Book of Abstracts, 18.º ENSE Fórum: "Sports Education Connect: International Collaboration, Innovation & Technology"

ABSTRACTIntroduction: Since the 1990s, the notion of intervention has expanded with growing interest in the analysis of practices in Francophone country. French-speaking research community considers intervention sciences as a specific field of research in sport and PE. The aim of this literature review was to characterize the penetration of Francophone research in the English-language literature in physical education and sport concerned with intervention since 2010 in the category ‘Education & Educational Research’ of the Journal Citation Reports (2017). This research was in line with the analysis of the papers presented during six Francophone congresses from 2000 to 2010 of the Association for Research on Intervention in Sport (Musard and Poggi 2015).Methods: The selection of articles was carried out in three stages: selection of journals, selection of articles manually, the second level of selection. The selection of journals is do in this category "Education & Educational Research" (JCR, 2017) focusing primarily on sport and physical education. Six journals met these criteria: Physical Education and Sport Pedagogy, European Physical Education Review, Journal of Teaching in Physical Education, Sport Education and society, Quest, Journal of Hospitality Leisure Sport & Tourism Education. Then, the selection of articles was manually analyzing all the publications of each journal since 2010 (almost 2000 articles) according to inclusion criteria "sport or physical education", "francophone authors", and "intervention". Each 46 articles selected was classified according to its theoretical framework. The last stage of selection corresponded to an analyze and an extension of the literature review by a French-speaking specialist in each theoretical framework.Results: The results show that French-language research on/in/for intervention is in close connection with the international tradition. Some approaches such as didactique, a technological approach, and course of action, have a Francophone specificity based on various international theoretical anchors; others such as motor learning, social psychology, ecological approach come from non-French-speaking international theoretical frameworks.Discussion and conclusion: These findings raise the question of the Francophone specificity of intervention sciences. Beyond particular French-speaking theoretical frameworks, concepts and concerns join Anglophone traditions. As in the international fields of ‘sport pedagogy’ or ‘praxis’, the Francophone intervention sciences are composed of a diversity of theoretical approaches and are focused towards an epistemology of action. These two communities can enrich each other and deserve more interaction and exchange.

The purpose of this paper is to share how sport was used to build relationships between Monash University (Gippsland campus) pre-service education and six rural primary schools during semester one, 2012. Not only was sport used to build partnerships but also to deliver quality Health and Physical Education lessons, offering children sporting opportunities that they may otherwise not receive. The goals established at the Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008) were “about equity and social justice and improved learning outcomes for our most disadvantaged and isolated students” (Ewing, 2010, p. 127). A commitment to action in achieving these goals included: promoting world-class curriculum and assessment; and improving educational outcomes for the disadvantaged young Australians, especially those from lower socio-economic backgrounds. A large percentage of the Gippsland region population comprises of socio-economically disadvantaged and all six rural schools were located within these areas. Initial discussions with local principals in January (2012) revealed that implementation of the Health and Physical Education (HPE) learning area was carried out by classroom teachers in all but one school, which had a delegated Physical Education (PE) teacher (with no specialist training). Furthermore, some schools outsourced the HPE learning area for the approximate annual cost of $10 000 through the ‘Bluearth’ program. A major problem identified in the 1992 Senate Inquiry into Physical and Sport Education was that “suitably qualified physical education teachers are not being employed to teach physical education and school sport to all children” (Commonwealth of Australia, 1992, p.xiv), as many classroom teachers lack knowledge and confidence for teaching PE (Lynch, 2008; Morgan & Bourke, 2005). In Semester One, 2012 as part of the Bachelor of Primary Education course at Monash – Gippsland, a pathway was created to achieve these national ideals and goals. Primary education university students, choosing the Physical Education (PE) major stream, study the unit EDF3619 ‘Sport and physical activity education’. Through amendments made to this unit, objectives involved the implementation of the Friday Sports program. This program ran over five weeks and was the first program of this nature to be implemented within the Latrobe Valley. The Friday Sports program enabled Year 5 & 6 children from the six schools to choose a sport that they would like to participate in during the one hour sessions over the five weeks. Each sport group consisted of 20-25 children, were mixed sexes and mixed schools. The aim of the program was to progressively work towards achieving the objectives of the Sports Education curriculum model; “to develop as competent, literate and enthusiastic sportspeople” (Siedentop, 1994, p. 4). Monash University provided the equipment, the human resource of five teacher education students per group who had planned the five week units, and collaboratively with the local health industry (local leisure and sports centre) provided the stadium and field facilities, all at no cost to schools. Dr Tim Lynch, Senior Lecturer at Monash University reflects on building partnerships between university and the local schools through the medium of sport; provision of quality Health and Physical Education lessons at no cost. He shares: his vision; the benefits for the primary school children; the benefits and interest of the teacher education students; dynamics involved when collaboratively working with a number of stakeholders; and barriers that need to be overcome for future growth and for similar programs to succeed.

This study was conducted to examine the effect of physical education and sport teachers' perceptions of science and peace on their cultural intelligence levels. The study was designed using a relational survey model and a quantitative research method. The study sample consisted of 162 (32%) 'Female' and 344 'Male' (68%) 506 Physical Education and Sports (PES) Teachers. The data of the study were collected in the 2023-2024 academic year with a questionnaire form consisting of three sections. The questionnaire consists of personal information, a Perception Scale on the Relationship between Science and Peace (PSSP) and Cultural Intelligence Scale (CIS). In the analysis of the data, descriptive statistics, normality tests, independent groups t-test, one-way analysis of variance (ANOVA), Levene's test for homogeneity of variances, Scheffe, Tamhane T2 tests for pairwise comparisons, and Spearman and Pearson correlation analysis for relationship analysis were used. As a result of the study, it was determined that physical education and sports teachers' cultural intelligence (CI) and perception towards science and peace relationship (PPSR) scores were at a high level. In the t-tests performed in all scales and sub-dimensions, statistically significant differences were found only in the metacognition sub-dimension in the gender variable and only in the cognition sub-dimension in the marital status variable. In the analysis of variance, a statistically significant difference was determined in favor of teachers at the “teacher” career stage in the mean scores of the CIS in favor of teachers at the “teacher” career stage in the teaching career variable, and in favor of teachers at the “expert teacher” career stage in the mean scores of the PSSP in favor of teachers at the “expert teacher” career stage in the teaching career variable. Significance was found in favor of teachers with master's degrees in the mean scores of the scales in the graduation status variable. In Spearman correlation analyses, weak positive and significant relationships were found between the age variable and the “Metacognition” sub-dimension of the PSSP and the “Metacognition” sub-dimension of the CIS, and between the years of teaching seniority variable and the scales and their sub-dimensions. As a result of the Pearson correlation analysis conducted between the PSSP and the CIS, a statistically significant positive relationship was found between PSSP and the CIS averages of the PES Teacher at a moderate level. As a result of the analyses, it can be said that 38% of the total variability of the PES Teacher in PSSP is caused by the CI. As a result, PES Teacher affects PSSP, CI levels and differentiate according to some variables. The inclusion of multicultural approaches and activities in PES Teacher upbringing can support them in experiencing cultural diversity and developing their understanding of science and peace in this context.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0437/a.php" alt="Hit counter" /></p>

This study aims to evaluate the readiness of Sports and Health Physical Education teachers regarding the implementation of the 2013 curriculum in Bantul Regency, Yogyakarta Province, Indonesia.This research method is an evaluation with the type of evaluation that is the stages of Contexts, Input, Process and Prodak.Respondents in this study were 11 Sports and Health Physical Education teachers, 267 students, 6 school principals, 1 Chair of a sports teacher association, and 1 Chair of the Education Office in Bantul Regency, Yogyakarta Province, Indonesia.This research was conducted in 2015.Data analysis techniques used quantitative descriptive techniques with percentages.The evaluation results state that the Physical Education and Sports teachers in Bantul district are ready to implement the 2013 curriculum.The conclusion based on the percentage data of 50% is in the very ready category and 50% is in the ready category.The recommendations of the results of this study are that the Physical Education and Sports teachers are ready to implement the 2013 curriculum so that it is not a problem if the Bantul Regency government implements the 2013 Curriculum.

Background and Purpose. International collaboration includes formal or informal cooperative alliances to jointly pursue academic ventures, including education, research, and service/clinical practice. The development of academic collaborations with colleagues in other nations can produce cross-pollination in physical therapist (PT) education and scholarship. The purpose of this case report is to describe a career-long process that has resulted in successful international collaborations and an international sabbatical for a US PT education program faculty member. Case Description. This case report presents general strategies to enhance the development of international relationships. One author discusses principles to help guide an individual through the process of developing international collaboration, and describes the sequence that led to his international sabbatical experience. Additionally, the case report provides a summary of Web-based technology to support international collaboration. Outcomes and Discussion. This case report highlights the positive benefits of international collaboration, including international education opportunities, enhanced scholarly productivity, and opportunities for service. International collaborations in academic or clinical settings can be rich and rewarding experienees that are life-changing. Intentional, long-term planning can make your experience a reality and may increase the likelihood of fruitful outcomes. Key Words: International education, International collaboration, Faculty development, Professional development, Faculty research. BACKGROUND AND PURPOSE The development of physical therapy collaborations with colleagues in other nations can produce a cross-pollination in physical therapist (PT) education and scholarship that is healthy and very beneficial for all involved. As new alliances form across national borders, exciting interactions can ignite an exchange of ideas and synergy of thought, yielding increased scholarly and academic productivity, and potentially life-long, significant friendships. Providing clinical services in other countries can also be extremely rewarding for the physical therapist and can significantly impact the lives of those who receive the care.1 Collaborative relationships benefit the individuals and institutions on both sides. International collaboration is used here as a broad term that includes any cooperative formal or informal alliances formed in the hopes of jointly accomplishing the many tasks and ventures of academia, including education, research, and service/clinical practice. International collaboration to enhance education programs appears to be a growing occurrence in physical therapist education as documented elsewhere in this special issue.28 The education program collaboration might occur as lectures via electronic or Internet media, sharing of educational resources, invited lectures, international visiting professors, or sabbatical experiences. The advent of the Internet gives greater opportunities for collaboration in education through distance education; however, this increases the need for specific modifications.9 International exchanges of students and faculty are a distinct component of international collaboration.10 In nursing education, Ekstrom11 found that politics and economics are usually obstacles to international education collaboration. These issues include immigration problems, political problems (including the politics of local professions), or conditions of political unrest, while economic limitations are inherent in how the position might be funded. Globalization and the specific changing conditions of travel, international media, transnational capitalism, and the role of global organizations and institutions12(p205) are driving changes in educational policy and practice in all countries.10 International collaboration to further research is growing in importance across higher education, including the education of health care professionals. …

This thesis is about the social construction of the field of physical educationnduring a significant political event, the 1992 Australian Senate Inquiry into Physicalnand Sport Education. Chapter 1 outlines how this study involved a contemporarynhistorical review of a field over approximately five years. Using Clegg's (1989)ncircuits of power and Goodson's (1987) notion of how subjects change over time asnthe theoretical frameworks underpinning the thesis, examination of the Report andnother relevant documents showed how power plays out to shape a field as some voicesnare privileged while others are marginalised.As this study involved an historical perspective, the literature presented innChapter 2 reviews curriculum history including curriculum development of bothnschool subjects in general and physical education specifically. Due to discussion at thentime leading up to the Inquiry, the second section of this review of literaturenelaborates on the construction of the 'crises' in physical education both abroad and innAustralia. A major issue that arose from this dialogue was how to define the field;ntherefore, definitions and representations of terms involved in the field are included.nThis chapter also addresses selected and relevant discourses shaping physicalneducation at that point in history. The chapter concludes by posing the researchnquestion that framed this study:n nb nnHow was the field of physical education represented in the 1992 AustraliannSenate Inquiry into Physical and Sport Education?Using Crotty's framework (1998), the epistemology, theoretical perspective,nmethodology and methods, are outlined in Chapter 3. The evidence that informs thisnstudy is drawn from specific document analysis of the Report presented by the SenatenCommittee, the Hansards that were made, the submissions by members of the public, and from interviews with 23 key participants who made representations about thenInquiry. Use of content, document and discourse analysis occurred to analyse thenwealth of information that was gained. nAs this was mainly an interpretive piece of research, the findings andndiscussion are presented concurrently in Chapters 4, 5, 6 and 7. The data analysis sawnthe emergence of four key themes and each of these themes served as the topic for annindividual chapter. Chapter 4 presents the information relating to the definitions andnthe issues surrounding the formation of the Inquiry as well as the processes involvednin running an Inquiry. It suggests that defining the field was problematic. Thendiscussion surrounding the genesis and processes involved in an Inquiry add insight tona complex process that few have the opportunity to explore. Chapter 5 discusses thenissue of skill development in children and how it came to occupy such a central role innthe Inquiry. Chapter 6 is concerned with the involvement of girls in the field andnfocussed on the gender discourses that came through the Inquiry. The last chapter ofnfindings and discussion presents information concerned with research in the fieldnsuggesting that the Inquiry was concerned about the lack of data that was availablenabout issues in physical education. These four chapters will therefore illuminate whonmade representations for, of and about the definition, skill development in children,ngirls and physical and sport education, and research, or lack thereof, in the field. n n

Post-Qualitative Inquiry in Sport, Health and Physical Education provides emerging insights on post-qualitative research in Sport, Health, and Physical Education and introduces new ways of engaging with multiple forms of inquiry in this broad field. By acknowledging that post-qualitative inquiry is metaphysical, speculative and empirical, the volume questions the privileging of knowledge in Sport, Health, and Physical Education through totalizing research paradigms. The volume embraces knowing as an assemblage, knowing as embodiment, knowing as limitless and not yet actualized, knowing as becoming through deliberate imprecision, and knowing as affective enquiry. This volume constitutes a significant and exciting advance in Sport, Health, and Physical Education research- highlighting how the considerable promise of post-qualitative and innovative approaches to inquiry can enhance new conceptual openings and reorient established forms of thinking in this broad field.

The aim of this study is to reveal whether physical education and sports teachers' technological pedagogical knowledge levels and some variables are significant predictors of distance education evaluation levels. The correlational design, in which the direction and strength of the relationship between more than one variable were investigated, was used in the study. The research group consists of 213 physical education and sports teachers. The data of the research were collected with the Technologic Pedagogical Content Knowledge Scale and Distance Education Evaluation Scale Technologic pedagogical content knowledge general level has increased distance education evaluation general level. Technology knowledge increased distance education evaluation general level, technical level and learning process level. Based on the results, it can be recommended that physical education and sports teachers should be given trainings to increase their technological pedagogical content knowledge levels with the aim of minimizing the problems experienced by physical education and sports teachers in the distance education process and increasing the quality of education.
 
 Keywords:Technological Pedagogical Content Knowledge; Distance Education; Physical Education And Sports Teachers

Many fields of education at the moment, especially in physical and technological educations, use 5E learning cycle. The process is defined as five Es. These represent the verbs engage, explore, explain, elaborate and evaluate (1). The literature has been systematically reviewed and the results show that the 5E learning cycle is an untested model in physical education. Especially, positive or negative effects of the 5E learning cycle in physical education are unknown. This study is important for relevant literatures in order to be the first study about the conceptual constructive of the 5E learning cycle in physical education. Thus, the purposes of this study are to conceptualize the 5E learning cycle in physical education as a new constructivist approach and to prepare sample teaching plans for use in physical education classes. Sample teaching plans about the 5E learning cycle have been prepared by authors and are ready to use in physical education and sport teaching. For example, a physical education teacher who wants to teach basic concepts about the human physiology (like heartbeat, breath, fatigue, etc.) or skills, can use the 5 E learning cycle. First of all, in engaging stage, to draw the students' attention, teachers can ask considerable questions about daily life, and an amazing event or they give students the chance to think about some visual elements without making any explanation about the topic (What is the heartbeat?, Why do people get tired?, Students could be asked to place their hands beneath their left breast and tell what they feel etc.). In exploring stage, students should be involved in activities that allow them to have first-hand experience in the phenomena being observed i.e. heart beats. In order to build relevant experiences of the subject matter, models can be provided by the teacher, which will enable the learners to manipulate. Learners can communicate and share their ideas among themselves. The process is being facilitated by the teacher. In the explanation stage, the students are required to explain what they have learned by using their own words after the physical activity, by telling the results they reached, the observations they made and their ideas as well as the things that they noticed. In elaborating stage, using the lessons learnt in the previous stages, the students are encouraged to build and expand upon it to solve the problems in the physical education. They are provided to see new question types about the new taught subject and the students are expected to give answers to these questions. The last stage (evaluate), should be a continuous process which occurs in all the stages to determine that learning objectives have been achieved and to avoid misconceptions. Any evaluation tool can be used (observations, checklists, interviews etc). Student's physical performances and his developing degree in the process are taken into consideration. In this context, 5E learning cycle can also be used to teach concepts on physical education and sport teaching as an applied science of education. 5E learning cycle that is being used as a different model can be applied by competent physical education teachers in the course of physical education lessons. As a conclusion, the plans prepared may be applied by authors, teachers or independent researchers who want to study on this model and this study will be a new idea about the constructivist approach to teaching physical education.

Purpose: The purpose of this study is to investigate the relationship between the emotional labor environment of sports instructors at elementary schools in Jeonbuk and the quality of life of them to figure out the difficulties faced by the sports instructors in the field in order to present improvement plans. Method: Specifically, the following results were derived from conducting in-depth interviews with sports instruc-tors of Jeonbuk by using a semi-structured questionnaire from November 2020 until December 2020 as the purposeful sampling method. Results: First, most of the elementary school sports instructors were temporary workers for the term of less than one year, and they complained of serious emotional labor in their discussion with school officials and consumers in the processes of contract renewal, opening classes for additional sports activities such as after school classes, and notification of contract renewal. Second, the sports instructor hiring method dependent to the discretion of school officials and the form of employment with a period of employment shorter than one year were leading to the lack of expertise in physical education of sport instructors and the necessity for sport instructors to have a sideline for livelihood. Third, although the role of sports instructor is assisting home room teachers in physical education classes, the roles and work of sports instructors were not clearly identified, and sports instructor were leading actual physical education activities. Fourth, although sports instructors had the status of instructors, they were performing the work of teachers, but there was no study space (desk, computer, chair, etc.), locker room, or resting space for sports instructors and sports instructors were seriously discriminated in terms of welfare. Conclusion: In particular, during physical education classes at nearby schools to which they were dispatched once or twice a week, sports instructors were taking a rest in their private car between classes.

In Italy, legislation in Exercise and sports sciences (ESS) had significant progress, particularly in physical and sport education, as well as sport pedagogy for compulsory teaching of Physical education by master's degree' specialist teachers, for the new profession of kinesiologist and, first the reform of Italian Constitution about social and educational value of movement and sport. The aim of this study was to measure the specific scientific output in ESS and its impact on the scientific community. Data on global scientific production related to the keywords "Physical education," "Sport education," and "Sport pedagogy" were extracted from the Scopus database, including total citations and h-index. Trends among Italian researchers were also examined. Data on the overall scientific output and specific trends of Italian researchers were extracted, along with total citations and h-index. The trends of total and relative metrics (citations and h-index) for the period 2020-2023 were evaluated using Spearman's correlation. Analysis of global scientific production on Scopus revealed 31 ESS faculty members (7 full professors, 15 associate professors and 9 researchers) for "Sport Education" keyword, 11 ESS faculty members (2 full professors, 5 associate professors, and 4 researcher) for "Sport Pedagogy," and 18 ESS faculty members (7 full professors, 7 associate professors and 4 researcher) for "Physical Education." Less than half of these researchers are directly framed with ESS. However, despite this minority representation, significant positive correlations emerged between total citations and total H-index for the period 2020-2023 (rs = 0.83), relative citations and relative H-index (rs = 0.61), relative citation and total H-index (rs = 0.32). The positive correlation found between relative citations and the total h-index indicated these scholars had a greater impact with studies relevant to the identified keywords compared to other general topics. The analysis also highlighted the lack of international impact of Italian research in the educational and didactic aspect of ESS, particularly for "Physical Education."

Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hastie. 2010. “The Ecology of Cooperative Learning in Elementary Physical Education Classes.” Journal of Teaching in Physical Education 29 (2): 113–130]. None to date, however, has looked empirically at the influence sport education may have on individual team member accountability and other critical elements of cooperative learning. Purpose: The aim of this study was to present evidence that cooperative learning (or at least its critical elements) is a potential side effect of using sport education. Participants and settings: A total of 90 students (47 boys, 43 girls, 12.42 ± .56 years), enrolled in the same high school in Spain agreed to participate in the study. The school administration randomly distributed the students among four different year eight classes, and the research team randomly allocated two classes to the experimental group (n = 48), and two (n = 42) to the control (comparison) group. The experiment was conducted in a non-manipulated (i.e. intact) educational context. Prior to the mid-term break, both study groups experienced the same Football learning unit conducted using sport education. After the break, both groups experienced a Basketball learning unit. However, the teacher continued to use sport education with the experimental group (group A) and adopted a traditional instructional approach with the comparison group (group B). Therefore, students in group A experienced 24 consecutive sport education lessons, while those in group B experienced 12 sport education lessons followed by 12 traditional lessons. Research design: The study followed a pre-test, post-test, quasi-experimental, comparison group design. Data collection: All participants completed a previously designed and validated cooperative learning questionnaire. Data analysis: The statistical package SPSS (version 22.0) was used. Descriptive and inferential analyses were conducted. Findings: Results showed that group A enhanced their perceptions of Interpersonal Skills, Group Processing, Positive Interdependence, Promotive Interaction, Individual Accountability, and Global Cooperation significantly more than group B. Conclusions: Cooperative learning (or at least its critical elements including global cooperation) is a side effect of using sport education. As Casey and Quennerstedt [2020. “Cooperative Learning in Physical Education Encountering Dewey’s Educational Theory.” European Physical Education Review] argued, cooperation is not learnt but is practiced over successive lessons and units. Given the real-world importance of cooperative learning and given calls to broaden the pedagogical experiences of young people [Metzler, M. W. 2011. Instructional Models for Physical Education. 3rd ed. Scottsdale, AZ: Holcomb Hathaway], it seems important to have different approaches to help young people become more cooperative.

Given that the expectation of the British Educational Research Association Physical Education and Sport Pedagogy Special Interest Group Scholar Lecture is to position yourself throughout the paper, I will start with sharing my academic/career biography, acknowledging that our biographies are inextricably linked to our work and life practices. I will then briefly consider sport pedagogy (SP) as an entity and what we mean by SP, before exploring apprenticeship, academia and administration. It is my intention to provide an honest expression of (i) how I have grown and continue to grow in different phases, (ii) the purpose of each phase in my development and (iii) the related implications that arise for me as a SP scholar and colleague. My focus is on the power we, as individuals and as a community, have to (i) entice and encourage individuals into the area of SP, (ii) to mentor them as they develop as scholars, (iii) to learn from and with them and (iv) to prepare them to become confident, informed and caring individuals with a continued passion for the field. In turn, those individuals who have experienced such a pathway then take on the mantle of starting the process again by enticing and encouraging new individuals into SP. This is very much a thread throughout the paper as I draw on personal experiences from my career as a researcher, teacher educator/academic and administrator, aligned with the concepts of apprenticeship, academia and administration. I draw predominantly on my time as a physical education teacher educator for the past 13 years in the same Irish university setting. My aim throughout the paper is to prompt you to consider your own academic/career development, what ‘phase(s)’ you have/are experiencing and the academic/learning groups you are connected to.

ABSTRACTThe pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only one study has followed PSTs through a series of learning experiences. In this study, we used the three-level model of learning as a framework to investigate a PST’s continuing process of learning to teach SE as part of a PETE program and while teaching during the school placement component of the PETE program. The study was guided by the question, ‘How does a PST’s knowledge of teaching and learning SE develop?’ This study reports on one physical education PST learning to teach SE. The learning experience was composed of four PETE courses (two content courses and two school placements) divided into five phases. Data collection employed five semi-structured interviews, coursework and a focus group. Data were analyzed using a hybrid approach of inductive and deductive theme development. Results revealed that the PST progressively developed conscious awareness and understanding about teaching and learning SE. The comprehensive learning experience made the PST develop understanding of teaching and learning SE that reflected knowledge on an abstract level. Studying the relationships between SE concepts, while connecting them with knowledge from various PETE courses, the theoretical foundation of SE became accessible. We encourage physical education teacher educators to allow for a continuing growth of understanding where PSTs develop knowledge through various SE learning and teaching experiences tailored around their needs and concerns.

This paper addresses the challenge identified by Penney and Chandler [(2000) Physical education: what future(s)? Sport, Education and Society, 5(1), pp. 71-87] for physical education to develop as a 'connective specialism' [Young (1998) The Curriculum of the Future: From the 'New Sociology of Education' to a Critical Theory of Learning (London, Falmer Press)], characterised by a commitment to engage with the complex contexts in which knowledge gained in physical education might be applied. It specifically examines the extent to which 'Sport Education' [Siedentop (1994) Sport Education: Quality PE through Positive Sport Experience (Champaign, IL, Human Kinetics)] can be regarded as a curriculum and pedagogical framework that has the potential to facilitate the development of physical education as a connective specialism. The concepts of 'situated learning' and 'legitimate peripheral participation' previously employed by Kirk and Macdonald [(1998) Situated learning in physical education , Journal of Teaching Physical Education, 17, pp. 376-387] are utilised in exploring claims that have been made about the 'authenticity' of Sport Education and specifically the learning and participation opportunities that it provides and facilitates. It is argued that further development is needed if Sport Education is to realise its potential to promote 'sustained connections' for more pupils in relation to engagement in sport.