Sport education: fit for a purpose

Ratten, Vanessa; Jones, Paul

doi:10.1108/et-06-2018-209

Cited by 8 publications

(7 citation statements)

References 11 publications

(8 reference statements)

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“…Our results present some insights to enhance both types of entrepreneurial intentions and enhance the entrepreneurial behaviours of sports science students. The findings presented in this study could be of concern for education policy makers in sport, because according to Ratten and Jones (2018), entrepreneurship education could aid the development of employability skills of sport science students.…”

Section: Discussionmentioning

confidence: 81%

Untitled

2018

JPES

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Entrepreneurship is a key factor in sports due to the globalization and increase in competitiveness in the actual labour market. Therefore, it is important to understand entrepreneurial behaviour and distinguish between the two possible types, intrapreneurship and entrepreneurship, because both should be promoted. However, while studies on the entrepreneurial intentions of university students are a consolidated area of study, little is still known about intrapreneurial intentions. Therefore, the main aim of this study is to discover the determinant variables of entrepreneurial and intrapreneurial intentions of sports science students. For that reason, a sample of 183 senior-level sports science students, 23.60% female and 76.40% male with ages ranging between 20 and 41 years old (M = 22.56; SD = 2.70) was analysed. The results showed that the determinant variables of these two types of entrepreneurial behaviour are totally different. In the case of entrepreneurial intentions, the attitude towards behaviour and the perceived behaviour control were the significant determinants, while in the case of intrapreneurial intentions, the entrepreneurial abilities, subjective norm and age were the main determinants. To summarise, the educational university policies used to enhance the entrepreneurial and intrapreneurial intentions of sports science students should be different. Finally, to address this issue, some practical implications were presented.

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Section: Discussionmentioning

confidence: 81%

Untitled

2018

JPES

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“…This is important to appreciate different ways that sport is perceived in the community and the challenges of sport teaching. Her study reviewed and suggested guides for sport education research (12).…”

Section: Introductionmentioning

confidence: 99%

Physical Education Method: Effects on Physical Fitness and Competency of the Students

2019

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Background. Due to the fact that the current methods used in Iran are old-fashioned and their theoretical foundations are based on authority of teachers, there is a necessity to adopt and enjoy new and creative methods which are depended upon peer learning of students who are actively involved in working with each other. These features are the cornerstone of sport education (SE) method whose procedure is to teach students to be self-dependent and participate in all parts of the class unlike traditional methods of sport education. Objectives. The current study aimed at comparing the effects of traditional method (current methods in Iranian schools) with sport education on physical fitness and competency. Methods. The current semi-experimental study focused on the effects of two methods of sport education and traditional method. The statistical population included the junior students of 2nd grade in Sama School in Boroujerd of which two 18-subject groups were selected; the first group was trained based on the sport education method and the 2nd group based on traditional method in volleyball. Each group separately attended sport education and traditional method classes. In the sport education group, the students attended 12 sessions according to the procedure of sport education, formerly introduced by Siedentop; in the traditional method group, the students also attended 12 sessions, based on the running method in volleyball. For the sport education group, before starting the season, the participants were asked to take the physical fitness and competency pre-tests. Likewise, the traditional method group took the same tests before starting the program. Then, the participants in each group were trained in accordance with the structure, procedure, and lesson plan of the running method. After completion of training, the participants were asked to take the posttests of physical fitness and competency. Then, the data from pre-and posttests were gathered and compared using ANCOVA and analyzed with SPSS. Results. Intergroup comparisons showed a significant difference between the two groups in physical fitness (except for jumping index); intragroup comparison also showed a significant difference between pre-and posttest results in each group in terms of competency. Therefore, the sport education had a significant priority to the traditional method. Conclusion. Our results suggest that instead of using common and traditional teaching methods for physical education in schools, colleges and universities, it is better to use modern methods, especially sports education.

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“…In addition, the open-ended learning environment provides a way to increase interpersonal and communication skills. These soft skills are increasingly being needed in society due to more emphasis on personability (Ratten and Jones, 2018). In addition, experiential learning is thought to provide a deeper and ongoing learning experience as opposed to the theoretical focused studies of the past.…”

Section: Impact Of Covid-19 On Universitiesmentioning

confidence: 99%

Coronavirus (Covid-19) and the entrepreneurship education community

Ratten

2020

JEC

Self Cite

190

147

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Purpose Covid-19 (coronavirus) has significantly affected education communities particularly in terms of the massive shift towards online learning. This has meant a quick transformation of the curriculum and learning styles to a digital platform. Despite the dramatic change, there is a lack of understanding about what this means particularly for the community of entrepreneurship educators in the higher education sector that rely on practical and immersive training for learning requirements. Design/methodology/approach This paper is a literature review that discusses how communities of entrepreneurship education practitioners can deal with the Covid-19 pandemic. A review of the current literature on Covid-19 and entrepreneurship education is conducted that highlights the need to incorporate a community approach. This enables a better understanding about how communities of educational stakeholders including teachers, students and institutions can facilitate a more proactive and positive attitude. Findings The paper finds that managing the Covid-19 crisis is difficult for entrepreneurship educations due to the need for practical and real life examples. This means the use of augmented reality and artificial intelligence is needed to simulate the real environment. This will enable a more community orientated approach to the study and practice of entrepreneurship. Originality/value This paper is among the first to suggest how this change has taken place and what it means for educational management, thereby providing a unique and timely commentary about how coronavirus has altered in positive and negative ways entrepreneurship education.

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Sport education: fit for a purpose

Cited by 8 publications

References 11 publications

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Physical Education Method: Effects on Physical Fitness and Competency of the Students

Coronavirus (Covid-19) and the entrepreneurship education community

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