Flourishing through The Spectrum: Toward an affective-oriented composite pedagogical model?

The concept of models-based practice has arguably provided the field of sport pedagogy with the means, lens, and tools with which to start to transform the discipline into a more desirable, equitable, and purposeful space. Despite this, there remains a need to experiment with this concept further in non-traditional ways and to continue to construct new pedagogical models meant to serve youth in ever-changing pluralist societies. The purpose of this paper, therefore, was to outline an affective-oriented composite pedagogical model, titled The Spectrum Model, by drawing from Mosston and Ashworth's theory for the spectrum of teaching and learning and neo-Aristotelian virtue ethics. To achieve this goal, I begin by highlighting the need for studying the synergy between the spectrum and models-based practice more closely. Thereafter, I attempt to clarify spectrum theory, virtue ethics, and the concept of models-based practice. Finally, I conclude by presenting two broad main ideas, three critical elements, six intended learning aspirations, and a series of suggested pedagogies acting to inform the proposed Spectrum Model. This model has the potential to influence how practitioners and scholars understand the spectrum of teaching and learning within the broader notion of models-based practice. The application and integration of moral philosophy into a well-established pedagogical framework might also help pedagogues of all kinds to envision how they could help youth to obtain a fully flourishing lifestyle through their teaching.