Practical inquiry in physical education: The case of Hellison's Personal and Social Responsibility Model

The main purpose of this study was to investigate the possibility of the existence of a new and unexplored paradigm in sport pedagogy which better explains and justifies Hellison's work within the context of existing pedagogical scholarship, and which better addresses the theory/research - practice gap. Despite the highly academic sub-disciplinary structure of physical education and sport pedagogy in recent years, the relevance and practical applicability of research based findings to the practitioner in the field has been questioned (Feingold, 1990; Lawson, 1990). Hellison's work as illustrated by his Personal and Social Responsibility Model (PSRM) comprises a reversal of the traditional educational practices. The PSRM has as a foundation Hellison's personal practical experiences integrated with reflection, personal values, and student-teacher interaction. Hellison's work is recognized as successful at the practical level (Bain, 1990a) but does not appear to fit current existing research and scholarly reviews in sport pedagogy (Bain, 1990a; 1990b; Silverman, 1991).; Content analysis of Hellison's publications and narrative illustrations of the PSRM in action, provided the data for this study. Qualitative content, or document analysis, and narrative inquiry along with the autobiography of the investigator, were the methodological procedures which contributed to the hermeneutical analysis appropriate for this type of study. In pursuing the purpose of the study it was argued that the development of Hellison's PSRM is a case of practical Inquiry as developed by John Dewey, Joseph Schwab, and others in the curriculum literature (Schubert, 1980a; 1986).; The interpretation of the data revealed a close relationship between Hellison's work and the multiple components of the practical inquiry paradigm, leading to the conclusion that his work is better explained and justified by the paradigm of practical inquiry. I addition, the positive practical results of Hellison's educational process illustrate a theoretical representation of Schwab's practical paradigm and provide an alternative solution to the existing practice/research gap. Finally, its successful use over many years epitomizes the integration and interaction between the learners, the teacher, the immediate socio-cultural environment, and the specific subject matter.