What is Sport Education and How Does it Work?

Siedentop, Daryl

doi:10.1080/07303084.1998.10605528

Cited by 126 publications

(105 citation statements)

References 2 publications

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“…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).…”

mentioning

confidence: 99%

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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confidence: 99%

Sport Education: Promoting Team Affiliation through Physical Education

MacPhail¹,

Kirk²,

Kinchin³

2004

Journal of Teaching in Physical Education

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“…The present study associates peer feedback with peer teaching (Siedentop, 1998) and to a minor degree reciprocal teaching style (Mosston & Ashworth, 2008) giving peer feedback in this project a more autonomous and less teacher-controlled form. The students worked in pairs and were given a degree of freedom to work with self-elected goals in PE within a selected frame (optimizing of volleyball skills) to enhance their psychological need satisfaction and their motivation for exercising volleyball skills by implementing a high degree of autonomy and self-control.…”

Section: Peer Feedback In Physical Educationmentioning

confidence: 99%

“…Initially the students were introduced to peer feedback according to Johnson (2004), Holt, Kinchin and Clarke (2012) and inspired by peer teaching (Siedentop, 1998) and by the reciprocal style and the learner-designed individual program (Mosston & Ashworth, 2008: 116 and 274) but in a far more autonomous and student-driven form. The students were not given task cards or any rubric hand-outs (Iserbyt & Byra 2013;Johnson, 2004;Mosston & Ashworth, 2008), but the teacher gave the students a verbal task (regarding elementary or specific volleyball skills), during which the students themselves decided where to focus.…”

Section: Implementation Of Peer Feedbackmentioning

confidence: 99%

Can an Autonomous Form of Peer Feedback in Physical Education Enhance Students’ Motivation?

Østergaard¹,

Curth²

2014

APE

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This paper addresses the potential of creating a motivational climate by introducing an autonomous form of peer feedback as a way to enhance autonomy support, and by doing so motivate and stimulate students to engage in physical education. In an action research case study, 14 students (Male = 8, Female = 6) from a Danish sports folk high school were introduced to autonomy support by giving and receiving peer feedback during a volleyball unit. Qualitative data including student observations, interviews, and student self-report logbooks were analysed, and emergent factors such as the students own choice in the peer feedback situation, the challenges the students were confronted and the context, in which the feedback was given was related to the psychological needs autonomy, competences and relatedness. The conclusion of this study is that peer feedback not only motivates the students to engage in physical activities, but also contributes to students' learning and improving of volleyball skills. Further research is needed to test the applicability of these results in other contexts.

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“…The main goals of sport education are to instil enthusiasm, competency and literacy in students (Siedentop, 1998). Sport education was introduced as a way to change the traditional physical education program, which meant with the increase in educational technologies in the use of online and multimedia in sport students.…”

Section: Guest Editorialmentioning

confidence: 99%

Sport education: fit for a purpose

Ratten

Jones

2018

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What is Sport Education and How Does it Work?

Cited by 126 publications

References 2 publications

Sport Education: Promoting Team Affiliation through Physical Education

Sport Education: Promoting Team Affiliation through Physical Education

Can an Autonomous Form of Peer Feedback in Physical Education Enhance Students’ Motivation?

Sport education: fit for a purpose

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