Abstract
The Sport Education curriculum model, while well studied in primary and secondary school settings, has been much less evaluated in university physical education. In this study, 110 Chinese university students were randomly assigned to participate in 6 classes taught using either Sport Education or a more traditional teacher-directed style. Data were collected on the students’ skill execution, game performance, and knowledge. Over the course of a 16-week term, all participants showed significant improvements. However, the Sport Education students’ gain scores were significantly higher after controlling for pretest scores. It is suggested that the features of Sport Education that have been shown to motivate students in previous studies (persisting teams, developmentally appropriate competition, and taking roles other than player) serve to stimulate students toward achieving the multiple goals of Chinese university physical education.
Highlights
The Sport Education model was introduced to the physical education community in 1994 with the release of Daryl Siedentop’s text Sport Education: Quality PE Through Positive
With the exception of passing in the Traditional Instruction group, students in both units demonstrated statistically significant improvements from pretest to posttest for all volleyball activities
This study is the first to use an experimental design in research on Sport Education in which participants were randomly distributed into groups
Summary
The Sport Education model was introduced to the physical education community in 1994 with the release of Daryl Siedentop’s text Sport Education: Quality PE Through PositiveSport Experiences. The stimulus for the entire concept of Sport Education was Siedentop’s belief that the way the sporting experience was presented to students in school physical education did not contain the elements he considered garnered students’ engagement and enthusiasm in sport settings outside of school. In essence, he believed that sport in physical education had become “decontextualized” [1], offering an inauthentic experience that left students feeling bored and unchallenged. In creating Sport Education, Siedentop focused on two key elements of the ways sport is organized in youth, school, and club sport: (i) the idea of the persisting team and (ii) meaningful, consequential competitions.
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