Sport Education as a pedagogical application for ethical development in physical education and youth sport

Harvey, Stephen; Kirk, David; O’Donovan, Toni M.

doi:10.1080/13573322.2011.624594

Cited by 80 publications

(84 citation statements)

References 40 publications

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“…The trend within research on Sport Education has highlighted its potential to be a highly inclusive pedagogical model (Hastie, Martinez, & Calderón 2011;Wallhead & O'Sullivan, 2005). Higher-skilled students are reported by their peers as being more supportive (Kinchin, 2001), and girls and less-skilful students feel they belong and that they can make valuable contributions to their teams (Harvey, Kirk, & O'Donovan, 2014;Hastie, 1998).…”

Section: Introductionmentioning

confidence: 96%

Towards a more equitable and inclusive learning environment in Sport Education: results of an action research-based intervention

Farias

Hastie

Mesquita

2015

Sport, Education and Society

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This study was designed to examine and intervene into student behaviours to promote a democratic, inclusive and participatory focus within Sport Education. To achieve an increased understanding of and changes within student behaviours, a collaborative participatory action research methodology was applied to provide voice to students as agents of change. The research progressed throughout an entire school year and was cast in two stages. The first was a season of Basketball that provided some baseline with respect to issues of equity and inclusion. This was followed by an intervention stage (seasons of Handball, Soccer and Volleyball) in which the identified issues were acted upon. Based upon issues unearthed during the action research cycles the intervention focused on legitimating different levels of participation through (1) a reconfiguration of the learning content, peer teaching activities and competition formats, (2) the discussion of inequity, exclusion, gender stereotyping and discrimination emerging from group dynamics within focus groups interviews and (3) the promotion of positive leadership behaviours of the student coaches through leadership seminars conducted outside the gym. By the end of the year, there was significant evidence of inclusive membership accompanied by the development of mutual trust among students and shared contributions towards a common and inclusive goal. A close interrelatedness was found between game competence development, trajectories of participation and sense of membership, the restructuring of power relations and the sharing of knowledge and investment of dominant and higher-skilled students towards more inclusive team goals. The Sport Education curriculum alone was insufficient to dismantle the deeply rooted negative cultural influences of community-based sports that influenced equity and inclusion. However, by planning and implementing a specific intervention that used the educational resources of Sport Education proactively it was possible to promote a more inclusive and equitable learning environment.

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Section: Introductionmentioning

confidence: 96%

Towards a more equitable and inclusive learning environment in Sport Education: results of an action research-based intervention

Farias

Hastie

Mesquita

2015

Sport, Education and Society

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“…The analysis shows the existence of various educational technologies for ethical development in such areas of learning as business (Seider et al, 2011), social work (Papouli, 2016), medicine (Melby et al, 2016;Vicentela et al, 2015) and nursing (Coleman & Dick, 2016), law and order (Xavier, 2016;Smith, 2015), physical culture (Santurio & Fernandez-Rio, 2014;Harvey et al, 2014), finance (Saat et al, 2014), IT-technologies and engineering (Bowden et al, 2015), archeology (Reid, 2014 ), journalism (Groshek & Conway, 2013) and many others. At the same time, the search for serious literary sources showed a shortage of research in educational technologies for ethical development among students of psychologists.…”

Section: Literature Reviewmentioning

confidence: 99%

The Educational Technology of Ethical Development for Students

Song

Ustin

Popov

et al. 2017

EURASIA J MATH SCI T

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The relevance of this work was connected with the problem of ethical competencies forming among future psychologists during their learning in university. The first task of research was to work out the technology of ethical development for studentspsychologists. The structure of this technology included four main educational components: information support, research work, case-study and demonstration reports. Second task was to approve the technology of development of ethical competencies for university students. It was solved through using active learning methods in the context of constructivism approach. The methods of research were: theoretical analysis, "forming" experiment, content analysis, specially organized discussions, modeling, audio and visual methods, used for actualizing of main ethical problems in psychology practice and supporting of discuss processes among students. The main result of work was the new effective technology for learning of professional ethics among students -future psychologists. The technology includes theoretical and practical modules, combined use of which provides effective mastering of ethical competencies by students. Practical significance of the technology lies in the integration of theoretical constructs with active teaching methods and is determined by possibility of its use by teachers and graduate students of higher educational institutions within the framework of the discipline "Professional Ethics" for psychologists. The originality of technology is based on creation of special conditions, where students are given the opportunity to construct knowledge themselves, what increases their interest in discipline and activates the creativity.

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“…In this category there was some overlap with the SE literature. For example, Harvey, Kirk and O'Donovan (2014) explained that the SE model can be a context for character development if designed deliberately for this intention. They suggested that four pedagogical applications within SE be considered by PE teachers, youth sport practitioners and administrators to promote ethical development: 1. ethical contracts; 2. sports panels; 3. modified games; and 4. awards and rewards systems.…”

Section: Publication Title Findingsmentioning

confidence: 99%

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

Baldock¹,

Pill²

2017

LCJ

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This literature review investigated current and emerging pedagogical directions indicated to physical education (PE) teachers in the research literature. The search strategy used the Google Scholar database to initiate the scan, and then extended into other databases as well as the reference lists of published papers to locate relevant studies. Criteria for inclusion of papers for this review included:

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Sport Education as a pedagogical application for ethical development in physical education and youth sport

Cited by 80 publications

References 40 publications

Towards a more equitable and inclusive learning environment in Sport Education: results of an action research-based intervention

Towards a more equitable and inclusive learning environment in Sport Education: results of an action research-based intervention

The Educational Technology of Ethical Development for Students

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

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