Sport Education Model Research Articles

THE SPORT EDUCATION MODEL IN ELEMENTARY AND SECONDARY EDUCATION: A SYSTEMATIC REVIEW

Este estudo consistiu em oferecer uma revisão atualizada das implementações mais recentes do Modelo de Sport Education (SEM) do primeiro ao 12º ano (6-18 anos), incluindo as mais novas tendências de pesquisa para estudos futuros. Uma revisão sistemática de 2013 a 2017 foi realizada utilizando os bancos de dados de maior referência e os artigos originais que incluíam informações sobre as implementações do SEM em qualquer grau escolar. A implementação do SEM expandiu-se enormemente nos últimos cinco anos para incluir todos os diferentes domínios de aprendizagem: físico, social, cognitivo e afetivo. Entretanto, a implementação do SEM não é fácil e precisa de formação específica de professores. O SEM parece ser uma abordagem pedagógica adequada para praticar esporte, ao mesmo tempo em que desenvolve habilidades motoras, conhecimento técnico-tático e valores.

Using a Fishing Sport Education Season to Promote Outside Engagement

This article will provide a detailed account of a fishing sport education season focusing on the six key features of the model. Five specialty roles were created for this season, specifically for the fishing content. With this fishing content, teams participated in a variety of skill challenges, and fishing derbies that were staggered throughout the 19-day season. In this iteration, the culminating event was composed of a two-day Bass Master Classic, and an award ceremony held during the final class period. The instructor incorporated extracurricular fishing by allotting additional points to teams that not only fished outside of school, but also chose to participate with family and friends. Using the sport education model for instruction helps to produce children who are not only literate and competent in lifetime physical activities but are also enthusiastic about future participation.

책임감모형(TPSR)과 스포츠교육모형의 통합을 통한 초등 예비교사의 책임감 변화 과정 탐구

본 연구는 대학 교육에서 책임감모형과 스포츠교육모형과의 통합 연구 과정에서 나타나는 초등 예비교사들의 책임 감 변화 모습을 탐구하기 위해 D교육대학교 2학년 62명을 연구참여자로 하였다. 첫째, 통합 연구 전 책임감 단계 들은 주로 Ⅰ단계(자기통제)와 소극적인 Ⅱ단계(참여·노력)가 많았으나, 적용 후 남자 예비교사들은 여학생들을 도 와주는 Ⅳ단계(배려·도움)을 모습을, 여자 예비교사들은 소극적에서 적극적으로 참여·노력(Ⅱ단계)하는 모습과 자기 주도적인 Ⅲ단계(자기책임감)의 모습을 많이 보였다. 주장들은 다른 역할들보다 뛰어난 책임감 모습들을 많이 보였 으며, 팀을 이끌어 나가는 Ⅳ단계 리더의 모습을 많이 보였다. 심판들은 처음에는 위축과 소신 없는 판정으로 소극 적인 모습을 보이기도 하였으나 점차 적극적으로 참여·노력하는 Ⅱ단계와 자기주도적으로 판정하는 Ⅲ단계의 모습 으로 발전하였다. 남자 선수들은 적극적으로 참여·노력하는 Ⅱ단계에서 여학생들을 도와주고 배려하는 Ⅳ단계의 모 습으로 발전하였고, 여자 선수들은 적극적으로 참여·노력하는 수준(Ⅱ단계)에서 자기주도적인 활동(Ⅲ단계)의 모습 으로 발전하였다. 기록원들도 처음에는 소극적인 모습을 보였으나 점차 적극적으로 참여·노력하는 Ⅱ단계에서 자기 주도적인 Ⅲ단계의 모습으로 발전하였다. 이상과 같이 책임감모형과 스포츠교육모형간 통합 연구에서 초등 예비교 사들은 운동기능 및 책임감 수준이 향상되었고, 책임감모형의 그룹미팅과 반성시간을 통해, 스포츠교육모형의 역할 배정 및 순환을 통해 타인과의 입장의 동일함을 경험하였다. 앞으로는 책임감 수준과 운동 수준간의 관계, 성격·역 할과 관련이 높은 책임감 단계간의 관련성에 대한 연구가 요구된다.

Facebook and sport education: mirroring the model at home to promote parental involvement

ABSTRACTSocial networks had become so important that they constitute a way of life for many individuals, and Facebook is probably the most popular one. Society has become totally connected, but classrooms still remain rather isolated. The goal of the study was to extend the Sport Education Model (SEM) through a social network, Facebook, to promote parental involvement, assessing its impact at home. 41 parents of 49 grade 12th secondary education students agreed to participate (39−57 years): 14 fathers and 27 mothers. The vast majority of participating parents that included information about their socio-economic and educational background considered themselves medium level (11 out of 13). Unfortunately, most parents did not provide this type of information (69.30%). An AcroGymnastics learning unit was implemented using the SEM during 16 sessions. All Facebook activity was recorded by the site, and semi-structured interviews were used to obtain data directly from the parents. Quantitative data was analysed using Gytrics, while MAXQDA 11 helped with qualitative data management. Quantitative results showed that the Facebook group had a notable effect in parents’ involvement: 42.26% joined (67% mothers), 100% reacted, 70.47% published content, 48.69% uploaded a picture/video, 503 posts, 14,528 hits, and 2025 reactions: 1912 likes and 113 comments. Themes derived from the analysis of the qualitative data reinforced the idea that Facebook helped promote parental participation: involvement, affiliation and learning, and some SEM features at home: affiliation, festive atmosphere and participation. Finally, a change in the PE status was also observed among parents. In conclusion, the combination Facebook-SEM had a notable positive effect on parental involvement, especially among mothers of medium socio-economic background. The number and type of activities posted by the administrator seemed to be a key element to positively integrate Facebook in education.

An Integration of Mobile Applications into Physical Education Programs

Even though technology in physical education has the potential to open up a variety of teaching and learning avenues by enhancing active experiences to help students develop the skills, attitudes, knowledge and behaviors needed for a lifetime of physical activity, some teachers may have a hard time finding ways to integrate technology into their curriculum. Portable technologies, specifically mobile applications (apps), are now accessible anywhere, anytime, which allows users to perform specific tasks for entertainment, productivity or educational purposes. This article gives an overview of technology use in physical education and specifically identifies physical education and physical activity applications that teachers might find useful. An example of how mobile applications might work directly with a sport education model in physical education is also provided to assist the readers with their own implementation plan. Finally, ideas for how to integrate mobile apps into physical education program are discussed.

Using Sport Education in a University Physical Activity Course

At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill an enjoyment of physical activity. The primary objectives of SE are to provide an authentic sporting experience and to create students who are enthusiastic, literate and competent consumers of sport. The physical conditioning class met 26 times over a 16-week period with each session lasting 75 minutes. Using the SE model in this fitness class, students were able to increase their accountability, affective qualities, and interest. In order to emphasize outside engagement, teams were awarded by completing outside activities together, utilizing and maintaining an online forum, and meeting and exceeding weekly step goals. The SE model was successful in encouraging outside engagement within this university activity course, which provided fun opportunities to be physically active.

Experiences of Students with Special Needs on Sport Education Model

The aim of the study was to examine the experiences of the students with special needs on the sport education model (SEM). In this research, action research method was used (Mertler, 2009). In the scope of the research, a mini-volleyball season was practiced with SEM in a secondary school - 6thgrade - for 16 weeks. The physical education teacher has 6 years of teaching experience and for the first time she has tried SEM at her school. In total, there were 12 participants in the research; 7 of them (3 girls, 4 boys) with special needs who have attended to this lesson and were chosen with purposeful sampling, and the other 5 students who were also the trainers and the captains of the teams. Collecting data includes the teacher’s reflective diary, weekly discussions with the expert, two focus group interviews with the students and volleyball skills observation forms. Skill observation forms were analyzed by descriptive statistics and the other data analyzed by content analysis. The findings of the study were gathered under three themes: (1) the effect of the SEM on the skill levels of the students with special needs; (2) the students’ opinions on the non-player roles; and (3) the relationships of the students with special needs with their teammates. As a result, it has been seen that, the SEM, giving active roles to the students with special needs in the team in accordance with their talents and interests has promoted their active participation in class, motivation and socialization.

Changes in Male Campers’ Goal Orientations and Motivation in Traditional Activities and a Sport Education Season in a Summer Camp

According to the American Camp Association (2013), more than 14 million children and adults attend camp in the United States each year. Many camps include physical activity and sport sessions and programs, some of which include program components known to contribute to positive youth development. One instructional model that seeks to contribute to positive youth growth through the development of sporting competence, literacy, and enthusiasm is Sport Education (Siedentop, Hastie, & van der Mars, 2011). The Sport Education model is designed to provide an environment conducive for students of all ability levels to be successful within gameplay. Furthermore, research suggests that amotivated students exhibit greater feelings of inclusion from peers and a positive environment of gameplay within Sport Education. Therefore, the purpose of this study was to compare the motivational responses of campers participating in a Sport Education season of flag football to those participating in a flag football unit taught using traditional methods. The current study used a quasi-experimental, nonequivalent groups design in which the perceptions of students participating in a sport education season (n = 48) were compared to those who participated in a traditional instructional approach (n = 35) at a residential summer camp. The Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008), was used to examine campers’ goal orientations, with campers’ self-regulated motivation quantified using the Sport Motivation Scale II (Pelletier, Rocchi, Vallerand, Deci, & Ryan, 2013). The findings suggest that campers participating in the Sport Education condition possessed higher mastery-approach and -avoidance orientations relative to those in the traditional condition following the intervention. While the educational context cannot explain why the campers in the Sport Education condition reported higher mastery goal orientations than those in the traditional condition at the beginning of the season, the observation that the Sport Education condition maintained significantly higher mastery-approach and-avoidance orientations throughout the season supports previous research indicating the capacity of the model to foster a task-involving motivational climate.Subscribe to JPRA

Moral Development in Sport Education: A Case Study of a Teaching-Oriented Preservice Teacher

Purpose: The occupational socialization literature suggests that teaching-oriented teachers are more likely to deliver Sport Education (SE) in its purest form and so provide conditions in which fair play and sporting behavior can be developed. The purpose of this study was to determine the extent to which Derrick, a teaching-oriented preservice teacher, promoted moral and sporting behavior while teaching 38 middle school boys within two SE seasons of team handball. Method: The theoretical perspectives employed were structural development theory and social learning theory. Data were collected with eight qualitative methods and analyzed with standard interpretive techniques. Results: Many of the students gained a more sophisticated understanding of fair play and sporting behavior during the study. On numerous occasions, students were observed playing fairly and acting in a sporting manner. Derrick’s teaching orientation, his own concept of sporting behavior and fair play, his delivery of a pure version of SE, and his pedagogy had much to do with these positive outcomes. However, many of the more skilled students’ willingness to engage in sporting behavior was context specific. As gameplay became more competitive, some of these more skilled students engaged in more unsporting behaviors. Conversely, many of the less skilled students maintained a universal concept of sporting behavior and fair play when the competition became fiercer. Conclusion: The results of the study confirm that the pure form of the SE model is an excellent medium through which sporting behavior and fair play can be developed.Subscribe to TPE

대학전공체육수업에서 스포츠교육모형이 정의적 영역에 미치는 영향

The purpose of this study was to investigate the influence of sports education model applied in physical education classes on the affective domain of university students who major in physical education. Ten students(5 male and 5 female) ranged from freshmen to senior participated in the study for one semester in 2017. The participants took depth interviews about the perception of sports education model. Collected data were analyzed using content analysis. The results of the study generated six big themes including learning attitude, cooperation, communication, relatedness, leadership, and motivation. The findings suggest that if sports education model is provided for physical education classes, university students can promote multiple characteristics in affective domain. Specifically, the students as prospective physical educators can develop professional knowledge, communication skills, and effective teaching methods required for sports leaders through the experiences of multiple roles.

Estrategias didácticas y motivacionales en las clases de educación física desde la teoría de la autodeterminación

The objective of this article is to explain the physical education teaching from a motivational perspective, trying to help teachers promote students’ autonomous physical activity. In the first section, I explain the concepts established by self-determination theory, showing the importance of satisfying students’ basic psychological needs (autonomy, competence, and relatedness) to achieve more self-determined forms of motivation (participating in physical education for enjoyment, integrating it in lifestyle, and considering it important) and positive consequences, such as learning or adherence to physical activity. In the second section, I provide specific motivational strategies, with clear examples, for the physical education teacher to satisfy each basic psychological need of the students. Finally, I explain how the sport education model, as an example of a teaching model that tries to connect the educational and leisure contexts, can help to satisfy the basic psychological needs. This article hopes to give a new focus to the physical education teaching, facilitating the teacher work and becoming a practical resource.

Examining Attitudes of Students Regarding the Sports Education Model and Direct Teaching Model

The aim of the research was to investigate the effects of sports education model and direct teaching model on the attitudes of the students, and the differences among the attitudes of students. The study group of the research included 29 students from 6th and 7th grade of a secondary school in the 2015-2016 academic years. The experimental group consisted of students attended in the sixth class in which the physical education and sports lesson was conducted using the "sports education model" while the control group was the students in the 7th class in which the physical education and sports lesson was conducted using the "direct teaching model". As a data collection tool; the "Internal Motivation Inventory" developed by Ryan (1982) and adapted to Turkish by Çalışkur (2013) was used. In the analysis of the data; the "Mann Whitney U" test was used for the significance of the differences between post-implementation attitudes of the groups. In addition, the interview questions prepared by the researchers were answered by the students and the data were recorded. As a result; significant differences were found in the students' interest/enjoyment, perceived competence, value/benefit, effort/importance and work perception dimensions, but no significant difference was detected in the perceived choice rights and pressure/tension.

Wiffle Ball: Turning a Backyard Favorite into an Appropriate Physical Education Unit

Wiffle ball is a classic game that has been played by people of all ages. Although there is a potential for inactivity due to limited opportunities to be actively engaged, increased activity time and overall development can occur through appropriate teaching methods. This article explores teaching wiffle ball using the sport education model. The potential for maximizing student learning and enjoyment are discussed, along with suggestions for setting up an appropriate season of play in physical education.

O MODELO DO SPORT EDUCATION NO ENSINO DO ATLETISMO NA ESCOLA

Esta pesquisa teve como objetivo implementar o Sport Education no ensino do atletismo na escola, a fim de conhecer as particularidades deste processo por meio de uma pesquisa-ação. Chegou-se a duas categorias para a apresentação dos resultados: (a) Sport Education e as dimensões dos conteúdos; (b) alunos como centro do processo de ensino-aprendizagem. De forma geral, a implementação do modelo se mostrou adequada à realidade brasileira, em especial, por propiciar o conhecimento do atletismo em suas três dimensões e por estimular a autonomia entre os alunos.

SPORT EDUCATION IN A HIGHER EDUCATION PHYSICAL ACTIVITY COURSE

The present research had the purpose to analyze how students perceived a physical activity (PA) course in higher education that used the Sport Education (SE) model. The study addressed: i) Students overall enjoyment; ii) Students’ skill acquisition self-perception; iii) Students’ game rules knowledge self-perception; iv) Students’ instructional preference. Twenty-six students from an American university located in the Southern region attended this course. The Futsal (indoor-soccer) course offered two 75 minutes class per week. Two forms of data collection were used: a five-point Likert-type scale survey and a post-course interview. Students reported to have a very high enjoyment in all six major features of the SE model. In addition, statistical significance was reached when students reported their perceived skill acquisition and game rules knowledge acquisition. Students also reported to prefer SE when comparing to other physical activity courses that used a traditional pedagogy. Article visualizations:

SPORT EDUCATION IN A HIGHER EDUCATION PHYSICAL ACTIVITY COURSE

The present research had the purpose to analyze how students perceived a physical activity (PA) course in higher education that used the Sport Education (SE) model. The study addressed: i) Students overall enjoyment; ii) Students’ skill acquisition self-perception; iii) Students’ game rules knowledge self-perception; iv) Students’ instructional preference. Twenty-six students from an American university located in the Southern region attended this course. The Futsal (indoor-soccer) course offered two 75 minutes class per week. Two forms of data collection were used: a five-point Likert-type scale survey and a post-course interview. Students reported to have a very high enjoyment in all six major features of the SE model. In addition, statistical significance was reached when students reported their perceived skill acquisition and game rules knowledge acquisition. Students also reported to prefer SE when comparing to other physical activity courses that used a traditional pedagogy. Article visualizations:

Inteligencia emocional y mediadores motivacionales en una temporada de Educación Deportiva sobre mimo

Se exploraron los efectos del modelo de Educación Deportiva (ED) durante el desarrollo de una temporada de mimo en la inteligencia emocional (atención, claridad y reparación) y los mediadores motivacionales (relación, autonomía y competencia percibida) de los estudiantes. Se realizó un diseño cuasi-experimental con medidas pretest-postest, en el que 94 estudiantes (50 varones; 44 mujeres) de 6º curso de Educación Primaria, con una media de 11,62 años de edad (DT = ,79) fueron distribuidos en grupo experimental y control. En el grupo experimental se emplearon adicionalmente instrumentos cualitativos: diario del docente y entrevistas a estudiantes y profesor. Los estudiantes del modelo ED obtuvieron mejoras significativas en todas las variables dependientes, superando a las del grupo control. Los análisis cualitativos confirmaron esos resultados. Los resultados extienden la evidencia en favor del modelo de ED al abordar un contenido tradicionalmente minusvalorado en Educación Física, como es la expresión corporal (mimo), y sugieren la alianza del modelo y contenido al objeto de multiplicar efectos deseados positivos en términos de desarrollo psicosocial y bienestar personal.

Comparing Campers' Physical Activity Levels Between Sport Education And Traditional Instruction in a Residential Summer Camp.

To date, studies examining physical activity (PA) levels have largely been dedicated to the school setting, while there is little known about the activity levels of children who participate in traditional or summer day camps. Participants were 83 11- to 12-year-old campers who partook in either Sport Education or traditional instruction at a large residential summer camp. All lessons were video recorded and coded using the System for Observing Fitness Instruction Time (SOFIT), which categorizes PA levels as well as contextual characteristics. Results indicated that campers who participated in Sport Education spent a higher percentage of time (61.6%) engaged in moderate to vigorous activity than campers in the traditional activity unit (42.2%). In addition, campers spent less time idly within Sport Education (27.9%), than its counterpart (39.5%). These findings indicate that utilizing the Sport Education model may provide campers with higher levels of PA within this context.

The Action Research story of a student–teacher: Change is not easy and it takes time, effort, and critical reflection

The purpose of this paper is to report on the pedagogical and research learning I experienced as a physical education student–teacher engaged in an action research project, for which I designed and implemented an innovative teaching model. In my roles as student–teacher and researcher, I wanted to examine the impact of using Sport Education in a Finnish school context by analysing and understanding my teaching as well as my students’ experiences. Data collection included my personal reflective journal, video observations, student group interviews, and student diaries. The results of this study reinforced previously reported benefits of Sport Education, although there are contextual and pragmatic issues that need to be acknowledged. Even though implementing a new pedagogical approach was time-consuming, stressful, and full of real-world challenges as well as the additional demands of the action research project, I still learned a great deal about teaching and research. Keywords: action research, physical education, student–teacher, curricular change, teacher education-----La historia de la Investigación Acción de un estudiante-profesor: El cambio no es fácil y lleva tiempo, esfuerzo, y reflexión crítica.ResumenEl propósito de este trabajo es informar sobre el aprendizaje pedagógico y de investigación que he experimentado como estudiante-profesor de educación física involucrado en un proyecto de investigación acción para el que diseñé e implementé un modelo de enseñanza innovador. En mis roles como estudiante-profesor e investigador, quise examinar el impacto del uso de la Educación Deportiva en un contexto escolar Finlandés, analizando y comprendiendo mi enseñanza así como las experiencias de mis estudiantes. La recopilación de datos incluyó mi diario de reflexiones personales, observaciones en video, entrevistas a grupos de estudiantes y diarios de estudiantes. Los resultados de este estudio reforzaron los beneficios previamente reportados de la Educación Deportiva, aunque hay cuestiones contextuales y pragmáticas que deben ser reconocidas. A pesar de que la implementación de un nuevo enfoque pedagógico consumía mucho tiempo, fue estresante y lleno de retos del mundo real, así como las demandas adicionales del proyecto de investigación acción, aprendí mucho acerca de la enseñanza y la investigación. Palabras Clave: investigación acción, educación física, estudiante-profesor, cambio curricular, formación de profesores-----Bibliography: Eriksson, Nicolina/Romar, Jan-Erik/Dyson, Ben: The Action Research story of a student–teacher: Change is not easy and it takes time, effort, and critical reflection, IJAR, 1-2017, pp. 51-74. https://doi.org/10.3224/ijar.v13i1.05

Challenges and Facilitators to the Implementation of a Sport Education Season: The Voices of Teacher Candidates

Background/Purpose: Physical education teacher education (PETE) programs have been encouraged to provide teacher candidates (TCs) with the competencies and dispositions needed to implement a variety of curriculum and instructional models. Likewise, it has been suggested that TCs should have opportunities to practice implementing such models in field experiences that are closely related to methods courses. Given these recommendations, it is important to conduct research on the pedagogy implications related to the inclusion of a range of curriculum and instructional models in PETE programs. The purpose of this study was to examine TCs’ perceptions of the challenges and facilitators associated with the implementation of a Sport Education (SE) season in a 5-week field experience. Method: In this qualitative inquiry, participants were 13 TCs enrolled in pedagogical content knowledge classes within an accredited PETE program. Data were collected through focus groups conducted on the week following the field experience conclusion. The focus groups followed a semistructured format, in which discussion prompts were designed to capture TCs’ perceptions of the challenges and facilitators related to planning, classroom management, content delivery, and assessment of a SE season. Data Analysi s: Data were analyzed using the inductive content analysis stages suggested by Miles and Huberman (1994), along with the constant comparative method. Results/ Discussion: TCs consistently reported the following challenges related to the implementation of a SE season: (a) spending time and energy on planning, (b) establishing fair teams, and (c) assessing student learning. Alternatively, TCs consistently indicated the following facilitators related to the implementation of a SE season: (a) experiencing the model as a student in the 10 weeks preceding the field experience, (b) establishing the routines pertinent to the SE model, and (c) having knowledgeable and helpful supervisors. Conclusion: Findings from this study contribute to the existent body of literature on how teachers learn to implement the SE model. This study provides relevant information related to the issues that might hinder or facilitate a SE season implementation from TCs’ perspectives. This information can contribute to the design of SE-based field experiences in PETE programs.