Abstract
The purpose of this study was to examine the impact that two instructional approaches to teaching rugby had on students’ learning, enjoyment and affect. Fifty-three boys (aged 12-13) from a large metropolitan private boy’s school in eastern Australia participated in either a 20 lesson unit of rugby union taught using a skill-drill-game approach ( n = 26), or a 20 lesson season following the sport education model ( n = 27). The results indicated that both groups made significant improvements in their knowledge of the game as well as their skill. In addition, the students in sport education showed significant gains in perceived learning and also reported that they developed a better understanding of the game. The differences between the two conditions can be explained by the increased affiliation and feelings of belonging and membership offered in the sport education condition.
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