The purpose of this study was to examine a hybrid combination of sport education and the step-game-approach (SGA) on students’ gameplay performance in volleyball, taking into account their sex and skill-level. Seventeen seventh-grade students (seven girls, 10 boys, average age 11.8) participated in a 25-lesson volleyball season, in which the structural features followed those of sport education and the specific content followed the didactical framework of the SGA. Data were collected prior to the first lesson (pre-test), following the completion of the unit (post-test) and seven days after the post-test (retention). The game performance assessment instrument was used in a systematic observation of video records of students’ behaviours while playing a 10-minute 2vs2 game. A 2 (sex) × 3 (time) and a 2 (skill-level) × 3 (time) analysis of variance (ANOVA) with repeated measures across the three tests was used to compare the students’ performances on all indexes. Results showed that both boys and girls made improvements from the pre-test to the post-test and maintained those improvements to the retention test in almost all the indexes analysed. Further, the results also showed that lower skill-level students realized greater gains than those of higher skill during the unit, which reinforces the idea that future implementations of this hybrid approach should adjust content and learning task to different skill-levels.

The purpose of this study was to analyse 18 Portuguese high school students’ game play performance improvements across three hybrid Sport Education-Step-Game-Approach volleyball seasons. Students’ play performance at the entry and exit points of each season was evaluated using the Game Performance Assessment Instrument during 2 vs2 games. A series of hierarchical linear models was then constructed in order to quantify the impact of gender, skill and time on the students’ Game Performance Index scores over the three seasons. The best predictive model showed a nonlinear effect of time on student performance such that all participants’ levels improved from their first experience at the seventh-grade through to the end of the ninth-grade season. This study has shown the value of implementing multiple seasons of the same sport within Sport Education, as the implementation of three seasons seemed to produce a fading in the gaps between skill levels.

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RESUMOEste estudo teve como propósito examinar as perceções de uma professora de Educação Física e dos seus alunos em relação ao valor educativo do Modelo de Educação Desportiva, no desenvolvimento da competência motora, da literacia desportiva e do entusiasmo. O estudo foi aplicado numa unidade de Atletismo tendo participado uma professora com 19 anos de experiência em ensino e uma turma com 19 alunos do 6.º ano de escolaridade. No final da unidade foram realizadas entrevistas semiestruturadas a todos os participantes. O clima envolvente das tarefas de aprendizagem e o contexto de ensino autêntico e significativo foram percebidas como determinantes no desenvolvimento dos alunos enquanto desportistas competentes, literatos e entusiastas. A competência adquirida foi percebida como resultado do tempo mais longo concedido à unidade em relação às unidades mais tradicionais, bem como da autonomia crescente dos alunos na realização das tarefas, fruto do equilíbrio gerado entre inclusão e competição, o qual também promoveu a literacia desportiva. O entusiasmo resultou da interdependência das dinâmicas de trabalho cooperativo, da festividade fomentada pelo modelo e do clima motivacional gerado, com impacto substantivo no compromisso dos alunos para com a prática. Finalmente, a implementação do Modelo de Educação Desportiva ofereceu à docente um espaço de reflexão e desenvolvimento profissional.Palavras-chave: Atletismo, Abordagem de Ensino centrada no aluno, Modelo de Educação Desportiva, Competência, Literacia, Entusiasmo. ABSTRACTThis study examined the perceptions of a physical education teacher and her students about the educational value of Sport Educational Model regarding the development of competence, literacy and enthusiasm. The study was applied through an athletics unit in 6th grade class and taught by a teacher with 19-years of experience. The participants' perceptions were captured through semi-structured interviews, which were administered at the end of the unit. All interviews were transcribed verbatim. Data analysis comprised the logical-semantic interpretation of the most prominent ideas. The inductive and the constant comparison methods were used to categorize the data. The task-involving climate and the authentic and meaningful learning context emerging were critical in the development of competent, literate and enthusiastic sportspersons. Competence was perceived as the result of a longer duration unit regarding traditional units and the sense growing of autonomy, promoted by the balance between competition and inclusion, which also promoted literacy. The enthusiasm was fostered by the interrelationship between the dynamics in cooperative work and the motivational climate generated having significant impact on students' engagement in practice. The implementation of the Sport Education model opened a window for reflection and professional development to the teacher.