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Sport Education: Curricular & Instructional Model

An in depth look at the Sport Education model, including history, instructional characteristics, applications, and advantages & disadvantages.
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Kristina O

on 20 March 2013

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Transcript of Sport Education: Curricular & Instructional Model

Concepts, Philosophies, & Ideas Supporting Sport Education Cooperative Learning
Influenced by Teaching Games for Understanding
Constructivist Theory
Play Theory
Quality over Quantity Where did Sport Education come from? Daryl Siedentop What is Sport Education? Seasons, Affiliation, Formal Competition, Culminating Event, Record Keeping, & Festivity Instructional Characteristics Managerial Routines
Duty Teams
Peer Teaching
Cooperative Planning
Conflict-Resolution Mechanisms
Authentic Assessment Celebrations Develops intrinsic motivation
Focuses on mastery
Teaches fair play & respect
All students participate all the time
Opportunities for cross-curricular learning
Team Affiliation- cooperation & social skills
Promotes student ownership, autonomy, & responsibility References Curricular & Instructional Model Sport Education Key Features Seasons are 2-3 times longer than average PE units. While fewer activities are introduced, seasons allow to go into greater depth for activities presented. Students are put into mixed-ability teams (often 3 teams) at the beginning of a unit. They stay in their team throughout the unit and practice, play, and compete together. A schedule is organized for the season and includes competition and practice opportunities. Having a schedule gives students a goal to plan for and work towards. The culminating event comes at the end of a season. Students have the opportunity to track progress and celebrate the successes of the season. Record keeping gives students feedback, motivation, assessment, and builds standards and traditions. Festivity is incorporated throughout a season to celebrate progress, hard work, and fair play through posters, team colors/names, awards, etc. Goals 1. Competent 2. Literate 3. Enthusiastic Idea for Sport Education during doctoral dissertation
Focused on "play education" curriculum theory. Objectives Develop sport-specific techniques and fitness. Appreciate and be able to execute sport-specific strategic play. Participate at a developmentally appropriate level. Share planning and administrative sport experiences. Provide responsible leadership. Work effectively with your team to pursue common goals. Appreciate the rituals and conventions that give sports their unique meanings. Develop the capacity to make reasoned decisions about sport concerns. Develop and apply knowledge about umpiring, refereeing, and training. Become involved with sport and physical activity outside of school. Acquaviva, J., Beaudet, B., & Grube, D. (2004). Take sport education a step further: Add fitness. Journal of physical education, recreation, & dance, 75(9), 39-50.
Ayvazo, S. (2009). Applying the sport education model to tennis. Strategies: A journal for physical and sport educators, 23(1), 8-12.
Byrne, K. & Spittle, M. (2009). The influence of sport education on student motivation in physical education. Physical education and sport pedagogy, 14(3), 253-266. Retrieved from http://dx.doi.org/10.1080/17408980801995239
Cicchillitti, M., Fahey, R., & Feith, J. (n.d.). Th physical educator: Rethinking what can be done in physical education. http://thephysicaleducator.com
Cho, M., Choi, H., Kim, J., & Penney, D. (2006). Not business as usual: Sport education pedagody in practice. European physical education review, 12(3), 361-379. DOI: 10.1177/1356336X06071469. Retrieved from http://epe.sagepub.com/content/12/3/361
Curtner-Smith, M. & Stran, M. (2010). Impact of different types of knowledge on two preservice teachers' ability to learn and deliver the sport education model. Physical education and sport pedagogy, 15(3), 243-256.Retrieved from http://dx.doi.org/10.1080/17408980903273147
Hastie, P. A. & Sinelnikov, O. A. (2009). A motivational analysis of a season of sport education. Physical education and sport pedagogy, 15(1), 55-69. Retrieved from http://dx.doi.org/10.1080/17408980902729362
Hastie, P. A., van der Mars, H., & Siedentop, D. (2011). Complete guide to sport education. Champaign, IL: Human Kinetics.
Kinchin, G., Kirk, D., & MacPhail, A. (2004). Sport education: Promoting team affiliation through physical education. Journal of teaching in physical education, 23, 106-122.
Kirk, D., MacPhail, A., & O'Donovan, T. M. (2010). Active citizenship through sport education. Education 3-13: International journal of primary, elementary, and early years education, 38(2), 203-215. Retrieved from http://dx.doi.org/10.1080/03004270903153947
Lund, J. & Tannehill, D. (2010). Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett Publishers.
MacPhail, A. & McMahon, E. (2007). Learning to teach sport education: The experiences of a pre-service teacher. European physical education review, 13(2), 229-246. DOI: 10.1177/1356336X07076878 Retrieved from http://epe.sagepub.com/content/13/2/229.abstract.
McCollum, S. & Pritchard, T. (2009). The sport education tactical model. Journal of physical education, recreation, & dance, 80(9), 31-66.
Mercier, K. (2010). Success with sport education at a secondary level: Implementation and examples from a basketball season. Strategies: A journal for physical and sport educators, 23(3), 12-16. DOI:10.1080/08924562.2010.10590870 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/08924562.2010.10590870
O'sullivan, M. & Wallhead, T. (2006). Sport education: physical education for the new millennium? Physical education and sport pedagogy, 10(2), 181-210. Retrieved from http://dx.doi.org/10.1080/17408980500105098
Oslin, J. (2002). Sport education: Cautions, considerations, and celebrations. Journal of teaching in physical education, 21, 419-426. Retrieved from http://journals.humankinetics.com/AcuCustom/SiteName/Documents/DocumentItem/4245.pdf
Pearlman, D. (2011). The influence of the sport education model on developing autonomous instruction. Physical education and sport pedagogy, 17(5), 493-505. Retrieved from http://dx.doi.org/10.1080/17408989.2011.594430
Siedentop, D. (2002). Sport education: A retrospective. Journal of teaching in physical education, 21, 409-418. Retrieved from http://journals.humankinetics.com/AcuCustom/SiteName/Documents/DocumentItem/4244.pdf
Siedentop, D. (1998). What is sport education and how does it work? Journal of physical education, recreation, & dance, 69(4), 18-20.
Sinelnikov, O. A. (2009). Sport education for teachers: Professional development when introducing a novel curriculum model. European physical education review, 15(1), 91-114. DOI: 10.1177/1356336X09105213 Retrieved from http://epe.sagepub.com/content/15/1/91.abstract.es NASPE Standards
1 & 3 NASPE Standards
1 & 2 NASPE Standards
1 & 3 NASPE Standard 5 NASPE
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2 & 5 NASPE
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5 NASPE
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5 NASPE
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6 NASPE
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6 Play --> Sport "The development of competent tennis players-people who have learned to love what they do." Daryl Siedentop "[One couldn't] become a handball player without mastering the rules, strategies, customs, and courtesies which define the world of the handball court." Daryl Siedentop Commonwealth Games Conference in Brisbane, Australia, 1982 Keynote Speaker- Daryl Siedentop
Introduced sport as the content for physical education Physical Education: Teaching and Curriculum Strategies for Grades 5-12, 1986 A competent sportsperson has the skill, understanding, and knowledge to participate in games and activities and execute strategies. A literate sportsperson understands and values the rules, rituals, and traditions of sports and activities and can distinguish between good and bad practices. An enthusiastic sportsperson displays behavior that preserves, protects, and enhances the sport culture. Kristina Oberly (Hastie, van der Mars, & Siedentop, 2011) (Lund & Tannehill, 2010)
(Siedentop, 1998) "The first assumption is that sport, properly understood, properly conceptualized, and properly implemented is a form of play; that is, sport derives its essential meaning from play and its clear importance in human affairs is attributable to its origins in play" (Siedentop, 2002). "The second assumption on which this sport education model is based is that a society in which higher forms of ludic activity are pursued vigorously by all the people is a more mature society; that is, a mature sport culture represents an evolution of culture toward a more meaningful form" (Siedentop, 2002). Sport Ed Workshop, 1983 1st presentation of format, features, & pedagogy
Chris Bell
Attended the workshop
1st Sport Ed Practitioner
Gymnastics & Soccer Adelphi AIESEP World Congress, 1985 First presentation of Sport Ed practical application
Received mixed reviews First national exposure
Offered as an alternative curricular model Grant awarded to fund a national Sport Ed trial, 1990 Grant from Hillary Commission
Later created Sport Ed teacher materials
Turning point for Sport Ed
Trial in 10th grade at New Zealand high schools
Success! Sport Ed in Physical Education Project (SEPEP) Result of further Australian trials
Created teacher materials
Provided a research base for the model. Sport Education: Quality PE Through Positive Sport Experiences, 1994 Book published by teachers for teachers National Sport Education Conference, 1995 ACHPER Healthy Lifestyles Journal dedicated to Sport Education, 1995 Two-Part JOPERD Series dedicated to Sport Education, 1998 (Cho, Choi, Kim, & Penney, 2006)
(Hastie & Sinelnikov, 2009)
(Siedentop, 2002) What does Sport Education look like in the gym? Student Roles Sport Education Today Used predominantly in the USA, Australia, New Zealand, the United Kingdom, Korea, and Russia
Teachers modifying to fit class Home Spaces
Home fields/courts
Entry Routines
Ex. Skill practice at home space
Timed Competitions
Timed Transitions
Routines for Record Keeping Class of 24-32 divided into 3 teams
During competitions... 2 teams compete, 3rd team takes on referee & score keeping roles Coaches on teams provide valuable instruction Strategic planning
Creating team names
Creating team uniforms Referee calls
Sport Ed uses fair play points & yellow/red card violation signals
Teammate disputes
Arguments between teams Teach student how to respond to... Small group work with individual accountability
Ex. Working hard in practice so student does not let down teammates
Peer-teaching
Roles of coach, trainer, etc. Emphasis on tactical aware and capacity rather than isolated skills Focus on learner strengths
Knowledge is "constructed" by learner
student-centered learning
shaped by learner's prior knowledge and experiences
connects to new concepts and experiences
Relevant to student
Critical thinking and problem solving
Alternate assessments Connecting students to culture through educational experiences in PE, includes competition & motor activities Teacher Role Manager Coach Manage tasks
Set up/put away equipment Be the team leader
Lead practices
Teach skills Referee Know rules of game
Referee game
Answer questions about rules
Mediate disputes during games Captain Motivate team
Be good role model
Assist coach Trainer Lead fitness activities
Teach team about injuries
Teach about nutrition
Be responsible for first aid kit Scorekeeper Keep score
Keep time
Know rules
Report scores Player Always participate
Work hard
Encourage team members
Play fair Other Roles Journalist/Reporter
Photographer
Choreographer
Cheering Section
Lane Judge
Timer
Commentator
Statistician
Judge
Spotter
Any other role you see fit Facilitator
"Educational Engineer"
Assessment
Teaching roles
Season prep Seasons (about 20 days long) Cautions Difficult transition from teacher-center to student-centered learning
Time consuming
Teacher must learn about model
Teacher must teach not only skills but cooperative learning, roles, & independent learning
Challenging to transform traditional sport culture
Difficult to master/interpret the details of the model Practice Competitions Points/Awards Examples: Basketball Tennis Instructional Strategies & Elements Covering fewer activities in greater depth
Greater content goals
Including techniques, tactics, rules, and other roles in sport culture. Ex. referee, journalist. etc.
Less is more Guided Practice
Independent Practice
Modifying Games
Participation outside class
Giving prompts and encouragement
Supporting teams Providing whole group instruction.
Ex. Teaching a volleyball set to all teams at once Supervising Teams
Ex. Working with individual teams or students Changing regulation game rules to make the activity more accessible to students
Make scoring easier
Slow the movement of the ball
Increase opportunities to practice
Facilitate learning of tactics The competitive nature of seasons encourage activity outside of school.
Give students team points for physical activity outside of class Provide verbal and visual prompts
Reward desired behaviors
Provide praise
Award points Give students access, equipment, and supervision to promote independent practice and learning. Teacher organizes a draft (responsible students pick teams)
Students get into teams and pick roles Start the season out with a festive event like a skills challenge
Dribble relays, shoot games, etc. will help teacher assess students' current skills During any activity, points are awarded for sportsmanship
Teacher or students could award these points Every class period should include
Roles assigned (should already be posted when students get to class)
Coaches receive practice plan from teacher
Attendance recorded by team manager
Equipment manager gathers needed equipment
Trainer leads team warm up
Warm up, practice, & game Early in Season
Developing game skills
Shooting, dribbling, lay ups
Teacher & peer assessment Later in Season
Working on tactics & strategies
Offensive plays- give-and-go, pick-and-roll End of Season
Basketball Championships
Tournament
Awards
Banners & Cheers http://www.tandfonline.com/doi/abs/10.1080/08924562.2009.10590852 (Byrne & Spittle, 2009)
(Kinchin, Kirk, & MacPhail, 2004) (Byrne & Spittle, 2009)
(Curtner-Smith & Stran, 2010)
(MacPhail & McMahon, 2007)
(O'sullivan & Wallhead, 2006) (Lund & Tannehill, 2010)
(Oslin, 2002)
(Siedentop, 2002) (Ayvazo, 2009)
(Cicchillitti, Fahey, & Feith, n.d.)
(Hastie, van der Mars, & Siedentop, 2011)
(Mercier, 2010) (Siedentop,1998) (Hastie, van der Mars, & Siedentop, 2011) Want to observe Sport Education first hand? Contact Steve Bolling
stevebolling3@gmail.com
South Pointe Scholars Charter School
10550 Geddes Rd, Ypsilanti Sport Education Hybrids Sport Education Tactical Model
Sport Education plus Fitness Game play
Skills
Competitions
Sportsmanship
Participation
Full transcript