1. An Introduction to Sport Education
Gary D. Kinchin, PhD
School of Education
University of Southampton

2. Purpose of Presentation
Why should the sport education model be considered?
What is sport education?
How does sport education work?
What do pupils and the teacher do within this model?

3. Orientation to Sport Education
Think of a major sporting event and identify some of features we might see
Teams, announcers, uniforms, team-names, a schedule, leagues, managers, coaches, records/stats etc etc
Think of the features that might legitimately be reproduced in PE…what happens to the list?
It gets considerably shorter!!

4. A rationale… Much of the teaching of sport is de-contextualized
Some children struggle to see the relevance of what they are learning [disengagement]
Children are often only taught from the player’s point of view…
Therefore their experiences are incomplete
Pupils need a fuller understanding of a sport experience
planning, management/organization & participation
Challenge the predominance of teacher-directed approaches

5. In sum…(Siedentop, 1994, p.7-8).
“Skills are taught in isolation rather than as part of the natural context of executing strategy in game-like situations.
The rituals, values and traditions of a sport that give it meaning are seldom mentioned, let alone taught in ways that students can experience them.
The affiliation with a team or group that provides the context for personal growth and responsibility in sport is noticeably absent in physical education.
The ebb and flow of a sport season is seldom captured in a short-term sport instruction unit.
Students are not educated in sport”

6. Sport Education asks us to re-think sport learning.
Are sport experiences positive for all pupils in PE?
Marginalization, win-at-all-costs
The benefits of more ‘authentic’ sport participation should perhaps not be confined to those who regularly attend those opportunities [club, inter-school]
Short units of work minimise the extent to which children might develop their competence
QCA (2002) claim extended units assist in helping children
practice more often,
improve continuity of their learning, and
recall more of what was has been learned

7. In doing so is there a way of teaching PE which promotes a..
positive
authentic
meaningful
& inclusive
……sport experience for all.

8. Three Major Goals of Sport Education
Sport Education was developed by Daryl Siedentop (Ohio State)
1. Competent sportsperson
Participates, understands, executes strategy (knowledgeable)
2. Literate sportsperson
Rules, values, rituals, traditions
Distinguishes between good and bad sport
Critical consumer of sport and physical activity?
3. Enthusiastic sportsperson
Behaves in ways to preserve sport and enhances opportunities for others (individuals are involved)

9. Features of Sport Education
Adopts features of organized sport to bring authenticity…….
Affiliation: sustained for duration of season on a small-sided team (prepare, practice, compete)
Seasons: longer than typical sessions
Formal schedule of modified competition (planned and publicized): e.g. 3v3 volleyball,
Records kept and publicized (scores, points)
Culminating Event: World Series, World Champs, Commonwealth Games, Champions League, NBA/WNBA Play-offs
Festivity: replicate the ‘occasion of sport’, atmosphere, appealing features
Team names, team colours, banners, awards, notice-boards, match reports, interviews, letters to the media

10. What do children do? Can help determine teams (strategies)
Remain on a team (affiliation)
Warm-up, practice, competition
The team has a name, emblem, logo etc
Has their own warm-up and practice area
In addition to being a player first pupils take on a role on their team with responsibilities
Captain, choreographer, fitness trainer, equipment manager, coach, reporter, commentator, equity officer, statistician

11. Continued
Pupils are taught by the teacher initially and progressively more by their peers (coach, captain)
teacher led pupil led
Pupils help determine modified competition rules/codes of conduct, & consequences of unfair play
Bring equipment to the teaching space and return it
In time organize and conduct their team practices
Develop & evaluate their own plays/practices
Try out strategies, evaluate and adjust as a team
Prepare their teams for competitions
Determine starting line-ups, rosters, pairings (tennis, badminton), playing positions

12. In sum, pupils…
support the organisational elements of the lesson: equipment etc
learn from the teacher initially and more by peers while fulfilling their roles
peer teach
engage in cooperative learning
make decisions about what they do and what they will try to achieve
access the teacher as a resource/facilitator

13. What do teachers do? Selects teams (if they prefer to)
Progressively hand over responsibility to children---teacher becomes a facilitator/resource
Circulates and gives help to individuals or individual teams
Give support to leaders,
Have more time to promote affective element [group working, responsibility]

14. Lessons: Thumbnail sketch
Early season lessons: skill & strategy review led mostly by the teacher
Mid-season lessons: mixture of teacher-led & pupil led instruction
(prescribed or at discretion of team captain/coach)
Late Season (mostly pupil-led)
team-based practice

15. Cross-curricular links.
Journal writing (literacy)
Reflect upon the process of participation
Team portfolios (Art, ICT)
Curricular Integration
conflict resolution & caring (PSHE/Cit.)
logos, team mascots, journal covers (Art)
statistics/pictures re; sport scores, shot percentages, goals etc (ICT)
research sportspeople (library work)
cultural awareness/rituals/traditions (history)
media attention (social studies)

16. TLRP (2007): Effective principles of teaching and learning
Equip learners for life
Engage learners in valued knowledge
Recognise prior learning/experience
Foster individual and social processes and outcomes
Group/cooperative learning
Promote active engagement of the learner

17. Sport Education Attractions…
Promotes the benefits of team affiliation
Helps children understand loyalty
Develops a sense of membership, belonging
Allows learners to remain on the same team for the entire unit
Offers situations where children can understand their individual strengths and weaknesses
Allows teams/groups to fashion a unique identity
Develops leadership skills in a range of ways

18. Continued…
Leads to a broader & more complete understanding of particular activities
Ensure all learners have a specific purpose for coming to a lesson
Exposes children practically to the rituals, traditions, and values that give sport(s) unique meaning
Places children in situations where they can make organizational decisions
Makes explicit when a pupil is competitive and when they are co-operative
Offers an extended experience that supports the ebb and flow of a sport season

19. Thank you