Living the Curriculum

Oslin, Judy; Collier, Connie; Mitchell, Stephen Α.

doi:10.1080/07303084.2001.10605753

Cited by 32 publications

(35 citation statements)

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“…However, it is also acknowledged that these experiences require considerable time and faculty expertise (Kinchin, 2003;Oslin et al, 2001). It has also been suggested that ideal scenarios for teaching SE on PSTs' teaching placement would involve PSTs being supervised by cooperating teachers with knowledge of SE (Curtner-Smith, 2012) and it has been acknowledged that cooperating teachers with such knowledge may be limited (Meeteer, Housner, Bulger, Hawkins, & Weigand, 2012).…”

Section: Theoretical Framework and Purposementioning

confidence: 99%

“…The module was delivered over thirteen weeks with hour-long practical sessions twice each week. During this experience, the lecturer modeled SE allowing the PSTs to "live the curriculum" (Oslin et al, 2001), where they experienced a SE season similar to how SE would be delivered in a school context. Disparate aspects of SE were introduced gradually over the SE season (Table 1), including team selection and affiliation (week 2), roles (week 3), formal competition and culminating event (week 4), record keeping (week 5), importance of festivity (week 6), refereeing (week 7) and the use of modified games (week 9).…”

Section: Participant and Pete Programmentioning

confidence: 99%

“…Oslin et al's (2001) PETE program offered an experience of a SE season similar to what school students were likely to experience, where PSTs would "live the curriculum". Oslin et al (2001) commented that the PSTs used SE with ease during their teaching placements and had improved their understanding of the concepts of SE. Jenkins (2004) and Kinchin (2003) provided comparable experiences to PSTs with similar consequences in their implementation of SE.…”

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confidence: 99%

“…One of the most common of these recommendations is for PETE programs to provide PSTs with the opportunity to experience SE as a participant, where subject matter knowledge is delivered through a SE season, enhancing the PSTs' understanding and appreciation of SE (Collier, 1998;Jenkins, 2004;Kinchin, 2003;Kinchin et al, 2005;Oslin, Collier, & Mitchell, 2001). Kinchin et al (2005) believed such an experience should be preceded by an initial lecture on SE and encompass lectures developed by both PETE faculty and teachers who have taught SE.…”

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confidence: 99%

“…Jenkins (2004) and Kinchin (2003) provided comparable experiences to PSTs with similar consequences in their implementation of SE. The construction of such experiences requires considerable time and effort (Kinchin, 2003) and requires PETE faculty to possess adequate knowledge in both the content to be taught and SE (Oslin et al, 2001). …”

mentioning

confidence: 99%

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A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use

Deenihan

MacPhail

2013

Journal of Teaching in Physical Education

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How preservice teachers (PSTs) learn and deliver Sport Education (SE) (Siedentop, 1994) is an area researchers believe warrants further investigation (Stran & Curtner-Smith, 2009a). This study explores one PST's experiences delivering SE during a school teaching placement after undertaking a practical SE module in his Physical Education Teacher Education (PETE) program. Data were collected through pre, mid-and postteaching placement interviews, along with weekly visits by the first author where observation reflections and interviews were used to investigate his experiences delivering SE. Data were triangulated and analyzed using thematic coding. Occupational socialization (Lawson, 1983a(Lawson, , 1983b) was used to determine the factors which influenced his delivery of SE. Results showed his SE season was influenced by his teaching orientation, sporting experiences, PETE program and school context where he was teaching. Although he encountered difficulties, he valued SE's benefits and continued to use it during his subsequent career as a qualified teacher.Keywords: sport education, physical education teacher education, occupational socialization, models-based approach, pre-service teacher Sport Education (SE) is a curriculum and instructional model for physical education which aims to develop students as competent, literate and enthusiastic sportspeople through experiencing sport authentically (Siedentop, 1994, p. 3-4). SE differs from traditional sporting units as sports are delivered in extended seasons, students affiliate to a team for the duration of the season, and adopt roles and responsibilities within their team. The season is organized around a formal competition phase and ends with a culminating event. Concepts such as record keeping and festivity are continually encouraged throughout the season to make the experience more meaningful and enjoyable for the participants (Siedentop, Hastie, & Van Der Mars, 2011). To date there have been three comprehensive reviews of literature on SE (Hastie, de Ojeda, & Luquin, 2011;Kinchin, 2006;Wallhead & O'Sullivan, 2005), highlighting the overwhelming successes of the module in a variety of settings. It has been Preservice Teacher's Delivery of Sport Education 167 identified that there is a lack of research concerning how preservice or in-service teachers learn and use SE (McMahon & MacPhail, 2007;Stran & Curtner-Smith, 2010), with some researchers suggesting that this type of research is vital for the effective development of SE (McCaughtry, Sofo, Rovegno, & Curtner-Smith, 2004).There are varied findings in the literature regarding preservice and beginning teacher's experiences teaching SE for the first time. Preservice teachers (PSTs) have been observed omitting vital aspects of the model and struggling with the increased workload required (McCaughtry et al., 2004), as well as struggling to embed tactical game play in a SE season and encouraging students to work with each other (McMahon & MacPhail, 2007). The PST in McMahon and MacPhail's (2007) study admitted to n...

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Section: Theoretical Framework and Purposementioning

confidence: 99%

Section: Participant and Pete Programmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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