Week 6 - Sports Education

Sports education is a fun, student centred, group based model that enables students to become more social in their educational interactions. Both educators and students enjoy adopting this approach as it provides the students with freedom and is a vehicle to promote inclusiveness and successful learning outcomes. Many students 'just want to play sport', so this model allows students to do that, whilst students enjoy the social side of the model and learn through and based on the affiliation and role-assumption (a version of cooperative learning) (Gurvitch & Metzler 2010 p.33)

Students who are more 'physically inclined' or who have an additional interest within sports tend to identify more with the sports education instructional model giving them the privilege and upper hand within the approach. Whereas students that focus on their academics or don't compete or undertake extra-curricular sports or physical activities become disadvantaged to an extent throughout this model. However, if planned and delivered correctly, it is a highly inclusive and engaging model.

Wallhead, Garn & Vidoni (2013) state the approach is a 'curriculum and instructional model which is embedded into the student social system within a positive program of action. Research also suggests that prolonged exposure to Sport Education fosters students' social bonds (Wallhead, Garn & Vidoni 2013).

The learning domains of Sports education shift in terms of the end goal.

There are three main goals of sport education.

1. A competent sportsperson - the ability to execute skills and develop and plan strategies to apply in movement (psychomotor and with cognitive support)

2. A literate sportsperson – appreciates sport culture and understands the values, rules, rituals, traditions that underpin sport and can distinguish between good and bad sport practices when working with their peers (cognitive and affective)

3. An enthusiastic sports person – continues an active lifestyle through sports as it becomes a key part of their daily life (affective)

(Sidentiop 1998, p.20; Meltzer 2011, p.271)

Educators must in turn understand what aspect or what goal they're wanting to meet throughout the season in order to assess appropriately throughout the unit. They must facilitate correctly to address the correct domain to create successful outcomes for learning based on the goals.

My peers created a useful slide in their micro teach that demonstrated the key points, features and objectives of sports education that I found useful in developing my understanding of the model (appendix 1.1). I found that this slide broke the model down to a key concise points and gave the micro teach a fundamental base for learning.

References

Gurvitch, R. and Metzler, M., 2010. Theory into practice: Keeping the purpose in mind: The implementation of instructional models in physical education settings.Strategies,23(3), pp.32-35.

Image <https://www.wantirnaprimary.vic.edu.au/page/127/Physical-Education>

Sidentop, D 1998, ‘What is Sport Education and How Does it Work?’, Journal of Physical Education, Recreation & Dance, vol.69, no.4, pp.18-20, retrieved 24 April 2020, .

Wallhead, T.L., Garn, A.C. and Vidoni, C., 2013. Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity.Physical Education and Sport Pedagogy,18(4), pp.427-441.

Appendix

Appendix 1.1

Peers Micro Teach