Sport Education LGB 513 Pedagogy in Sport and

Sport Education LGB 513 Pedagogy in Sport and PE. Image by Zoran Milich

To be able to explain the key components of the sport education model To be able draw links between pedagogical models and wider theoretical considerations. To be able to offer critical suggestions in relation to the potential usefulness of sport education in schools Image by John Birdsall

Sport Education A curriculum model designed to provide positive sporting experiences for children in school P. E (Sinelnikov and Hastie, 2010). Usually used within an invasion games context but there are examples of use in other contexts , for example, dance (Richardson and Olsin, 2003) or fitness based classes (Hastie et al, 2009). “Too often Physical Education teaches only isolated sports skills and less than meaningful games” (Sidentop, 1994 p. 8).

“A commonplace distinction made between Pe and sport is to view sport as an organized, competitive, activity with winning as a primary goal, whereas Physical Education involves the use of Physical Activity as the medium for the realization of broader educational goals. This ubiquitous distinction, I suggest, has done untold damage to the credibility of physical education in the public domain and has ironically, led also to a situation where sport is generally poorly taught within Physical Education classes” (Sidentop, 1994, p. 256).

Sport or “Physical Education” ? Can we have both? Physical Education , in general thought, Sport aspect is viewed as of secondary importance to wider social goals Sport- Competitive institutional activity , winning is a primary goal PE-using sport to educate/achieve wider objectives ability to 'read the play/situation' Sport or education through sport? Can • we • acquired knowledge have both? • decision-making skills Image by John Birdsall

Sidentop (1994) Critique of “multi-activity curriculum”- series of short but largely unrelated units over a number of different sports. Argued that students only develop superficial knowledge and little competence. Also further critiqued (as does TGFU) skill based nature of teaching Key Criticism- The rituals, values and traditions of sport are rarely mentioned and not taught in a way students can experience them.

Key Learning Outcomes associated with Sport Education: Key learning outcomes: Competent, literate and enthusiastic sports person: competent sportsperson: is one who has developed the skills and strategies to the extent that he or she can participate successfully in a game. a literate sportsperson: is one who understands and is knowledgeable about the rules, traditions, and values associated with a specific sport, and one who can also distinguish between good and bad sport practices. an enthusiastic sportsperson: is one who plays and behaves in ways that preserve, protect and enhance the sport culture. Image by Frank Siteman Image by Werner Forman

Sidentops’ goals for youth sport/sport education. 1. Educative 2. Public Health 3. Elite Development 4. Cultural preservation Image by Stu Forster

Sport Education: Emphasizes co-operative learning and peer teaching and involved the use of developmentally appropriate games, as well as being student focussed – similar in underpinnings therefore, to TGFU but with a slightly different focus- Where TGFU is borne out of a desire to let pupils play the game and a pressure to produce better games players and works within the existing sporting culture , Sport education seeks to transform current culture of the way in which sport is delivered to young people. (Hastie and Curtner-Smith, 2006).

Sport Ed in conjunction with other models: With TPSR (Teaching personal and Social Responsibility), to the develop learning experiences with a view toward improved personal control and social behaviour (Hastie and Buchanen, 2000). This study was primarily targeting boys. With Peace Education Theory to develop a focus of negotiation and care for others, to re-involve disengaged girls focussing on creating “an emotionally safe environment for team mates and opponents” (p. 36) (Ennis, 1999). With TGFU – concurrent focus on students participating in fair and equitable ways and on development of tactical understanding and problem solving skills. 22 lesson hybrid with structure of SE and content of TGFU. Mixed gender study indicated enhanced awareness of tactical risk/reward strategies within a striking and fielding games context. Image by Markus Boesch

Sport Education: Potential within the UK curriculum…(Penney et al 2005). What links are evident between the NCPE and the learning aims of an SE model? We will need to look again at this when the New Curriculum document is finalised. “Physical Education develops pupils physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and a knowledge of the body in action. Physical Education provides opportunities for pupils to be creative , competitive and to face up to different challenges as individuals and as groups and teams…. . Pupils learn how to perform and evaluate actions and through this process pupils discover their aptitudes and preferences and make choices about how to get involved in lifelong physical activity” (Df. EE 1999). Image by Cristina Pedrazzini

Concluding thoughts ……. . SE model is presented as one way in which sport may be suggested to be a valuable educational tool The practices of elite sport are not always educationally sound but schools may well be in a position to take up the preservation of sport as moral practice (Kirk, 2004). SE may be used in conjunction with other curriculum models to meet different curriculum aims (Hastie and Buchanen, 2000; Ennis, 1999)

Directed reading. Clarke, G and Quill, M (2003) Researching Sport Education in Action: A Case Study. European Physical Education Review. 9 253266 Dyson, B, Grifiin, L and Hastie, P (2009) Sport education, tactical games and cooperative learning. Theoretical and pedagogical considerations. In R. Bailey and D. Kirk (Eds) (2009) The Routledge Physical Education Reader Oxon: Routledge: . . Image by See-ming Lee

Directed reading. Ennis, C. D. (1999). Creating a Culturally Relevant Curriculum for Disengaged Girls. Sport, Education and Society. 4 (1). Pp. 31 -49. Hastie, Peter A. , and Alice M. Buchanan (2000). Teaching responsibility through sport education: Prospects of a coalition. Research Quarterly for Exercise and Sport 71 pp. 25 -35. Hastie, Peter A. , and Matthew D. Curtner-Smith. (2006) Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students. Physical Education & Sport Pedagogy 11 pp. 1 -27. . . Image by See-ming Lee

Directed reading. Kirk, D (2004). Framing quality Physical Education: the elite sport model or Sport Education? Physical Education and Sport Education 9 (2). Pp. 185 -195. Richardson, M and Olsin, J. L. (2003). Creating an authentic dance class using Sport Education. Journal of Physical Education, Recreation and Dance 74 (7). Pp 49 -55. Siedentop, D (1994). Sport Education: Quality PE through positive sporting experiences. Champaign: IL: Human Kinetics . . Image by See-ming Lee

Directed reading. Sinelnikov, A. , and Hastie, P. A (2010). Motivational analysis of a season of sport education. Physical Education and Sport Pedagogy 15 (1). Pp. 55 -69. . . Image by See-ming Lee