Sport Education

Goals of Sport Education

• Three long-term goals– Competency in sport– Literacy in sport– Enthusiasm in sport

• Ten short-term goals during each season– Competency objectives #1-4 (Develop techniques, execute

strategies, participate in games, work effectively)

– Literacy objectives #5-8 (officiate knowledge, leadership, decision-making, planning & administration)

– Enthusiasm objectives #9-10 (appreciate rituals, play outside of schoool)

Features of Sport Education

• Seasonal format (time to learn)

• Team affiliation (team success = how well roles are played, fair play)

• Formal competition (progressively larger small-sided games, various

levels of competition

• Record keeping (helps teams track team/individual performance for

feedback purposes)

• Culminating events (creates class excitement/ team cohesion)

• Festivity and rituals (adds social element, cultural awareness)

Emphasis of Standards within Sport Education Curriculum

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Major

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Major

3. Participates regularly in physical activity. Major

4. Achieves and maintains a health-enhancing level of physical fitness.

Minor

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Major

6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Major

Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

Differences between Sport and Sport EducationSport

• Participation– Most skilled

dominate

• Game form– Complex/large sided

• Role of player– Emphasis on

performance

Sport Education• Participation

– Everyone plays

• Game form– Developmentally

appropriate/small sided

• Roles beyond player– Include referee, trainer,

coach, reporter, etc.

Philosophy of Model

• Students learn content of sport more authentically

• Students learn content of sport more completely

• Learning is more relevant, therefore, perhaps more lasting

Assessment Options

• Holistic rubric to analyze game play

• Analytic rubric to analyze individual skill performance

• Use alternative assessment forms to assess knowledge of rules, strategies developed based on scouting reports

• Rubric on fair play

Teacher Role

• Teachers need to learn how to shift from a teacher-centered to a student-centered environment.

• Teacher needs to establish strong managerial system with rules and routines.

• Teacher then has time to instruct, facilitate, and assess student learning more effectively.

Roles of Student

• Students are increasingly responsible for leadership, instruction, assessing, and performing.

• Potential student roles– Score keeper, captain, coach, sport

reporter, athletic trainer, dance choreographer, referee, timekeeper, judge, or sport commissioner

Benefits

• Student-centered

• Inclusive learning environment

• Affords teacher time to instruct and assess

• Authentic learning experiences

Limitations and Cautions• Overcoming the inertia to begin

– Extensive planning

• Class management skills needed• Teacher content knowledge

– Students will desire more tactical information

• Start small and build on prior season– Build initially in areas of teacher expertise