Using Sport Education to Teach an Autonomy-Supportive Fitness Curriculum

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.

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Operationalizing physical literacy through sport education in a university physical education program

Physical Education and Sport Pedagogy ◽

10.1080/17408989.2021.1915266 ◽

2021 ◽

pp. 1-17

Author(s):

Siu Ming Choi ◽

Kim Wai Raymond Sum ◽

Tristan L. Wallhead ◽

Fung Lin Elean Leung ◽

Sau Ching Amy Ha ◽

...

Keyword(s):

Physical Education ◽

Education Program ◽

Sport Education ◽

Physical Literacy

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Future research directions for sport education: toward an entrepreneurial learning approach

Education + Training ◽

10.1108/et-02-2018-0028 ◽

2018 ◽

Vol 60 (5) ◽

pp. 490-499 ◽

Cited By ~ 15

Author(s):

Vanessa Ratten ◽

Paul Jones

Keyword(s):

Academic Research ◽

Interdisciplinary Approach ◽

Entrepreneurship Education ◽

Future Research ◽

Learning Approach ◽

Sport Education ◽

Research Directions ◽

Entrepreneurial Learning ◽

Content Type ◽

Future Research Directions

PurposeThe purpose of this paper is to introduce an entrepreneurial learning approach to the study of sport education in order to inform future research directions.Design/methodology/approachSport education needs to focus on how it can overcome existing barriers to bring a more interdisciplinary approach. This paper uses entrepreneurship education theory to explore the changes required in sport education provision to create a more relevant and conducive teaching environment.FindingsThe findings of this paper suggest that by bringing sport students into contact with entrepreneurship education, aids in the development of improved employability and social skills.Research limitations/implicationsIntroducing entrepreneurship education into sport will help the students develop learning initiatives that advance the scholarship of sport education within the university sector.Practical implicationsThe benefits of including entrepreneurship education in sport studies could be of interest to the directors of education wanting to increase student enrollments and interest in their courses.Originality/valueThe study suggests ways to offer more interdisciplinary courses and activities linking entrepreneurship education to sport. This needs to be taken into consideration as it will enable the development of sport entrepreneurship education that improves links between academic research with policy and business initiatives.

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The influence of the Sport Education Model on amotivated students’ in-class physical activity

European Physical Education Review ◽

10.1177/1356336x12450795 ◽

2012 ◽

Vol 18 (3) ◽

pp. 335-345 ◽

Cited By ~ 15

Author(s):

Dana Perlman

Keyword(s):

Physical Activity ◽

Sport Education ◽

Education Model

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Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

European Physical Education Review ◽

10.1177/1356336x18816997 ◽

2018 ◽

Vol 26 (1) ◽

pp. 36-53 ◽

Cited By ~ 9

Author(s):

Alexander Gil-Arias ◽

Fernando Claver ◽

Alba Práxedes ◽

Fernando Del Villar ◽

Stephen Harvey

Keyword(s):

Physical Education ◽

Direct Instruction ◽

Autonomy Support ◽

Perceived Competence ◽

Motivational Climate ◽

Sport Education ◽

Teaching Games For Understanding ◽

Hybrid Teaching ◽

The Impact ◽

Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

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