Physical Education Teacher Education Majors’ Experience in “Living the Curriculum” of Two Models-Based Practices

This study aims to explore the learning experiences of physical education teacher education (PETE) pre-service teachers (PST) while living the curriculum of two model-based practices (MBP): games-based approaches and student-designed games. The study employed an exploratory case study with an interpretivist research paradigm. All students enrolled in a single games teaching course were invited to participate in the study. Thirteen participants (seven females and six males; average age was 21 years old) were enrolled in a PETE program at a Midwestern university in the United States. Data collection included daily reflective journals, fieldnote observations, critical incident cards, and interviews. Data analysis followed Corbin and Strauss’s three-step coding framework (open, axial, and selective coding). Three key themes emerged from the analysis: (i) experiential learning enhanced students’ appreciation for MBP; (ii) students’ engagement was promoted through activities tailored to their needs; and (iii) there was a lack of commitment to adopt student-centered learning practices. The article discusses that despite PSTs’ positive experiences with MBP, they still demonstrate reluctance to commit to these pedagogical practices in their future profession, suggesting that PETE programs need to take further action to address this matter.