A ‘pedagogical case’ is a new concept that has been defined as a translational research mechanism and a professional learning tool. It comprises three elements: (i) a case narrative about a learner; (ii) multidisciplinary perspectives (usually three) on the case narrative; and (iii) a pedagogical perspective that seeks to draw the strands together to generate interdisciplinary knowledge (Armour, 2014). The purpose of creating pedagogical cases is to generate professional discussion/debate, facilitate communication across traditional disciplinary boundaries, and offer teachers (and other professionals) access to cutting edge research and theory in a format that can readily inform pedagogy and practice.

Ball (2012) argued that “there is a gap between what we know and what is widely done in the educational arena” (p.285) and she made a case for more translational research to close persisting theory-practice gaps. In particular, Ball argued for the development of “resources and mechanisms to promote the use of research to improve education” (p.292).

This presentation will outline the ways in which I have developed ‘pedagogical cases’ as an attempt to close the theory-practice gap for teachers and coaches in physical education and youth sport, although the concept has wide applicability across educational settings. Following Abernathy et al (2013), I argue that the disciplines and sub-disciplines that inform human movement and physical activity (for example in Sport Sciences/Kinesiology) have become increasingly specialised and separate, meaning that they are ever more distanced from the “swampy lowlands of practice” (Schon, 1983, p. 42). As Abernathy et al. argue: ‘…the field of human movement studies is probably most accurately depicted as multidisciplinary, whereas the desirable direction is to make it more cross-disciplinary and ultimately interdisciplinary’ (p.7, emphases in the original). Abernathy and colleagues made similar comments in 1996, and it is apparent that little progress has been made.

Shulman (1987, p.7) claimed that we should “express wonder at…the extensive knowledge of teaching”. It is worth remembering, however, that while we develop our disciplines and sub-disciplines to ever greater degrees of specialisation and excellence in universities, the teaching and coaching practice that our new knowledge is designed to inform is always interdisciplinary. How, then, can practitioners access and use such knowledge through their careers?  

In this presentation, I will argue that we need to develop new mechanisms to support professional learning and to bridge the theory-research-practice gaps.  I will analyse the conceptual foundations of pedagogical cases, present examples of proto-type cases that have already been developed, and explore ideas for future iterations of the concept.      

Abernathy, B., Kippers, V., Hanrahan, S.J., Pandy, M.G., Mcmanus, A.M. and Mackinnon, L. (2013) The Biophysical Foundations of Human Movement. Australia: Macmillan. Abernathy, B., Kippers, V., Mackinnon, L., Neal, R.J. and Hanrahan, S. (1996) The Biophysical Foundations of Human Movement. Australia: Macmillan. Armour, K.M. (Ed) (2014). Pedagogical Cases in Physical Education and Youth Sport. London: Routledge. Ball, A. F. (2012) ‘2012 Presidential Address. To know is not enough: Knowledge, power and the zone of generativity’, Educational Researcher, 41(8) 283-293. Schon, D.A (1983). The Reflective Practitioner. London: basic Books. Shulman, L. (1987) ‘Knowledge and teaching: foundation of a new reform’, Harvard Review, 57: 1-22