Connecting Physical Education to Out-of-school Physical Activity through Sport Education

Schwamberger, Benjamin; Sinelnikov, Oleg A.

doi:10.1080/07303084.2015.1085344

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Casey and Dyson [ 58 ] used action research as a framework to investigate cooperative learning and tactical games in a tennis unit with 800 11–12-year-olds. The results of this research reinforce the concept that the implementation of any new pedagogical approach requires a lot of time and work [ 70 , 71 ]. However, it highlights the conceptual and practical change made by the teacher/researcher to give autonomy to the students in their learning process.…”

Section: Reflections and Future Lines Of Worksupporting

confidence: 74%

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Hernando-Garijo

Hortigüela-Alcalá

Sánchez‐Miguel

et al. 2021

IJERPH

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The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field.

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Section: Reflections and Future Lines Of Worksupporting

confidence: 74%

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Hernando-Garijo

Hortigüela-Alcalá

Sánchez‐Miguel

et al. 2021

IJERPH

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“…Within this model's loom, seasons, affiliations, and culminating events intermingle, forging a bridge that spans the gulf between in-school instruction and the symphony of physical activities that grace the expanse of life beyond the classroom. This thematic unity found resonance in the endeavours of Schwamberger & Sinelnikov (2015), who sought to bridge the chasm between physical education and the realm of extramural physical pursuits by grafting the sport education paradigm onto the pedagogical landscape.…”

Section: Resultsmentioning

confidence: 99%

“…Casey & Kirk (2021) employed action research to probe the implementation of cooperative learning and tactical games within a tennis module, enlisting 800 pupils aged 11-12. While their inquiry intimates that the integration of novel pedagogical methodologies demands concerted endeavour and temporal investment (Schwamberger & Sinelnikov, 2015;Fernández-Rio, 2014), it also accentuates the conceptual and practical metamorphosis orchestrated by the teacher-cum-researcher to nurture the blossoming of student autonomy within the vista of erudition. Therefore, the strategic deployment of cyclical action research can emerge as a potent instrument to bridge the schism between theoretical precepts and pragmatic manifestations within physical education.…”

Section: Resultsmentioning

confidence: 99%

A Modern Pedagogical Approach in The Subject of Physical Education

Cereda

2023

Phys. Educ. Sport. Stud. Res.

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Background: The pedagogical paradigm (PP) is a complex framework encompassing various pedagogical elements integral to the instructional and educational process. These paradigms manifest in diverse forms without entirely replacing their precursor frameworks, as they are built upon established principles and concepts. Understanding the architectural structure of each paradigm is crucial in distinguishing these pedagogical models. Objective: This exposition aims to provide a rationale for the integration of the pedagogical paradigm within the realm of PE. Methods: In the literature review, the EBSCO database was utilized via SPORTDiscus. This theoretical review draws upon various scholarly sources, including Taylor and Francis, ERIC, Scopus, Google Scholar These repositories provide a global perspective, with the majority of references selected from the decade leading up to the onset of the pandemic. Results: The literature analysis reveals the intricate nature of pedagogical paradigms and their importance in the field of PE. It underscores the need for instructors to adapt their teaching approaches to meet the specific needs of students based on their age and developmental stage. The integration of the pedagogical paradigm within PE is proposed as a valuable concept to enhance the quality of physical education programs. Conclusion: The incorporation of the PP into the domain of PE holds promise for improving the effectiveness of PE instruction. This review, based on a thorough examination of pertinent literature, highlights the relevance of PP in adapting teaching methodologies to suit the diverse needs of students. While this study does not provide empirical evidence, it lays the theoretical groundwork for future research and practical applications in the field of PE. Further investigations and practical implementations are warranted to assess the feasibility and benefits of incorporating PP within PE instruction.

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“…One of the aims of physical education, according to the Physical Education and Health Society, is that children need to establish "patterns of regular involving into a significant physical activity". However, the participation in physical education courses alone is not enough for pupils and students to reach the daily recommended levels of physical activity (Schwamberger & Sinelnikov, 2015).…”

Section: Introductionmentioning

confidence: 99%

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2019

HSRM

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Connecting Physical Education to Out-of-school Physical Activity through Sport Education

Cited by 6 publications

References 7 publications

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

A Modern Pedagogical Approach in The Subject of Physical Education

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