Effects of a Sport Education Curriculum on the Positive Social Behavior of At-Risk Rural Adolescent Boys

Hastie, Peter A.; Sharpe, Tom

doi:10.1207/s15327671espr0404_4

Cited by 62 publications

(44 citation statements)

References 8 publications

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“…Clarke and Quill (2003) indicated that low-skilled students perceive a heightened sense of inclusion within the SEM due to features such as team af liation. In addition, communication between peers is perceived as positive when compared with other physical education classes (Hastie & Sharpe, 1999;Carlson & Hastie, 1997). The most noteworthy ndings indicate that students feel comfortable in voicing their opinion with both classmates and teachers when engaged in the SEM (Kinchin and O'Sullivan, 2003;O'Donovan, 2003).…”

Section: Sport Education Affect and Needs Satisfactionmentioning

confidence: 90%

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

Perlman

2010

Journal of Teaching in Physical Education

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The purpose of this study is to examine the in uence of the Sport Education Model (SEM) on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the SEM (N = 16) or traditional class (N = 16). Data were collected using a pretest/posttest design measuring affect (enjoyment) and needs satisfaction. Analysis of data used repeated-measures ANOVAs to examine differences. Results indicated signicant changes in amotivated student's perceptions of enjoyment and relatedness satisfaction within the SEM.

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Section: Sport Education Affect and Needs Satisfactionmentioning

confidence: 90%

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

Perlman

2010

Journal of Teaching in Physical Education

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“…La investigación realizada en el marco del modelo de ED ha evidenciado un aumento de la socialización y cooperación entre los estudiantes (Grant, 1992;Hastie y Sharpe, 1999). No obstante, el aspecto competitivo del modelo de ED puede provocar ciertos comportamientos sociales negativos en algunos estudiantes.…”

Section: Introductionunclassified

Modelo de educación deportiva versus modelo tradicional: efectos en la motivación y deportividad / Sport Education Model Versus Traditional Model: Motivational and Sportsmanship Effects pp. 449-466

Méndez–Giménez¹,

Fernández-Río²,

Méndez-Alonso³

2015

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RESUMENEl objetivo de este trabajo fue comparar los efectos que provocan los modelos de enseñanza Tradicional y de Educación Deportiva en la motivación y deportividad del alumnado de educación física, incluyendo también un tercer nivel de tratamiento, variante del modelo de Educación Deportiva, en el que se empleó material autoconstruido. Se realizó un diseño cuasi-experimental con tres niveles de tratamiento y medidas pretest y postest de cuatro variables dependientes: metas de logro, metas de amistad, necesidades psicológicas básicas y la deportividad durante la enseñanza del ultimate. Accedieron a participar un total de 295 estudiantes de secundaria y bachillerato cuyas edades

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“…Findings from two interventions (Hastie & Buchanan, 2000;Hastie & Sharpe, 1999) demonstrated that many of the features of TPSR strengthened the foundation of Sport Education, promoting changes in a number of positive social behaviors. Specifically, exposure to the TPSR elements in both cases produced increased student positive peer interactions, as well as accurate self-monitoring by students of their social interactions.…”

Section: Published Researchmentioning

confidence: 99%

Revisiting the National Physical Education Content Standards: What Do We Really Know About Our Achievement of the Physically Educated/Literate Person?

Hastie

2017

Journal of Teaching in Physical Education

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Purpose: The purpose of this paper was to review the research literature in physical education to establish what is currently known about the extent to which the national outcome goals have been achieved. Method: Papers were selected through an initial search of the EBSCO database, with main identifiers included being physical education, physical activity, and physical fitness, combined with the descriptors that represented the key idea of each of the give content standards. Further journal articles were then obtained through the citations and references in the original documents. Results: While there is a dearth of results that directly accounts for the accomplishment of the standards, the research suggests that the expectations of performance, as outlined in the standards, are being realized by less than half of all students participating in physical education. Discussion:The discussion presents a model for moving research in the field forward, and suggests there is a need for descriptive studies which provide rich details of the contexts where highly effective, as well as sophisticated interventions whose goal is to produce significant change in selected student outcomes.

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Effects of a Sport Education Curriculum on the Positive Social Behavior of At-Risk Rural Adolescent Boys

Cited by 62 publications

References 8 publications

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

Modelo de educación deportiva versus modelo tradicional: efectos en la motivación y deportividad / Sport Education Model Versus Traditional Model: Motivational and Sportsmanship Effects pp. 449-466

Revisiting the National Physical Education Content Standards: What Do We Really Know About Our Achievement of the Physically Educated/Literate Person?

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