scholarly journals Longitudinal Research on the Application of Sport Education Model to College Physical Education

2020 ◽  
Vol 70 ◽  
pp. 354-367
Author(s):  
Na ZHANG ◽  
Ronghai SU
Keyword(s):  
Physical Education ◽  
Longitudinal Research ◽  
Sport Education ◽  
Education Model

scholarly journals Sport education model and self-determination theory

Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Ricardo Cuevas ◽  
Luis Miguel García-López ◽  
Jaime Serra-Olivares
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Post Intervention ◽  
Physically Active ◽  
Education Model ◽  
The Impact

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

scholarly journals Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

2010 ◽  
Vol 29 (4) ◽  
pp. 433-445 ◽  
Author(s):  
Dana Perlman
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Sport Education ◽  
Needs Satisfaction ◽  
Education Model ◽  
Student's Perceptions ◽  
Traditional Class ◽  
Satisfaction Analysis

The purpose of this study is to examine the influence of the Sport Education Model (SEM) on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the SEM (N = 16) or traditional class (N = 16). Data were collected using a pretest/posttest design measuring affect (enjoyment) and needs satisfaction. Analysis of data used repeated-measures ANOVAs to examine differences. Results indicated significant changes in amotivated student’s perceptions of enjoyment and relatedness satisfaction within the SEM.

scholarly journals Non-Physical Education Major Collegiate Students’ Experiences and Changes in Sport Education Model

2021 ◽  
Vol 2 (1) ◽  
pp. 33-34
Author(s):  
Boung Jin Kang ◽  
Minhyun Kim
Keyword(s):  
Physical Education ◽  
Qualitative Data ◽  
Female Students ◽  
Male Students ◽  
Sport Education ◽  
Team Members ◽  
Education Major ◽  
Class A ◽  
Education Model ◽  
Member Checks

The purpose of this study was to be exploring the 79 collegiate students’ empirically experiences and receptivity and how they changed the perception of Sport Education (SE) model (Siedentop, Hastie, & van der Mars, 2020) in volleyball Physical Activity (PA) class. A total of seventy-nine non-Physical Education (PE) major (24 female students and 55 male students) collegiate students participated in volleyball PA class for 15 weeks that focused on implementing SE model. Qualitative data were collected through class observations and formal-informal interviews to assess students’ experiences and perceptions of the SE model as well as students’ volleyball skill progress. Researcher used inductive analysis, and trustworthiness (Lincoln & Guba, 1985; Patton, 1990) was supported through member checks and triangulation of various data sources. he SE model helped the students expand their knowledge and improve sport skills. Among all stages, all the students worked together, participated actively, demonstrated strong teamwork and recognized more benefits from SE model, such as increased communication and collaboration amongst team members, engagement and leadership opportunities; but they criticized the SE model for being time-consuming and requiring extensive preparation. Researcher concluded that the benefit of the SE model in higher education PA course was that every student became more involved and worked closely as a team and created an environment that facilitated student learning and enjoyment through the model.

scholarly journals Effects of Teaching Games for Understanding Integrated Sport Education Model on College Students’ Football Cognitive Performance and Motor Skills

2021 ◽  
Vol 72 ◽  
pp. 274-287
Author(s):  
Zhen-Rong JIA
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Teaching Method ◽  
Sport Education ◽  
Research Subjects ◽  
Teaching Games For Understanding ◽  
Experimental Teaching ◽  
Quasi Experimental ◽  
Innovative Thinking ◽  
Education Model

Football is internationally popular. It does not -need particularly tall and large figures for playing football that it is extremely suitable for the figure of oriental people. For this reason, football is suitable for being promoted domestically. In the football teaching in PE curricula, it is discovered that most students are lack of interests in football. The effect of Teaching Method of Physical Education is an important issue concerned by physical education related people. PE workers should absorb innovative thinking and concepts with multiple methods to match the time trend, and teachers should understand the complementary relationship among teaching methods. Applying experimental design to the quasi-experimental study, 224 students at a university in Hainan Province are selected as the experimental research subjects for the 16-week (3 hours per week for total 48 hours) experimental teaching study. An experimental class (112 students) is taught with Teaching Games for Understanding integrated sport education model, and the control class (112 students) remains general traditional instruction. Suggestions are proposed according to the results, expecting to help students’ adaptive development and allow students acquiring sense of achievement through inspiration, creation, fun, and gamification teaching methods to enjoy learning fun and achieve the idea of learning with fun in football education.

scholarly journals O ensino do futsal escolar a partir do Sport Education Model

2020 ◽  
Vol 4 (2) ◽  
pp. 127
Author(s):  
Fabiano Schulz Lopes ◽  
Paulo Carlan
Keyword(s):  
Physical Education ◽  
Sport Education ◽  
Master's Program ◽  
Pedagogical Intervention ◽  
Class Time ◽  
8Th Grade ◽  
Master's Thesis ◽  
Teaching Unit ◽  
Education Model

ResumoO presente estudo é um recorte da dissertação de mestrado resultante do Programa de Mestrado Profissional em Educação Física (PROEF). O objetivo do trabalho constituiu-se em analisar uma unidade didática de futsal na educação física escolar, desenvolvida a partir dos pressupostos do Sport Education Model. Para esse trabalho, foi utilizada uma pesquisa do tipo intervenção pedagógica em uma turma de 8º ano de uma escola municipal. Os resultados sugerem que o Sport Education Model potencializou pedagogicamente o tempo de aula e que proporcionou um maior envolvimento e motivação dos alunos, especialmente dos menos habilidosos na modalidade. Apontaram também que uma única unidade didática foi insuficiente para superar totalmente as discrepâncias de participação nos jogos em virtude das questões de gênero.Palavras-chave: Ensino. Educação Física Escolar. Futsal. Sport Education Model.Futsal teaching from Sport Education ModelAbstractThis study is an excerpt from the master's thesis resulting from the Professional Master's Program in Physical Education (PROEF). The objective of the work was to analyze a didactic unit of futsal in physical education at school, developed from the assumptions of the Sport Education Model. For this work, a research of the pedagogical intervention, was used in a class of 8th grade in a municipal school. The results suggest that the Sport Education Model pedagogically potentialized class time and provided greater involvement and motivation for students, especially those less skilled in the sport. They also pointed out that a single teaching unit was insufficient to fully overcome the discrepancies in participation in the games because of gender issues.Keywords: Teaching. School Physical Education. Futsal. Sport Education Model.La enseñanza del futsal a partir del Sport Education ModelResumenEl estúdio presente es un recorte de la disertación de Maestría resultante del Programa de Maestría Profesional en Educación Física (PROEF). El objetivo del trabajo era analizar una unidad de enseñanza de futsal en clases de Educación física, desenvuelta a partir de los supuestos del Sport Education Model. Para tal tarea se utilizó una investigación del tipo de intervención pedagógica en um grupo del 8º año de una escuela pública. Los resultados sugieren que el Sport Education Model consiguió impulsionar pedagógicamente el tiempo de clase, también proporcionando una mayor participación y motivación por los alumnos, especialmente por aquellos com un grado menor de habilidad en la modalidad deportiva estudiada. Los resultados también señalaron que apenas una sola unidad de enseñanza fue insuficiente para superar todas las discrepancias de participación en los juegos por cuestiones de género.Palabras clave: Enseñanza. Educación Física Escolar. Futsal. Sport Education Model. 

scholarly journals Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario

2021 ◽  
Vol 13 (22) ◽  
pp. 12468
Author(s):  
Evelia Franco ◽  
Carlota Tovar ◽  
Alba González-Peño ◽  
Javier Coterón
Keyword(s):  
Physical Education ◽  
Secondary Students ◽  
Positive Impact ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Behavioral Engagement ◽  
Control Group ◽  
Sport Education ◽  
Teaching Intervention ◽  
Education Model

The sport education model (SEM) has been suggested to have a positive impact on students’ motivational processes within the physical education setting. However, there is no evidence about how this methodology can affect such processes in the unconventional scenario provoked by the COVID-19 pandemic. The aim of the present study was to analyze the effect of a SEM-based teaching intervention on students’ basic psychological needs (BPN), intrinsic motivation, and behavioral engagement in physical education. For this purpose, a quasi-experimental study was carried out in which two groups of secondary students (Mage= 14.61, SD= 0.5) were taught a basketball unit following either the SEM or traditional teaching. Previously validated questionnaires were administered both before and after the intervention. The results showed that students following the SEM methodology significantly improved their autonomy satisfaction (MPre = 3.09 vs. Mpost = 3.63), competence satisfaction (Mpre = 3.48 vs. Mpost = 4.17), and relatedness satisfaction (MPre = 3.79 vs. MPost = 4.43), as well as their behavioral engagement (MPre = 4.05 vs. MPost = 4.48), while students in the control group reported lower relatedness satisfaction after (M = 3.54) than before (M = 4.13) the intervention. This study thus contributes to the understanding of how teaching in a COVID-19 scenario has affected students’ motivational responses, and interesting implications for the current situation are provided.

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