1. Sport Education Curriculum & Instruction Strategies Sport Education Curriculum & Instruction Strategies

2. . Sport Education Foundations Curricular Philosophy Instructional Philosophy

3. Sport Education’s Curricular Philosophy Greater depth of Content Coverage. “Less is More”. Seasons are long enough for students to learn. “Less is More”. Seasons are long enough for students to learn.

4. Sport Education’s Curricular Philosophy (cont’d.) An expanded set of content goals. NOT JUST on skills and rules. ALSO, on non-playing roles (coach, referee, statistician, publicist, judge, captain, etc.) NOT JUST on skills and rules. ALSO, on non-playing roles (coach, referee, statistician, publicist, judge, captain, etc.)

5. Sport Education’s Instructional Philosophy Students learn from each other... They share in responsibilities. Students learn from each other... They share in responsibilities. Team practice, learn and compete together. Team practice, learn and compete together. Develop/sustain small, heterogeneous learning groups...Teams. Develop/sustain small, heterogeneous learning groups...Teams.

6. Sport Education and current educational thought (cont’d.)  Cooperative Learning: Teams have multiple tasks & responsibilities.  Cooperative Learning: Teams have multiple tasks & responsibilities.  Opportunity for integration with classroom subjects.  Opportunity for integration with classroom subjects.  Students in small groups are at center of learning process w. real responsibilities.  Students in small groups are at center of learning process w. real responsibilities.  Project Learning: Teams prepare for & work for a successful season.  Project Learning: Teams prepare for & work for a successful season.

7. Organizing the Sport Education Curriculum  Longer seasons...  Consider:  Curricular time available.  # of classes per week.  Length of class periods.  Consider:  Curricular time available.  # of classes per week.  Length of class periods.  Tendency to underestimate the time needed to learn...  Tendency to underestimate the time needed to learn...

8. . Organizing the Sport Education Curriculum (cont’d.) Sport Education Racquet sportsTarget sportsTeam sports BadmintonArcheryVolleyball RacquetballBowlingTrack and field Table tennisGolfBaseball TennisFencingSoftball RifleryCross country Soccer Fitness Activities Weight training Aerobic dance Aerobic activities Recreational Activities SwimmingRecreational activities Beginning swimmingSquare and folk dancing Intermediate swimmingBackpacking and hiking LifesavingRecreational boating High School Example (Dugas, 1994) High School Example (Dugas, 1994)

9. Organizing the Sport Education Curriculum (cont’d.)  How long should the season be?  Rule of thumb... 20 class periods.  How long should the season be?  Rule of thumb... 20 class periods.  Calculate length based on minutes per lesson & classes per week.  Calculate length based on minutes per lesson & classes per week.  Nature of the activity (e.g., dance vs. Frisbee golf  Nature of the activity (e.g., dance vs. Frisbee golf

10. . Deciding which activities to include Elementary level example (Darnell, 1994) Sport choices were based on:  Type of game (invasion v. ct. divided game).  Amount of equipment needed.  Access to same sport in community.  Origin of the sport & int’l. recognition.

11. . Deciding which activities to include Middle School example (Siedentop, 1994) Activity choices were based on:  Opportunity for curricular integration.  Use of themes (e.g., Olympics).

12. High School example (Dugas, 1994) Activity choices were based on:  Given students choices.  Leveling the playing field to counter the increased disparity in skill levels among students.  Leveling the playing field to counter the increased disparity in skill levels among students. Deciding which activities to include

13. . Sport Education as “Small Group Learning”  Stronger sense of ownership for learning.  Teacher is no longer the primary traffic cop.  Increased active engagement (especially during team practices).  Increased active engagement (especially during team practices).  Built-in accountability through peers. Selected benefits (from Cohen, 1994)

14. Sport Education as “Small Group Learning” (cont’d.)  Disengaged students are no longer left out.  Shying away from participation is less likely.  Peers learn to give & accept help.  All students contribute & no students dominate.  All students contribute & no students dominate. Selected benefits (from Cohen, 1994)

15. Key Instructional Features Of Sport Education  Emphasis on sound classroom management (i.e., development of routines).  Emphasis on sound classroom management (i.e., development of routines).  Students learn to self-manage.  Use of both Guided Practice & Independent Practice.  Use of both Guided Practice & Independent Practice. Teacher DO actively teach!!

16. Key Instructional Features Of Sport Education  Appropriate for introducing new techniques or tactics.  Appropriate for introducing new techniques or tactics.  Refers to class-wide instruction. “Guided Practice”  Use it to prepare students for independent practice.  Use it to prepare students for independent practice.

17. Key Instructional Features Of Sport Education  Led by Team Coach, but focus is on students helping each other.  Led by Team Coach, but focus is on students helping each other.  Team-based practices. “Independent Practice”  Teacher actively supervises all teams via prompts, feedback, and support.  Teacher actively supervises all teams via prompts, feedback, and support.

18. Helping Students Develop “Game Sense”  Minimal attention to teaching game tactics.  Minimal attention to teaching game tactics.  Strong focus on practice of isolated “technique” (i.e., skills). Team-based practices.  Strong focus on practice of isolated “technique” (i.e., skills). Team-based practices. Traditional P.E.

19. “Game Sense” defined  “players get into the best possible position at the right time and make sensible decisions about what to do next.” (Launder, 2001; p. 36)  “players get into the best possible position at the right time and make sensible decisions about what to do next.” (Launder, 2001; p. 36)  Refers to “understanding in action.”  combines learning of techniques, applying tactics, and understanding rules.  combines learning of techniques, applying tactics, and understanding rules.

20. “Game Sense” defined (cont’d.)  Ability to see the flow of the game, apply tactics, make good decisions and execute related techniques.  Ability to see the flow of the game, apply tactics, make good decisions and execute related techniques. Reflects skillful play:

21. Developing “Game Sense” A Balancing Act Tactics Techniques

22. Developing “Game Sense” (cont’d.) A matter of degree Tactics Techniques Gymnastics Dance Gymnastics Dance Target Games Target Games Invasion Games Invasion Games Net/Court Games Net/Court Games Sector Games Sector Games

23. Developing “Game Sense” (cont’d.) Technique practice Make drills as game-like as possible... (Transfer!) Make drills as game-like as possible... (Transfer!) Tasks should have specific goals/ challenges (students should see results). Tasks should have specific goals/ challenges (students should see results). Use appropriately sized equipment. Consider using “backward chaining.”

24. Developing “Game Sense” (cont’d.) Tactics practice for invasion games Increase attention to teaching off-the-ball play (i.e., base position, support, guard, adjust, communication, & cover. Increase attention to teaching off-the-ball play (i.e., base position, support, guard, adjust, communication, & cover. Focusing on two fundamental tactical problems: Focusing on two fundamental tactical problems: OFFENSE: Maintain possession – create scoring opportunities DEFENSE: Prevent scoring – regain possession – transition.

25. Developing “Game Sense” (cont’d.) Techniques & tactics practice for court-divided games Given the nature and flow of game, practice is more sequential. Given the nature and flow of game, practice is more sequential. Strong dependence on modified equipment game structure. Strong dependence on modified equipment game structure. Use gradual shift from cooperative focus to competitive (i.e., keeping score) focus in game. Use gradual shift from cooperative focus to competitive (i.e., keeping score) focus in game.

26. Developing Knowledgeable Games Players  Increased “Game sense” = Increased enjoyment.  Increased “Game sense” = Increased enjoyment.  Challenge students by having them think about how to defend, developing an offensive plan, etc.  Challenge students by having them think about how to defend, developing an offensive plan, etc.  More appropriate for students with some experience w. Sport Education.  More appropriate for students with some experience w. Sport Education.

27. . Sport Education’s Fit with School Goals  Non-player roles are used across grade levels.  Non-player roles are used across grade levels.  Tasks and responsibilities within each role expand with each grade level.  Tasks and responsibilities within each role expand with each grade level.  Thus, an increasing focus on leadership responsibilities, decision-making opportunities, and working together.  Thus, an increasing focus on leadership responsibilities, decision-making opportunities, and working together.