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High School Students' Experiences in a Sport Education Unit:

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Meghan Polce

on 2 December 2016

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Transcript of High School Students' Experiences in a Sport Education Unit:

Themes From Study
1) Sport Education transformed students from passive into active learners, reflected by team autonomy and team problem solving.

2) Smaller teams produced higher engagement espically in those students who rarely participated in the traditional team sport unit, reflected by their willingness to "work together" to be successful.
Floor Hockey Set Up
6 Teams of 5-6 Students
Modified roles within each of the teams for more active participation.
Season lasted 16 lessons
8= Preseason, 8=season
Purpose of This Article:

This study examined High School Student's experiences in a Sport Education unit that implemented smaller teams and fewer roles compared to traditional Sport Ed Units.

The research in this study examined the student's experiences and responses during the change from a traditional curriculum to a Sport education unit of Floor Hockey

Game Plan
Each Week two or three observations were made and four to six informal interviews with

participants for over eight weeks.

There also was structured interviews with the teacher and four intwerviews with 12 students.
Sport Education
Did You Know???
Floor Hockey Unit
High School Students' Experiences in a Sport Education Unit: The Importance of Team Autonomy and Problem-Solving Opportunities

The long term goal of sport eduction is that students:

Develop competency in the sport so they will not only have skills to participate, but knowledge of the game and tactical strategies.

Literacy so students can understand the rules, rituals, and traditions of a particular sport and apply that knowledge outside the classroom.

Develop enthusiasm by searching for other opportunities to participate in the community.

The Participants
1 Physical Education Teacher
2 classes- 35 each
70 9th Grade Students total (ages 14-15 yrs old)
90 minute classes 2-3 times a week
Coed Class
Sport- Floor Hockey
Student engagment in physical education declines as a students progresses through the secondary school years.

Mostly due to being required to participate in the same repetitive activiities year after year.
How Can We Change That?
Team Organization
Role assignment
Skill Practice
Team Choices
Field size
Team spirit
Round robin tournament
Regulation games, fields
Culminating Tournament
Team winners
Team spirit
Data Collection Process
High School Students' Experiences in a Sport Education Unit: The Importance of Team Autonomy and Problem Solving Opportunities.

Katelyn Smither
Old Dominion University, USA


Xihe Zhu
Old Dominion University, USA
Thoughts about Sport Education unit
Students changed experiences
Students roles within the teams
Curriculum guided
Observations, field notes were kept throughout the study
Interviews (taped recorded, and transcribed)
Data was compared throughout the whole experiment.
Student and Teacher Feedback
More students and teams were active at a time.
Peer teaching was present through the unit and assisted with developing respect towards their peers.
Students made more efforts to become competent both in their skills and knowledge of the sport.
Students were more active and were more engaged in the activities.
Team work among the groups was present not only in the activities but also for problem solving, their strengths and weaknesses, and prior knowledge for organization.
Teacher " The over all goal was not only to be physically fit but, but gain a deeper understanding of the sport and it's components. They came to form bonds within their teams and worked together to achieve those goals."
Female Student "I think because we got to pick our teams, we participate more because it's whom we want to be with."
Male Student " We had to learn to work as a team and respect whom you are with because you have to work with them everyday, instead of changing the people you work with.
" The floor hockey unit produced a positive result, adding more evidence and strategies in applying Sport Education in secondary schools. When the students took on the challenge to create their lesson , they took charge of their own learning, and formed a team bond that lasted through the unit. The role of the students shifted into a more active position, and the teacher became more facilitative. Within the smaller teams, the students felt more important, were more engaged in the tasks, and gained a deeper understanding of all aspects of the game."
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