Book•
Sport Education: Quality Pe Through Positive Sport Experiences
01 Jun 1994-
TL;DR: In this article, the authors describe the sport education model and the curriculum and instructional methods used to implement it and present examples of how the model has been used effectively in school settings.
Abstract: This text details how sport can help students learn fair play, leadership and "followship" skills and self-responsibility in addition to becoming competent players. It shows physical educators how to implement effective sport education programmes within their physical education classes to achieve these goals. The author explains his sport education model and provides school-tested plans for applying the model to specific sports and activities. Part 1 describes the sport education model and the curriculum and instructional methods used to implement it. Part 2 presents examples of how the model has been used effectively in school settings. Part 3 explains models of evaluation and assessment. A chapter in this section shows how the sport education model can be used to develop an "Olympic" curriculum that incorporates the global education, multicultural education and personal development goals of "Olympism" and provides a unifying theme for the sport education proramme.
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30 Nov 2013
TL;DR: The Effectiveness of Physical Activity and Physical Education Policies and Programs: Summary of the Evidence and Recommendations are presented.
Abstract: Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic.The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed.This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
712 citations
17 Feb 2009
TL;DR: In this paper, the authors examine the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS) and argue that these are necessary, if not deterministic conditions of engagement in lifelong physical activity.
Abstract: This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people’s development in each of these domains. Unsurprisingly, perhaps, there is suggestive evidence of a distinctive role for PESS in the acquisition and development of children’s movement skills and physical competence. It can be argued that these are necessary, if not deterministic conditions of engagement in lifelong physical activity. In the social domain, there is sufficient evidence to support claims of positive benefits for young people. Importantly, benefits are mediated by environmental and contextual factors such as leadership, the involvement of young people in decision‐making, an emphas...
563 citations
Cites background from "Sport Education: Quality Pe Through..."
...Curriculum-based initiatives have also been designed to teach young people in the broad sphere of socio-moral education, such as Sport Education (Siedentop 1994), the Teaching Personal and Social Responsibility model (Hellison 1995), Sport for Peace (Ennis 1999) and the Cultural Studies curriculum…...
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...Curriculum-based initiatives have also been designed to teach young people in the broad sphere of socio-moral education, such as Sport Education (Siedentop 1994), the Teaching Personal and Social Responsibility model (Hellison 1995), Sport for Peace (Ennis 1999) and the Cultural Studies curriculum (Kinchin and O’Sullivan 2003)....
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TL;DR: In this article, it is argued that there are structural problems with the delivery of physical education and school sport in England that the PESSCLS strategy and associated policies such as Game Plan may not have accounted for.
Abstract: The PESSCLS strategy for physical education and youth sport in England has received an unprecedented level of funding from the Blair government during its term in office. In this article, it is proposed that there are structural problems with the delivery of physical education and school sport in England that the PESSCLS strategy and associated policies such as Game Plan may not have accounted for. It is argued these problems become evident through a review of research on the importance of early learning experiences for lifelong participation in physical activity. In addition, the impact of perceptions of competency on young people's motivation to participate is discussed, prior to exploring the influence of gender, socio-economic status and sociodemographic factors on participation. Further evidence is reviewed that suggests secondary school physical education programmes have in their traditional form been ineffective in promoting lifelong physical activities. The article concludes with the identificatio...
405 citations
TL;DR: In this paper, the influence of a sport education intervention program on students' motivational responses in a high school physical education setting was examined. And the results suggest that the sport education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.
Abstract: This study looked at the influence of a Sport Education intervention program on students’ motivational responses in a high school physical education setting. Two intact groups were assigned curricular interventions: the Sport Education group (n = 25), which received eight 60-min lessons, and the comparison group (n = 26), which received a traditional teaching approach to sportbased activity. Pre- and postintervention measures of student enjoyment, perceived effort, perceived competence, goal orientations, perceived motivational climate, and perceived autonomy were obtained for both groups. Repeatedmeasures ANOVAs showed significant increases in student enjoyment and perceived effort in the Sport Education group only. Hierarchical regression analyses revealed that increases in task-involving climate and perceived autonomy explained a significant amount of unique variance in the Sport Education students’ postintervention enjoyment, perceived effort, and perceived competence responses. The results suggest that the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.
294 citations
Cites background or methods from "Sport Education: Quality Pe Through..."
...One physical education curriculum that has been designed to be used in sport-based activities, and has recently shown the potential to increase students’ positive motivational responses to physical education, is the Sport Education model (Siedentop, 1994)....
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...The Sport Education curriculum model was designed to provide positive motivational sport experiences for all students in physical education by simulating key contextual features of authentic sport (Siedentop, 1994)....
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...Although a primary goal of Sport Education is to develop “competent performers” (Siedentop, 1994, p. 4), a teacher’s implementation of the model which overemphasizes student affective outcomes, and the accountability systems that accompany these goals, may indirectly affect the model’s potential…...
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TL;DR: In this article, it is argued that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational 'goods'.
Abstract: A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’.
245 citations