This study examined physical education teachers’ perceptions of opportunities and challenges in implementing model-based practices (MBP) following a 25-hour continuous professional development (CPD) course. Through qualitative analysis of focus group data collected at three time points, nine in-service PE teachers navigated conceptual, pedagogical, cultural, and political dilemmas when integrating student-centred models into practice. Thematic analysis revealed that whilst CPD stimulated teachers’ curiosity and motivation to experiment with new instructional strategies, the absence of continuous mentorship and collaborative learning structures significantly limited sustained implementation. Teachers faced persistent systemic barriers, including institutional resistance and grade-focused assessment cultures. Notably, implementation challenges affected experienced educators as much as early-career teachers. Findings suggest that meaningful MBP adoption requires restructured professional development combining initial intensive training with ongoing mentorship and collaborative reflection within professional learning communities, supported by conducive school cultures and assessment policies.
Marcelino et al. (Mon,) studied this question.