Adoption and fidelity of Sport Education in Spanish schools

Abstract

The main objectives of this study were to determine the percentage of teachers applying the Sport Education (SE) model in a central region of Spain and to identify the features these teachers perceived they were using when applying it. As a secondary objective, an attempt was made to respond to the differences in the application of the model depending on the educational stage and gender, and to determine any differences between the curriculum features of teachers applying SE and those who follow other methodologies. One hundred and ninety-nine physical education (PE) teachers participated in this study and a survey research design was used. The results reinforce the notion that PE teachers apply SE in a contextualised and pragmatic way. A significant percentage of teachers (64.8%) reported using SE in their curriculums, which demonstrates the success in expanding this instructional model in this region. Teachers also perceived that they applied a high percentage of the SE elements, although there was low fidelity to most of those elements that were considered to be central to the model such as extended units and permanent teams. Results are discussed based on literature about which goals are achieved and which ones are not based on the degree of fidelity to the central elements of the model. Implications for teacher training and future research are provided.

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

“…Recently, different studies have found that the implementation of this methodology can bring specific benefits for students such as social development and inclusion [27], content learning and development of responsibilities [28], intercultural understanding and friendship goals [29], or teamwork abilities [30]. Interestingly, a recent study indicated that, regardless of the adaptations that different teachers might make to implement the SEM, the use of this methodology can provide quality learning experiences to students [31]. The existing literature has also suggested that the implementation of the SEM in PE might lead to positive motivational outcomes, such as intrinsic motivation [32] or BPN satisfaction [21,33,34], even among those less intrinsically motivated students [35].…”

Número Completo (marzo)

“…Investigaciones realizadas por estudiosos como Gutiérrez et al (2013), que utilizaron un modelo de Educación Deportiva nos corroboraron que los estudiantes de primaria y secundaria percibieron progresos en la NPB de competencia. Esto podría deberse a que el MED está diseñado originalmente para favorecer la práctica y el aprendizaje deportivo de los estudiantes (Siedentop, 1994), teniendo como base los resultados obtenidos en nuestra investigación se insta a implementar este tipo de investigaciones en grupos de escolares más extensos y con población ecuatoriana, puesto que, se evidencian resultados favorecedores en la satisfacción de las NPB en poblaciones con mayor masa y de nacionalidad española (García-López & Gutiérrez-Díaz, 2013) 154 estudiantes (Gutiérrez-Díaz et al, 2013), 270 entre niños y jóvenes.…”

Incidencia del modelo de educación deportiva en las necesidades psicológicas básicas y amistad de estudiantes

“…Investigaciones realizadas por estudiosos como Gutiérrez et al (2013), que utilizaron un modelo de Educación Deportiva nos corroboraron que los estudiantes de primaria y secundaria percibieron progresos en la NPB de competencia. Esto podría deberse a que el MED está diseñado originalmente para favorecer la práctica y el aprendizaje deportivo de los estudiantes (Siedentop, 1994), teniendo como base los resultados obtenidos en nuestra investigación se insta a implementar este tipo de investigaciones en grupos de escolares más extensos y con población ecuatoriana, puesto que, se evidencian resultados favorecedores en la satisfacción de las NPB en poblaciones con mayor masa y de nacionalidad española (García-López & Gutiérrez-Díaz, 2013) 154 estudiantes (Gutiérrez-Díaz et al, 2013), 270 entre niños y jóvenes.…”