a fictional discussion between two academics (one from a country with centralized, mandated curriculum and one without) through which to navigate the mythical island of quality Physical Education in order to analytically frame The Spectrum and the "happening" of teacher's implementation of MBP. Use of a fictional dialogue as a qualitative instrument enabled us to be provocative through the posing of questions in a novel fashion. Results: We suggest adopting a nonversus perspective reorients the view of model fidelity and, The Spectrum provides the "how" or micropedagogies to close the gap between the "hope" and the "happening." Conclusion: This conversation is timely considering reservations about the successfulness of "second-generation" MBP exist in the literature and evidence of the continuation of the historically common Physical Education method despite its well-recognized limitations.

Purpose: The research applies a multidisciplinary perspective to create knowledge and insight about the opportunities that digital game design principles offer to physical education (PE) pedagogy. Methods: Data were initially collected through an appreciative inquiry (AI). AI offers an alternative research perspective to critical theory that has dominated the investigation of the work of PE teachers. This study uniquely used AI with a narrative approach and multidisciplinary analysis to examine two teachers' use of digital game design pedagogy in PE. Results: It was found that the teachers were motivated to use digital game design principles to provide students with means to solve problems, manage learning motivations, evaluate progress, and gain control over their learning in ways that are not normally associated with the common PE method. Conclusion: The two examples provided illustrate the generative potential of AI research combined with a multidisciplinary perspective directed at examples of pedagogical change in PE.

Although some may think of game-based teaching as a 'tactical' teaching style instructionally distinctive by an emphasis on guided discovery, this article shows that it is more accurate to think of it as a range of teaching styles or a 'toolkit' of styles. Mosston and Ashworth's spectrum of teaching styles is used to analyze examples of learning experiences to show the range of teaching styles observable when using a game-based teaching approach. It is possible for three types of discovery learning to take place when using a game-based approach.

This study analyzes the 2004 Queensland Physical Education (PE) Senior Syllabus to ascertain to what extent it is developing physically educated students. The 2004 QSPES is a fundamental document relevant to the teaching of PE (in Years 11 and 12 of high school) in the Australian state of Queensland. Kirk's (1988) notion of a physically educated person being an intelligent performer guides the research and frames the discussion. The 2004 QSPES syllabus was examined via content inquiry. The 2004 QSPES included concepts such as intelligent performance and complex environments, and it suggested teaching styles to meet these concept developments. It was found that the development of physically educated students was ill-defined, contradictory, and questionable. It is likely that teachers will have trouble applying, teaching, and assessing the concept of intelligent performance.

Purpose: In response to the limitations with what has been termed a "traditional" Physical Education method, in the last decade Models-Based Practice (MBP) has emerged as an alternative. However, these limitations were recognized by Mosston in 1966 and from which The Spectrum of Teaching Styles (The Spectrum) was presented as a means toward a more obvious educative focus in Physical Education. We propose that The Spectrum provides a bridge between the hope and happening of MBP suggested by Casey and colleagues. Method: Using a qualitative narrative approach, we construct a fictional discussion between two academics (one from a country with centralized, mandated curriculum and one without) through which to navigate the mythical island of quality Physical Education in order to analytically frame The Spectrum and the "happening" of teacher's implementation of MBP. Use of a fictional dialogue as a qualitative instrument enabled us to be provocative through the posing of questions in a novel fashion. Results: We suggest adopting a nonversus perspective reorients the view of model fidelity and, The Spectrum provides the "how" or micropedagogies to close the gap between the "hope" and the "happening." Conclusion: This conversation is timely considering reservations about the successfulness of "second-generation" MBP exist in the literature and evidence of the continuation of the historically common Physical Education method despite its well-recognized limitations. [ABSTRACT FROM AUTHOR]

This paper provides a rationale for The Spectrum of Teaching Styles (The Spectrum) as a pedagogical model in teaching physical education (PE). Building on prior discussions/debates (SueSee et al., 2021), we will contest the view that the concept of teaching styles is different from that of a pedagogical model. In doing so, we highlight the most central aspects of The Spectrum and explain fundamental characteristics that warrant its representation with existing pedagogical models. The paper demonstrates for teachers how The Spectrum details the 'how', 'when' and 'why' of their pedagogical decisions, in understanding how they may meet educational outcomes for increased curriculum alignment, or successful enactment of models-based practices. The contention we present is The Spectrum is valuable to PE teachers in understanding the context-specific realities of teaching episodes and therefore improving teaching and learning practices in PE by helping teachers align their pedagogy with their desired learning outcomes. [ABSTRACT FROM AUTHOR]

Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative thinking. This article presents the argument for critical and creative thinking in physical education, and then describes and explains pedagogical perspectives and teaching tools that foster student inquiry, creativity and problem solving in physical education. The ideas and examples presented are consistent with the expectations of contemporary curricula frameworks, such as the SHAPE America National Standards for K-12 Physical Education, the International Baccalaureate Middle Years Program, and the Australian Curriculum for Health and Physical Education.

Background Purpose Discussion Conclusion For over two decades, the Queensland Curriculum and Assessment Authority (QCAA) has used Arnold’s tri-dimensional perspective of movement (1979, 1988) as a framework for its senior Physical Education (PE) syllabus documents (1998, 2004, 2010, and 2018). As the most recent version, the Queensland Senior Physical Education Syllabus-2019 (QSPES) cites Arnold’s perspective as ‘a philosophical and educative framework to promote deep learning in three dimensions: about, through and in movement contexts’ (QCAA 2018, 1), it is reasoned these principles will be evident throughout this Australian state syllabus.The purpose of this paper is to examine the claimed adherence to the Arnoldian perspective in the QSPES (QCAA 2018) as stated in its curriculum intention statement (see QCAA 2018, 1).The authors suggest that a reinterpretation of Arnold’s intention has occurred in the application of his perspective to the QSPES (QCAA 2018) and suggest what may occur as a consequence of this reinterpretation.We conclude by discussing the potential effects of this reoriented view of Arnold’s perspective on students, teachers, and PE in general. The discussion highlights a familiar story of PE attempting to legitimise itself through science and academia and how in most cases the warnings against such validation have fallen on deaf ears. [ABSTRACT FROM AUTHOR]

There is limited research available on safe medication management practices in emergency medical services (EMS) practice, with most evidence-based medication safety guidelines based on research in nursing, operating theater and pharmacy settings. Prevention of errors requires recognition of contributing factors across the spectrum from the organizational level to procedural elements and patient characteristics. Evidence is inconsistent regarding the incidence of medication errors and multiple sources also state that errors are under-reported, making the true magnitude of the problem difficult to quantify. Definitions of error also vary, with the specific context of medication errors in prehospital practice yet to be established. The objective of this review is to identify the factors influencing the occurrence of medication errors by EMS personnel in the prehospital environment. The review included both qualitative and quantitative research involving interventions or phenomena related to medication safety or medication error by EMS personnel in the prehospital environment. A search of multiple databases was conducted to identify studies meeting these inclusion criteria. All studies selected were assessed for methodological quality; however, this was not used as a basis for exclusion. Each stage of study selection, appraisal and data extraction was conducted by two independent reviewers, with a third reviewer deciding any unresolved conflicts. The review follows a convergent integrated approach, conducting a single qualitative synthesis of qualitative and "qualitized" quantitative data. Fifty-six articles were included in the review, with case reports and qualitative studies being the most frequent study types. Qualitative analysis revealed seven major themes: organizational factors (with reporting as a sub-theme), equipment/medications, environmental factors, procedure-related factors, communication, patient-related factors (with pediatrics as a sub-theme) and cognitive factors. Both contributing factors and protective factors were identified. The body of evidence regarding medication errors is heterogenous and limited in both quantity and quality. Multiple factors influence medication error occurrence; knowledge of these is necessary to mitigate the risk of errors. Medication error incidence is difficult to quantify due to inconsistent measure, definitions and contexts of research conducted to date. Further research is required to quantify the prevalence of identified factors in specific practice settings. [ABSTRACT FROM AUTHOR]

Purpose: The research applies a multidisciplinary perspective to create knowledge and insight about the opportunities that digital game design principles offer to physical education (PE) pedagogy. Methods: Data were initially collected through an appreciative inquiry (AI). AI offers an alternative research perspective to critical theory that has dominated the investigation of the work of PE teachers. This study uniquely used AI with a narrative approach and multidisciplinary analysis to examine two teachers' use of digital game design pedagogy in PE. Results: It was found that the teachers were motivated to use digital game design principles to provide students with means to solve problems, manage learning motivations, evaluate progress, and gain control over their learning in ways that are not normally associated with the common PE method. Conclusion: The two examples provided illustrate the generative potential of AI research combined with a multidisciplinary perspective directed at examples of pedagogical change in PE. [ABSTRACT FROM AUTHOR]

Introduction There is limited reliable research available on medication errors in relation to paramedic practice, with most evidence-based medication safety guidelines based on research in nursing, operating theatre and pharmacy settings. While similarities exist, evidence suggests that the prehospital environment is distinctly different in many aspects. The prevention of errors requires attention to factors from the organisational and regulatory level down to specific tasks and patient characteristics. The evidence available suggests errors may occur in up to 12.76% of medication administrations in some prehospital settings. With multiple sources stating that the errors are under-reported, this represents significant potential for patient harm. This review will seek to identify the factors influencing the occurrence of medication errors by paramedics in the prehospital environment. Methods and analysis The review will include qualitative and quantitative studies involving interventions or phenomena regarding medication errors or medication safety relating to paramedics (including emergency medical technicians and other prehospital care providers) within the prehospital environment. A search will be conducted using MEDLINE (Ovid), EBSCOhost Megafile Search, the International Committee of Medical Journal Editors trial registry, Google Scholar and the OpenGrey database to identify studies meeting this inclusion criteria, with initial searches commencing 30 September 2019. Studies selected will undergo assessment of methodological quality, with data to be extracted from all studies irrespective of quality. Each stage of study selection, appraisal and data extraction will be conducted by two reviewers, with a third reviewer deciding any unresolved conflicts. The review will follow a convergent integrated approach, conducting a single qualitative synthesis of qualitative and ‘qualitised’ quantitative data. Ethics and dissemination No ethical approval was required for this review. Findings from this systematic review will be disseminated via publications, reports and conference presentations. [ABSTRACT FROM AUTHOR]

This study analyzes the 2004 Queensland Physical Education (PE) Senior Syllabus to ascertain to what extent it is developing physically educated students. The 2004 QSPES is a fundamental document relevant to the teaching of PE (in Years 11 and 12 of high school) in the Australian state of Queensland. Kirk's (1988) notion of a physically educated person being an intelligent performer guides the research and frames the discussion. The 2004 QSPES syllabus was examined via content inquiry. The 2004 QSPES included concepts such as intelligent performance and complex environments, and it suggested teaching styles to meet these concept developments. It was found that the development of physically educated students was ill-defined, contradictory, and questionable. It is likely that teachers will have trouble applying, teaching, and assessing the concept of intelligent performance. [ABSTRACT FROM AUTHOR]

Although some may think of game-based teaching as a ‘tactical’ teaching style instructionally distinctive by an emphasis on guided discovery, this article shows that it is more accurate to think of it as a range of teaching styles or a ‘toolkit’ of styles. Mosston and Ashworth's spectrum of teaching styles is used to analyze examples of learning experiences to show the range of teaching styles observable when using a game-based teaching approach. It is possible for three types of discovery learning to take place when using a game-based approach. [ABSTRACT FROM AUTHOR]

Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative thinking. This article presents the argument for critical and creative thinking in physical education, and then describes and explains pedagogical perspectives and teaching tools that foster student inquiry, creativity and problem solving in physical education. The ideas and examples presented are consistent with the expectations of contemporary curricula frameworks, such as the SHAPE America National Standards for K–12 Physical Education, the International Baccalaureate Middle Years Program, and the Australian Curriculum for Health and Physical Education. [ABSTRACT FROM AUTHOR]