Integrating Sport Into the Physical Education Curriculum in New Zealand Secondary Schools

Grant, Bevan C.

doi:10.1080/00336297.1992.10484057

Cited by 94 publications

(80 citation statements)

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“…They also stated that they would choose to stay in the same team with the same team members. Grant (1992) suggested that SE had the power to reengage students who had previously disliked physical education and sport and entice them into the arena. Jane (The Thrashers) was a girl who, before the introduction of SE, regularly forgot or refused to bring clothing to school that would allow her to take part in physical education lessons.…”

Section: Billymentioning

confidence: 99%

“…Hastie (1998a) showed that keeping a team together for a season accommodated marginalized students. There is an abundance of evidence demonstrating the benefits of SE for low-skilled pupils (Alexander & Luckman, 1998;Alexander, Taggart & Thorpe, 1996;Carlson, 1995a&b;Ennis, 1996;Grant 1992;Hastie, 1998b). Benefits for these pupils include increased opportunities for participation, high levels of peer support, and increased success in skill and social development, responsibility, and decision making.…”

mentioning

confidence: 99%

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Sport Education: Promoting Team Affiliation through Physical Education

MacPhail¹,

Kirk²,

Kinchin³

2004

Journal of Teaching in Physical Education

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The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke, 1992). Siedentop's Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining persisting groups as teams throughout the season. Extended units intended to foster team affiliation while promoting affective and social development are common objectives in physical education. We report on a 16-week SE unit that includes over 70 Year-5 students (9-to 10-year-olds) from one UK school. Our findings show that the opportunity to become affiliated with a team was an attractive feature of the pupils' physical education experience and that, under the framework of SE, there was an obvious investment made by the Year-5 Forest Gate students in relation to their sense of identity and involvement as members of a persisting group.Key Words: Sport Education, team affiliation, persisting groupsIn a recent article in JTPE, Siedentop (2002) noted that there is now a considerable body of research literature on Sport Education (SE), much of it indicating that this instructional model has been used successfully to assist young people to become "literate, competent and enthusiastic sports people" (p. 411). Because of the growing visibility of SE in the research literature, the key features of SE are increasingly well known, including extended seasons in place of short units of Sport Education 107 activity, formal competition, a culminating event, festivity, record keeping, and affiliation with a team.Although each of these features has been shown to be an important part of students' experiences of SE, Siedentop (1998) indicates, "The use of persisting groups (teams) is one of the model's most important features" (p. 414). A review of the general educational-research literature suggests a paucity of research on the experiences of students who remain in sustained, distinct groups or teams over long periods of time (Siedentop, 1995;Wynne & Walberg, 1994). In the context of SE, Siedentop (1995) believed that persisting groups, that is, sustained membership of a team for at least the course of a season, are not only a necessary condition for personal growth but also fundamentally important to achieving goals characteristic of the model. As Metzler (2000) explained, this extended affiliation allows team members the opportunity to work toward common goals, make group decisions, experience successes and failures as a group, and construct a group identity.Team affiliation in and through SE is not solely a matter for team sports but it is also indeed applicable to other activities in the physical education curriculum, including dance (Graves & Townsend, 2000), tennis (Grant, 1994), and gymnastics (Bell, 1994). Affiliation through the SE model is enha...

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Section: Billymentioning

confidence: 99%

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confidence: 99%

Sport Education: Promoting Team Affiliation through Physical Education

MacPhail¹,

Kirk²,

Kinchin³

2004

Journal of Teaching in Physical Education

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“…La investigación realizada en el marco del modelo de ED ha evidenciado un aumento de la socialización y cooperación entre los estudiantes (Grant, 1992;Hastie y Sharpe, 1999). No obstante, el aspecto competitivo del modelo de ED puede provocar ciertos comportamientos sociales negativos en algunos estudiantes.…”

Section: Introductionunclassified

Modelo de educación deportiva versus modelo tradicional: efectos en la motivación y deportividad / Sport Education Model Versus Traditional Model: Motivational and Sportsmanship Effects pp. 449-466

Méndez–Giménez¹,

Fernández-Río²,

Méndez-Alonso³

2015

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RESUMENEl objetivo de este trabajo fue comparar los efectos que provocan los modelos de enseñanza Tradicional y de Educación Deportiva en la motivación y deportividad del alumnado de educación física, incluyendo también un tercer nivel de tratamiento, variante del modelo de Educación Deportiva, en el que se empleó material autoconstruido. Se realizó un diseño cuasi-experimental con tres niveles de tratamiento y medidas pretest y postest de cuatro variables dependientes: metas de logro, metas de amistad, necesidades psicológicas básicas y la deportividad durante la enseñanza del ultimate. Accedieron a participar un total de 295 estudiantes de secundaria y bachillerato cuyas edades

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“…Relativamente à investigação centrada na perceção de professores e alunos sobre o desenvolvimento de experiências pedagógicas em unidades de MED, esta tem demonstrado o reconhecimento de ambos os atores no elevado impacto educacional deste modelo, nomeadamente na aprendizagem (Browne, Carlson, & Hastie, 2004;Hastie & Sinelnikov, 2006), no desenvolvimento pessoal e social dos alunos (Grant, 1992;Pill, 2008), nas suas atitudes (Hastie & Sinelnikov, 2006;MacPhail, Gorely, Kirk, & Kinchin, 2008) e valores (Bennet & Hastie, 1997;O'Donovan, 2003). Todavia, esta investigação tem sido quase exclusivamente focada nos desportos de equipa, tais como o Futebol, o Basquetebol e o Voleibol (Hastie, Martinez de Ojeda, & Calderón, 2011).…”

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Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

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RESUMOEste estudo teve como propósito examinar as perceções de uma professora de Educação Física e dos seus alunos em relação ao valor educativo do Modelo de Educação Desportiva, no desenvolvimento da competência motora, da literacia desportiva e do entusiasmo. O estudo foi aplicado numa unidade de Atletismo tendo participado uma professora com 19 anos de experiência em ensino e uma turma com 19 alunos do 6.º ano de escolaridade. No final da unidade foram realizadas entrevistas semiestruturadas a todos os participantes. O clima envolvente das tarefas de aprendizagem e o contexto de ensino autêntico e significativo foram percebidas como determinantes no desenvolvimento dos alunos enquanto desportistas competentes, literatos e entusiastas. A competência adquirida foi percebida como resultado do tempo mais longo concedido à unidade em relação às unidades mais tradicionais, bem como da autonomia crescente dos alunos na realização das tarefas, fruto do equilíbrio gerado entre inclusão e competição, o qual também promoveu a literacia desportiva. O entusiasmo resultou da interdependência das dinâmicas de trabalho cooperativo, da festividade fomentada pelo modelo e do clima motivacional gerado, com impacto substantivo no compromisso dos alunos para com a prática. Finalmente, a implementação do Modelo de Educação Desportiva ofereceu à docente um espaço de reflexão e desenvolvimento profissional.Palavras-chave: Atletismo, Abordagem de Ensino centrada no aluno, Modelo de Educação Desportiva, Competência, Literacia, Entusiasmo. ABSTRACTThis study examined the perceptions of a physical education teacher and her students about the educational value of Sport Educational Model regarding the development of competence, literacy and enthusiasm. The study was applied through an athletics unit in 6th grade class and taught by a teacher with 19-years of experience. The participants' perceptions were captured through semi-structured interviews, which were administered at the end of the unit. All interviews were transcribed verbatim. Data analysis comprised the logical-semantic interpretation of the most prominent ideas. The inductive and the constant comparison methods were used to categorize the data. The task-involving climate and the authentic and meaningful learning context emerging were critical in the development of competent, literate and enthusiastic sportspersons. Competence was perceived as the result of a longer duration unit regarding traditional units and the sense growing of autonomy, promoted by the balance between competition and inclusion, which also promoted literacy. The enthusiasm was fostered by the interrelationship between the dynamics in cooperative work and the motivational climate generated having significant impact on students' engagement in practice. The implementation of the Sport Education model opened a window for reflection and professional development to the teacher.

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Integrating Sport Into the Physical Education Curriculum in New Zealand Secondary Schools

Cited by 94 publications

References 4 publications

Sport Education: Promoting Team Affiliation through Physical Education

Sport Education: Promoting Team Affiliation through Physical Education

Modelo de educación deportiva versus modelo tradicional: efectos en la motivación y deportividad / Sport Education Model Versus Traditional Model: Motivational and Sportsmanship Effects pp. 449-466

Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

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