SPORT EDUCATION Jeff Janes Sport Education Whats That

SPORT EDUCATION Jeff Janes

Sport Education… What’s That? Sports as a part of Society Examples… Teach new generations our Sport Culture (leagues, school, media) Teaches students from all dimensions of the sport, not just being a player Broad based, educational experience with positive characteristics

History and Development Early 1980’s Developed over 5 years by Daryl Siedentop and his doctoral students (OSU) who worked with physical educators in central Ohio Conducted numerous research studies of the effectiveness of Physical Education teaching including observations in New Zealand

What was going wrong… Physical Education taught and practiced skills over short units, then created teams to play each other. Most students couldn’t transfer skills to competitive play, so they become frustrated and bored. Skilled students took over, and the activity was poorly played. Students who lose interest early have much lower chances of ever trying to play the sport/activity again

Sport Education Purpose To develop a model for Physical Education that created an authentic sport experience for girls and boys, that was developmentally appropriate, where all participated equally.

Sport Education Theme To develop competent, literate, and enthusiastic sportspersons. To teach students of all ages to become “players” “Players” = someone who comes to know a sport from variety of perspectives, makes participation a part of their life, and derives personal meaning from a sport activity What sport do you love?

Domains Hits all 3 Competence = the ability to discern and execute skilled strategic moves (psychomotor) Literate = the ability to comprehend appreciate a sport form and culture (cognitive) Enthusiastic = making sport a central part of one’s life and daily activity (affective)

Siedentop’s 10 Objectives Develop skill and fitness specific to particular sports Appreciate and be able to execute strategic plays in sports Participate at a level appropriate to students’ development Share in the planning and administration of sport experiences Provide responsible leadership Work effectively within a group towards common goals Appreciate the rituals and conventions that give particular sports their unique meanings Develop the capacity to make reasoned decisions about sport issues Develop and apply knowledge about umpiring, refereeing, and training Decide voluntarily to become involved in after-school sport

Grade Level Should be developmentally matched with experiences and abilities of the students Effective in wide range of grade levels, primarily 3 rd through 12 th grade Lower grades: more direct instruction with less demands (more teacher based) Higher grades: more responsibility of themselves and for the team (more student based)

Sport Education Main Features Seasons Team Affiliation Competition/Events Festive Atmosphere

How Sport Education Works Sports are done in “seasons” Focuses on practice and competition Seasons can be done in as few as 12 class meetings, but average is 20 meetings Longer than typical P. E units because there is more time focused on learning the game, and all that goes with it Students are members of a team for an entire season (team affiliation)

Festivities Provides excitement and meaning for participants and adds important social element to the experience Super Bowl, Olympics, etc. In Sport Education – team names are created, colors and pictures are displayed, and records/rankings are posted Attention is given to team and individual performances

Components – Ex. ) High School Responsibility Who Does It? Deciding the Sport Teacher or Students (off a list) Organizing Teacher provides basic structure but students determine rules/procedures Selecting captains/teams Teacher makes ground rules, students determine procedures Organize & Conduct team practice Student captains Prepare teams & Coach teams Student captains Train students for duty jobs Teacher (or outside certified officials) Bring equipment, prepare play area, return equipment Student captains Officiate games Student referees Keep score, maintain records Students Assessment Teacher or students

Advantages/Pros Helps all students become more successful Students play multiple positions and multiple roles (all aspects of sport/activity) Promotes cooperativeness and competitiveness in appropriate times/ways Relies heavily on authentic assessment of students performance, knowledge, and behavior

Disadvantages/Cons Teacher must know a wide variety of sports from players perspective, duties/jobs, organization, and customs Requires intense, formal planning Has depth approach, no breadth

Information & Fact Sources Bulger, Sean M, Derek J. Mohr, Richard M. Rairigh, and J. Scott Townsend. Sport Education Seasons. Human Kinetics 2007 Chandler, Timothy, Mike Cronin, and Wray Vamplew. Sport and Physical Education: The Key Concepts. London & New York: Routledge Taylor & Francis Group 2007 Hastie, Peter A, Hans van der Mars, and Daryl Siedentop. Complete Guide to Sport Education. Human Kinetics 1999, 2004 Metzler, Michael W. Instructional Models For Physical Education. Massachusetts: Allyn & Bacon 2000 Schempp, Paul G. Teaching Sport and Physical Activity. Human Kinetics 2003

Picture Sources www. networkcreators. ning. com/sports www. campusaccess. com/images/education. jpg www. 50 states. com/maps/ohio. gif www. news. bbc. co. uk/. . . /jpg/_40647948_bored. jpg www. clg. coventry. gov. uk/. . . /image/? image_id=15104128 www. blog. blacknight. com/images/thumbs-up. jpg www. popculturecomics. com/graphics/thumbs%20 down www. sportscreativity. com/gif/sports-creativity-30