No 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.

This study examined the veracity of the commonly held notion that ‘there is only one way to teach Chinese martial arts.’ To achieve this, a cohort of Chinese physical education majors and their teacher participated in a semester-long season of Wushu taught using Sport Education (SE). Data were collected from the teacher in the form of weekly logs and interviews and students participated in small-group interviews throughout the program. Student grades were also analyzed. Student and teacher generated data were analyzed using analytic induction and constant comparison techniques. There was a high consistency among teacher’s log entries, her interviews, and comments made by students during interviews. Nevertheless, one topic that occupied significant discussion in the final interview was the teacher’s sense of professional renewal as a result of the SE project. Analysis of student interviews generated six themes, most which reflected student responses about SE (e.g., teams, competition, roles) but which also expressed a preference for the instructional climate of classes. Further, participation during the season did not compromise knowledge or skill performance of these students. Rather, SE led to higher levels of enthusiasm and engagement than in students’ previous martial arts courses.

This study examined the impact of including a formal requirement of achieving predetermined energy expenditures as part of students’ participation grades during a Sport Education–based college physical education class. Calorie consumption was measured using the Heart Zones Blink 3.0 sensor, and the percentage of students who reached the lesson target was calculated across a 15-week semester. The instructor kept a weekly journal and students participated in interviews at mid and end of term. Results showed that the average calorie consumption across the semester well exceeded the daily targets, while the percentage of students who reached the daily challenge cutoff ranged from 77% to 100% (average = 87%). Analysis of the journal entries and interviews resulted in the generation of four themes: students’ commitment to reaching the activity targets, group-based strategies for achieving physical activity targets, activity consequences of officiating roles, and activity challenges problematized skill development for some. Subscribe to TPE