Ashley  Casey Author of Evaluating Organization Development

Ashley Casey

Senior Lecturer in Pedagogy
Loughborough University

My research interests revolve around models-based practice and pedagogical models, teacher development through practitioner research, and social media and technology-enhanced pedagogies. Ashley is the associate editor for the journal Physical Education and Sport Pedagogy and a member of the editorial board for the journal Quest. Ashley has recently co-authored Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction (Routledge) and co-edited Digital Technologie

Subjects: Education


Featured Title
 Featured Title - Cooperative Learning: A Practical Intro: Dyson & Casey - 1st Edition book cover


New Book Published

By: Ashley Casey

I am delighted to announce the publication of my lastest book "Models-based Practice in Physical Education" with David Kirk. 

This book offers a comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of physical education programs and allowing space for local agency and the co-construction of practice.

Starting from the premise that true MbP does not yet exist, the book makes a case for the term "pedagogical model" over alternatives such as curriculum model and instructional model, and explains how learners’ cognitive, social, affective and psychomotor needs should be organised in ways that are distinctive and unique to each model. It examines the core principles underpinning the pedagogical models that make up MbP, including pedagogical models as organising centres for program design and as design specifications for developing local programs. The book also explores how a common structure can be applied to analyse pedagogical models at macro, meso and micro levels of discourse. Having created a language through which to talk about pedagogical models and MbP, the book concludes by identifying the conditions - some existing and some aspirational - under which MbP can prosper in reforming physical education.

An essential read for academics, doctoral and post-graduate students, and pre-service and in-service teachers, Models-based Practice in Physical Education is a vital point of reference for anyone who is interested in pedagogical models and wants to embrace this potential future of physical education.