Responses of Chinese university students and their teacher to a season of sport education

There is limited literature from the voices of participants in the Sport Education model in China, whether student or teacher. The purpose of this study therefore, was to provide a comprehensive descriptive account of one basketball class’s lived experiences as they completed a physical education course based on Sport Education. Data were collected from 48 university students and their physical education teacher as they participated in a sixteen weeks long basketball season. Students’ voices were measured using the 12-item `Sport Education Season Survey’, while the teacher completed a weekly journal and participated in a series of interviews at the end of the course. The results indicated that the students strongly agreed that they enjoyed and valued each of the Sport Education elements. They also reported higher perceived competence, literacy, and enthusiastic engagement from their experience. Four themes were generated from the teacher’s weekly reflective journals and interviews which referred consistently to high levels of student motivation, a higher intensity of student engagement, the development of skill competency, and a deeper understanding of tactical knowledge. In addition, the teacher also saw Sport Education as providing a legitimate source of professional renewal for Chinese university physical educators.

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Incorporation of Physical Activity Challenges Within a Sport Education–Based Physical Education Class

The Physical Educator ◽

10.18666/tpe-2021-v78-i5-10480 ◽

2021 ◽

Vol 78 (5) ◽

Author(s):

Hairui Liu ◽

Peter Hastie

Keyword(s):

Physical Activity ◽

Physical Education ◽

Sport Education ◽

Physical Education Class ◽

Calorie Consumption ◽

Energy Expenditures ◽

Education Class ◽

Formal Requirement ◽

Weekly Journal ◽

The Impact

This study examined the impact of including a formal requirement of achieving predetermined energy expenditures as part of students’ participation grades during a Sport Education–based college physical education class. Calorie consumption was measured using the Heart Zones Blink 3.0 sensor, and the percentage of students who reached the lesson target was calculated across a 15-week semester. The instructor kept a weekly journal and students participated in interviews at mid and end of term. Results showed that the average calorie consumption across the semester well exceeded the daily targets, while the percentage of students who reached the daily challenge cutoff ranged from 77% to 100% (average = 87%). Analysis of the journal entries and interviews resulted in the generation of four themes: students’ commitment to reaching the activity targets, group-based strategies for achieving physical activity targets, activity consequences of officiating roles, and activity challenges problematized skill development for some. Subscribe to TPE

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What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education

Kinesiology Review ◽

10.1123/kr.2014-0039 ◽

2014 ◽

Vol 3 (1) ◽

pp. 63-70 ◽

Cited By ~ 10

Author(s):

Catherine D. Ennis

Keyword(s):

Physical Education ◽

Physical Educators ◽

Sport Education ◽

Student Centered ◽

Alternative Curriculum ◽

Teaching Games For Understanding ◽

Curriculum Models ◽

Conducting Research ◽

Sport And Exercise ◽

The Times

As typically taught, sport-based, multiactivity approaches to physical education provide students with few opportunities to increase their skill, fitness, or understanding. Alternative curriculum models, such as Sport Education, Teaching Games for Understanding, and Fitness for Life, represent a second generation of models that build on strong statements of democratic, student-centered practice in physical education. In the What Goes Around section of the paper, I discuss the U.S. perspective on the origins of alternative physical education curriculum models introduced in the early and mid-20th century as a response to sport and exercise programs of the times. Today, with the help of physical educators, scholars are conducting research to test new curricular alternatives or prototypes to provide evidence-based support for these models. Yet, the multiactivity, sport-based curriculum continues to dominate in most U.S. physical education classes. I discuss reasons for this dogged persistence and propose reforms to disrupt this pervasive pattern in the future.

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Adapted Physical Educators: The Multiple Roles of Consultants

Adapted Physical Activity Quarterly ◽

10.1123/apaq.21.1.34 ◽

2004 ◽

Vol 21 (1) ◽

pp. 34-49 ◽

Cited By ~ 11

Author(s):

Rebecca K. Lytle ◽

Gayle E. Hutchinson

Keyword(s):

Physical Education ◽

Demographic Data ◽

Multiple Roles ◽

Adapted Physical Education ◽

Physical Educators ◽

Education Data ◽

Experience Teaching ◽

Teacher Training Programs ◽

Adapted Physical Educators ◽

Depth Interviews

The purpose of this study was to describe the experiences and roles adapted physical educators engaged in during consultation interactions. Participants included 4 females and 2 males with experience teaching (range of 3-21 years) in the field of adapted physical education. Data collection included a demographic data sheet, two individual in-depth interviews, interview notes, document analysis, and field observations. Results indicate that participants experienced and made meaning for five distinct roles, including advocate, educator, courier, supporter/helper, and resource coordinator. These findings and future discoveries may influence curriculum and pedagogical approaches for adapted physical education teacher training programs.

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Situated Learning in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.17.3.376 ◽

1998 ◽

Vol 17 (3) ◽

pp. 376-387 ◽

Cited By ~ 153

Author(s):

David Kirk ◽

Doune Macdonald

Keyword(s):

Physical Education ◽

Social Construction ◽

Situated Learning ◽

Social Constructionist ◽

Constructivist Theory ◽

Physical Educators ◽

Sport Education ◽

The Social ◽

Pedagogy Literature ◽

Detailed Outline

In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wenger’s (1991) theory of situated learning. We then go on to show how this theory of situated learning can be applied to thinking about the social construction of school physical education, using the example of sport education.

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