Implementation of a teaching model of postmodern physical education

Abstract

This study aimed to explore 12-year-old sixth-grade students’ learning outcomes in the context of beliefs of pluralism, innovation, criticism, and reflection after implementing the Teaching Model of Postmodern Physical Education (TPPE). This quasi-experimental study included teaching observations and semi-structured interviews. The pre- and post-test scores were significantly different in the experimental group. The post-test scores showed an improvement in the scores for pluralism, innovation, criticism and reflection. Analysis of covariance showed that after adjustments, the effects of the independent variable on the dependent variables were significantly different for the post-test scores of pluralism, innovation, criticism and reflection in both the experimental and control groups, with better scores in the experimental group than in the control group. Both the teaching observation journals and student interview records received positive feedback and affirmation. Thus, TPPE could be an effective way to enhance the learning process in this population.