‘Living the curriculum’: Integrating sport education into a Physical Education Teacher Education programme

Deenihan, Jeremiah Timothy; McPhail, A.; Young, Ann-Marie

doi:10.1177/1356336x11402262

Cited by 24 publications

(24 citation statements)

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“…Several research studies have begun to address this call by examining the delivery of a single model across a PETE programme before enactment in a school context (Deenihan and MacPhail 2013). While PETE programmes are providing pre-service teachers with opportunities to experience multiple models, they tend to be delivered as discrete models rather than as multimodel MBP (Deenihan et al 2011).…”

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confidence: 99%

Adopting a models-based approach to teaching physical education

Casey

MacPhail

2018

Physical Education and Sport Pedagogy

169

115

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Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have explored hybrid models, few have sought to meaningfully and purposefully connect different models in a school's curriculum (see Kirk, D. 2013 Aim: To provide a first empirical insight into using a MBP approach involving several models to teach physical education. At its heart, this paper presents the reader with the realistic and nuanced challenges that arise in striving towards, engaging with, planning for, and enacting a broader, multimodel notion of MBP. Method: While the study itself was broader, we focus primarily on three units (one using Cooperative Learning, one using a Tactical Games/ Cooperative Learning hybrid and a third using Sport Education) taught to boys in two different age groups (i.e. 11-12 and 14-15). Two analytical questions inform and guide our enquiry: (1) What do we learn about MBP implementation through this project that would help other physical education practitioners implement a multimodel MBP approach? and (2) What are the key enablers and constraints of early MBP implementation? Data sources included (a) 21 semi-structured interviews with student groups, (b) teacher post-lesson and post-unit reflective analyses, (c) daily teacher reflective diaries, and (d) teacher unit diaries. Data were analysed comparatively considering the two analytical questions. Results: The data analysis conveys strong themes around the areas of teacher and student prior learning, working toward facilitating a change in practice, sufficient time to consider changes in practice, and changing

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confidence: 99%

Adopting a models-based approach to teaching physical education

Casey

MacPhail

2018

Physical Education and Sport Pedagogy

169

115

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“…For example, in the current study, the season was 33 days long and all of the features of the SE model were incorporated. This is in contrast to Deenihan et al (2011), who investigated preservice PE students' perceptions of an SE season that included three sports. The results from this study indicate that the participants believed that they would have benefited from fewer activities in a single season.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers have investigated preservice PE teachers' perceptions of teaching with the SE model Deenihan & MacPhail, 2013;McCaughtry, Sofo, Rovegno, & Curtner-Smith, 2004), but the research base is limited with regard to preservice teachers' perceptions of experiencing SE as a participant. Deenihan, McPhail, and Young (2011) investigated the effectiveness of including SE in a PETE program by incorporating the SE model in a 12week net games module that was focused on tennis, badminton, and volleyball. The results indicate that student participants believed that their experience would have been more meaningful if they had participated in a season consisting of one sport, rather than three.…”

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confidence: 99%

Preservice Physical Educators' Perspectives of Sport Education

James

Collier

Brusseau

2015

TPE

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“…Barry's acculturation was primarily determined from analysis of his previous school and sporting experiences and his reasons for becoming a physical education teacher, collected through his preteaching placement interview, which used an adapted interview script previously used by Curtner-Smith et al (2008). His professional socialization was determined to some extent from analysis of previous research on the SE experience he received in PETE (Deenihan et al, 2011). This was supported by data from Barry's pre-and postteaching placement interviews, where he discussed his PETE experiences and how they subsequently aided his teaching of SE.…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, it needs to determine PSTs' delivery of SE when they encounter differing SE-PETE experiences and teach in disparate school contexts. Therefore, the purpose of this study was to examine the transition made by one PST from experiencing a SE season of net games taught during a year three undergraduate module in a four-year PETE program (Deenihan, MacPhail & Young, 2011), to delivering a SE season on his subsequent year four teaching placement in schools and after his first year teaching as a qualified physical education teacher. Occupational socialization was a functional framework by which to understand the factors which influenced his interpretation and delivery of SE.…”

Section: Theoretical Framework and Purposementioning

confidence: 99%

A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use

Deenihan

MacPhail

2013

Journal of Teaching in Physical Education

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How preservice teachers (PSTs) learn and deliver Sport Education (SE) (Siedentop, 1994) is an area researchers believe warrants further investigation (Stran & Curtner-Smith, 2009a). This study explores one PST's experiences delivering SE during a school teaching placement after undertaking a practical SE module in his Physical Education Teacher Education (PETE) program. Data were collected through pre, mid-and postteaching placement interviews, along with weekly visits by the first author where observation reflections and interviews were used to investigate his experiences delivering SE. Data were triangulated and analyzed using thematic coding. Occupational socialization (Lawson, 1983a(Lawson, , 1983b) was used to determine the factors which influenced his delivery of SE. Results showed his SE season was influenced by his teaching orientation, sporting experiences, PETE program and school context where he was teaching. Although he encountered difficulties, he valued SE's benefits and continued to use it during his subsequent career as a qualified teacher.Keywords: sport education, physical education teacher education, occupational socialization, models-based approach, pre-service teacher Sport Education (SE) is a curriculum and instructional model for physical education which aims to develop students as competent, literate and enthusiastic sportspeople through experiencing sport authentically (Siedentop, 1994, p. 3-4). SE differs from traditional sporting units as sports are delivered in extended seasons, students affiliate to a team for the duration of the season, and adopt roles and responsibilities within their team. The season is organized around a formal competition phase and ends with a culminating event. Concepts such as record keeping and festivity are continually encouraged throughout the season to make the experience more meaningful and enjoyable for the participants (Siedentop, Hastie, & Van Der Mars, 2011). To date there have been three comprehensive reviews of literature on SE (Hastie, de Ojeda, & Luquin, 2011;Kinchin, 2006;Wallhead & O'Sullivan, 2005), highlighting the overwhelming successes of the module in a variety of settings. It has been Preservice Teacher's Delivery of Sport Education 167 identified that there is a lack of research concerning how preservice or in-service teachers learn and use SE (McMahon & MacPhail, 2007;Stran & Curtner-Smith, 2010), with some researchers suggesting that this type of research is vital for the effective development of SE (McCaughtry, Sofo, Rovegno, & Curtner-Smith, 2004).There are varied findings in the literature regarding preservice and beginning teacher's experiences teaching SE for the first time. Preservice teachers (PSTs) have been observed omitting vital aspects of the model and struggling with the increased workload required (McCaughtry et al., 2004), as well as struggling to embed tactical game play in a SE season and encouraging students to work with each other (McMahon & MacPhail, 2007). The PST in McMahon and MacPhail's (2007) study admitted to n...

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‘Living the curriculum’: Integrating sport education into a Physical Education Teacher Education programme

Abstract: 5This study recognises the paucity of research regarding how pre-service teachers 6 learn to use Sport Education (SE) in their physical education teacher education 7

Cited by 24 publications

References 40 publications

Adopting a models-based approach to teaching physical education

Adopting a models-based approach to teaching physical education

Preservice Physical Educators' Perspectives of Sport Education

A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use

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