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The Sport Education Model

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Sport Education:

A Curriculum & Instruction Model

showing appreciation for each other??

actively par ticipating?? demonstrating ski l lful play??

wanting to par ticipate??

demonstr ating responsible behavior??

Can you imagine all K-12 students . . .

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Main Featu res o f th e Spo rt Edu cation Mod el :

Seasons Affiliations

F ormal Competition Culminating Event

Keeping Records Festivity

Central to the model:Preserving the primary features of spor t

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Sp or t Edu ca tion

Seeks to make spor t exper ience in physical education to be more authentic

Teach students to be competent,

l i terate, and enthusiasti c sports people.

Its c entral g o als :

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A competent spo r t spe r son

has suff icient ski l ls to par ticipate in games satisfactor ily,

understands and can execute str ategies appropr iate to the complexity of the game,&

is a knowledgeable games player.

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A literate spo r t spe r son

Understands/values the rules, ri tuals & traditions of spor t,

Distinguishes between good and bad sport practices

I s a more able participant & discerning fan or spectator

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A n enthusiastic spo r t spe r son

Par ticipates and behaves in ways that preserve, protect and enhance the sport

cul ture within the class, school, and & communi ty.

I s involved in sport and promoting it within the community.

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Sport Educations Objectives

Develop sport-specif ic techniques and fitness.

Appreciate and be able to execute sport- specif ic str ategic play.

Participate at a developmentally

appropr iate level .

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Appreciate the r i tuals and conventions that give spor ts their unique meaning.

Develop the capacity to make reasoned decisions about sport concerns..

Develop and apply knowledge

about umpir ing, refereeing and training.

Sport Educations Objectives (contd.)

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Sport Educations Objectives (contd.)

Become involved in sport af ter school and outside of school.

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Differences from youth,community andinterscholastic sport

Participation requirements.

Developmentally Appropr iate I nvolvement.

Diverse roles beyond that of player.

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Participation Requirements

Smal l sided teams

No el imination tournaments Culminating events for all students

All students exper ience all roles

Everyone has a role and contr ibutes

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Developmentally appropriate

involvement

No full sided adult forms of sport

(1 vs 1, 2 vs 2, up to 5 vs 5)

Pr imary rules are preserved / M odif ications occur in secondary rules.

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Diverse ro les beyon d that o f Player

Students learn to be coaches, referees,

coaches, tr ainers, safety off icials,scorekeepers, managers, publicists, and

broadcasters.

L eads to a more complete understanding

of spor t.

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I s fundamental to spor t exper iences

I s closely tied to the pur suit of

competence

F ocuses on doing well . . . The

process.

Competition . . .

Th e Natu re o f Com pet it ion in Spo rt Edu c at io n . . .

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Th e Natur e o f Com pet it ion in Spo rt Edu c at io n . . .

Action that leads to scor ing NO subs.

Close games

Reaff irm/create f r iendships (Coakley, 1994).

Should reflect informal, player-controlled games:

Conditions (i.e., space, equipment, etc.)should align to players developing abilities.

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Th e Natur e o f Com pet it ion in Spo rt Edu c at io n . . .

Developmentally Appropriate

Cooperation among players

No zero-sum competi tion

Emphasizes the totali ty of the experience.

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Sport Education mirrors DuQuin(1988)

Be fun & enjoyable for all par ticipants.

Provide safe means for developing activi ty ski l ls.

F oster moral sensitivi ty and caring.

Realize the pleasure & beauty of movement

Sport should:

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Sport Education mirrors DuQuin(1988) (contd.)

Exercise a spir i t of creativity,adventure, & discovery.

Provoke a commitment to l ifelong

involvement.

I nspire a sense of community.

Sport should:

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Get t in g Star ted w i th Spo r t

Edu c at io n . . .Star t small

Use a spor t you are familiar with Star t wi th basic model

F ew roles

Do i t well

Then gradually expand and extend.

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Develop Your Curriculum

Answer Intro. to Sport Handout Questions(MS-Word Doc.)

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