Sport Education and Physical Activity: Recommendations for Maximizing the Model

Pennington, Colin G.

doi:10.26524/ijpefs19114

Cited by 11 publications

(12 citation statements)

References 6 publications

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“…The SEM also effectively raised the elective motivation of low-performing students. Therefore, H1, H2 and H3 were validated, and the results concur with those of related studies [10, 15,38,40]. The inferences of this study were based on how the SEM can provide a game scenario in which students can demonstrate their skills.…”

Section: Discussionsupporting

confidence: 85%

“…Accordingly, students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during competition-based learning, and change their elective motivation toward PE courses. The results of this study indirectly verified the discourse of several related studies [15,16,[41][42][43]. The SEM can provide students with real sports experience.…”

Section: Discussionsupporting

confidence: 82%

“…Grouping in the SEM differs from that in conventional PE in that SEM grouping entails role-playing, which is a crucial socialization process. Role-playing allows students with poor skills to become involved in different sports team mechanisms and provides students with comprehensive sports experience [15,16]. Compared with conventional PE practices, the use of the SEM can better imbue students with a passion for PE [17] and help them develop their athletic potential [18].…”

mentioning

confidence: 99%

“…The content of such instruction mostly entails the repeated practice of skills and familiarization with certain movements. Sports knowledge and skills acquired from DI is relatively limited compared with those required in real competitions [15].…”

mentioning

confidence: 99%

“…Equality in education opportunity has been a pertinent topic worldwide [37]. Several studies on low PE performance have indicated that students with unsatisfactory PE performance can gain real sports experience by participating in PE [15,16]; this improves their peer relationships and promotes peer imitation [21]. During social interactions in PE, low-performing students can receive support and avoid a sense of loss and helplessness that is commonly experienced during competition-based learning [10].…”

mentioning

confidence: 99%

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The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model

Kao

Luo

2019

PES

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Purpose : Most studies on the sport education model (SEM) have focused on curriculum content and assessed students’ learning outcomes on the basis of teaching units and items. In contrast to the SEM, direct instruction (DI) emphasizes the learning of each unit and involves a shorter learning period. Few empirical studies have explored the moderating effect of elective motivation on the relationship between the SEM and low student performance in PE. Material : The present study employed a nonequivalent pretest-posttest quasi-experimental design with an experimental group, which received education under the SEM, and a control group, which received DI. The experiment was conducted in a university in Taiwan, with 115 students from two badminton classes selected as participants. Results : The results revealed that when the SEM was employed in physical education (PE), students’ elective motivation toward PE courses improved significantly and was significantly higher than that of students receiving DI. The SEM also effectively increased the elective motivation of low-performing students. Conclusions : Students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during individual competition-based learning, and change their elective motivation toward PE courses.

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Section: Discussionsupporting

confidence: 85%