Sport Education: physical education for the new millennium?

Wallhead, Tristan; O’Sullivan, Mary

doi:10.1080/17408980500105098

Cited by 209 publications

(214 citation statements)

References 49 publications

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“…As a teaching strategy, group work fits neatly within constructivist approaches and features in curricular models such as teaching games for understanding (Griffin, Brooker, and Patton 2005;Butler 2006), sport education (Wallhead and O'Sullivan 2005;Hastie and Curtner-Smith 2006;Siedentop, Hastie, and van der Mars 2011), peer-assisted learning (Ward and Lee 2005) and cooperative learning (Dyson, Griffin, and Hastie 2004;Bähr and Wibowo 2012). Within these models, HPE teachers assume 'less directive and more facilitative' roles (Kirk and Kinchin 2003, 229) and students are expected to construct meaning (i.e.…”

Section: Introductionmentioning

confidence: 99%

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Barker

Quennerstedt

Annerstedt

2013

Physical Education and Sport Pedagogy

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Background: Group work is often used in Physical Education (and Health -HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE. Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert -novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement. Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities. Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wideangled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task. Data analysis: Analysis of the data focused on two kinds of incidents. The first comprised a sequence in which two or more students were interacting to complete a task which they could not immediately do and were engaged in collective signification by talking about or doing the activity in mutually compatible ways. These conditions were sufficient in our view to signal the creation of a ZPD. The second kind of incident fulfilled the first criteria but not the second -i.e. the students were interacting but not in mutually compatible ways. Findings: A post-Vygotskian interpretation of three group work sequences draws attention to: (i) the flexible and fluid nature of 'expertness' as it exists within groups; (ii) the unpredictable nature of member interactions and (iii) the challenging role that teachers occupy while trying to facilitate group work. Conclusion: Such an interpretation contributes to a growing understanding of group work and helps HPE practitioners to make the most of a teaching strategy which is already used widely in schools.

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Section: Introductionmentioning

confidence: 99%

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Barker

Quennerstedt

Annerstedt

2013

Physical Education and Sport Pedagogy

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“…Adopting similar methodology to Wallhead and O'Sullivan (2005) and Stolz and Pill (2014) to search the electronic database a combination of 'keywords' and 'search terms' were used. The initial search began using Google Scholar.…”

Section: Methodsmentioning

confidence: 99%

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

Baldock¹,

Pill²

2017

LCJ

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This literature review investigated current and emerging pedagogical directions indicated to physical education (PE) teachers in the research literature. The search strategy used the Google Scholar database to initiate the scan, and then extended into other databases as well as the reference lists of published papers to locate relevant studies. Criteria for inclusion of papers for this review included:

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“…Os estudos que se debruçam sobre o desenvolvimento de competências pessoais e sociais dos alunos são escassos e vocacionados para as atitudes (entusiasmo, motivação, etc.) e valores (afinidade, equidade, etc) (11,30) e quando existem são centrados em entrevistas realizadas aos alunos (3,6,7,9,22) . Ademais, as revisões sistemáticas realizadas sobre a investigação empírica no MED não identificam qualquer estudo que compare o MED e o MID na responsabilidade pessoal e social (11,30) .…”

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“…e valores (afinidade, equidade, etc) (11,30) e quando existem são centrados em entrevistas realizadas aos alunos (3,6,7,9,22) . Ademais, as revisões sistemáticas realizadas sobre a investigação empírica no MED não identificam qualquer estudo que compare o MED e o MID na responsabilidade pessoal e social (11,30) . Acresce ainda que a maior parte dos estudos realizados nos diferentes modelos não tem sido aplicados em professor estagiários, sendo esta fase da formação profissional particularmente crítica no desenvolvimento de competências de ensino.…”

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“…(5) . Não obstante, a relativa superioridade do MED poderá ser explicada pela sua própria estrutura, a qual enfatiza o papel ativo e cooperante do aluno na organização das diferentes tarefas e funções (27) , com o intuito de promover a autonomia, a responsabilização e a cooperação (30) . Ainda, o facto de os alunos permanecerem em pequenos grupos que se mantêm coesos durante toda a época sob a orientação de um estudante treinador, o apelo à inclusão, ao fair-play e à competitividade numa perspetiva educativa (27) , exige que os alunos aprendam a subordinar os seus interesses aos objetivos gerais da equipa desenvolvendo a participação entusiástica, o comprometimento e a responsabilização (11,30) .…”

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Impacto dos modelos de Educação Desportiva e Instrução Direta no desenvolvimento da responsabilidade pessoal e social em jogos desportivos

Bessa¹,

Silva²,

Rosado³

et al. 2017

RPCD

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Impact of Sport Education and Direct InstructionModels on personal and social responsibility development in sport activities ABSTRACTThe purpose of this study was to analyze students' perceptions about the development of personal and social responsibility, having participating in Physical Education (PE) classes in which they experienced Sport Education Model (SEM) and Direct Instruction Model (DIM). A total of 450 students aged between 14 and 21 from 18 classes participated in this study. Nine classes (214 students) had 18 lessons with DIM and the remaining nine classes (216 students) had 18 lessons with MED. One-way ANOVA and repeated measures ANOVA were used for data analysis. The results showed that the experience in both models of teaching in PE classes increased significantly the perception of personal and social responsibility perceived by the students, although with greater impact in the model of student-centered teaching (MED).

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Sport Education: physical education for the new millennium?

Cited by 209 publications

References 49 publications

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

Impacto dos modelos de Educação Desportiva e Instrução Direta no desenvolvimento da responsabilidade pessoal e social em jogos desportivos

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