The Impact of an Obstacle Course Sport Education Season on Students' Aerobic Fitness Levels

Hastie, Peter A.; Sluder, J. Brandon; Buchanan, Alice M.; Wadsworth, Danielle D.

doi:10.1080/02701367.2009.10599620

Cited by 26 publications

(15 citation statements)

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“…Todavia, esta investigação tem sido quase exclusivamente focada nos desportos de equipa, tais como o Futebol, o Basquetebol e o Voleibol (Hastie, Martinez de Ojeda, & Calderón, 2011). Até ao momento, apesar de seguirem a mesma linha de resultados, poucos estudos têm centrado a sua atenção em desportos individuais (Coelho, Farias, Santos, Rolim, & Mesquita, 2012;Hastie, Calderón, Rolim, & Guarino, 2013;Hastie, Sinelnikov, & Guarino, 2009;Hastie, Sluder, Buchanan, & Wadsworth, 2009;Pereira, Mesquita, Araújo & Rolim, 2013). No caso particular do atletismo, Coelho, Farias, Santos, Rolim, e Mesquita (2012) examinaram as perceções de uma professora e dos seus alunos sobre as dificuldades percebidas e as estratégias pedagógicas implementadas durante a primeira experiência de aplicação do MED.…”

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Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

et al. 2016

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RESUMOEste estudo teve como propósito examinar as perceções de uma professora de Educação Física e dos seus alunos em relação ao valor educativo do Modelo de Educação Desportiva, no desenvolvimento da competência motora, da literacia desportiva e do entusiasmo. O estudo foi aplicado numa unidade de Atletismo tendo participado uma professora com 19 anos de experiência em ensino e uma turma com 19 alunos do 6.º ano de escolaridade. No final da unidade foram realizadas entrevistas semiestruturadas a todos os participantes. O clima envolvente das tarefas de aprendizagem e o contexto de ensino autêntico e significativo foram percebidas como determinantes no desenvolvimento dos alunos enquanto desportistas competentes, literatos e entusiastas. A competência adquirida foi percebida como resultado do tempo mais longo concedido à unidade em relação às unidades mais tradicionais, bem como da autonomia crescente dos alunos na realização das tarefas, fruto do equilíbrio gerado entre inclusão e competição, o qual também promoveu a literacia desportiva. O entusiasmo resultou da interdependência das dinâmicas de trabalho cooperativo, da festividade fomentada pelo modelo e do clima motivacional gerado, com impacto substantivo no compromisso dos alunos para com a prática. Finalmente, a implementação do Modelo de Educação Desportiva ofereceu à docente um espaço de reflexão e desenvolvimento profissional.Palavras-chave: Atletismo, Abordagem de Ensino centrada no aluno, Modelo de Educação Desportiva, Competência, Literacia, Entusiasmo. ABSTRACTThis study examined the perceptions of a physical education teacher and her students about the educational value of Sport Educational Model regarding the development of competence, literacy and enthusiasm. The study was applied through an athletics unit in 6th grade class and taught by a teacher with 19-years of experience. The participants' perceptions were captured through semi-structured interviews, which were administered at the end of the unit. All interviews were transcribed verbatim. Data analysis comprised the logical-semantic interpretation of the most prominent ideas. The inductive and the constant comparison methods were used to categorize the data. The task-involving climate and the authentic and meaningful learning context emerging were critical in the development of competent, literate and enthusiastic sportspersons. Competence was perceived as the result of a longer duration unit regarding traditional units and the sense growing of autonomy, promoted by the balance between competition and inclusion, which also promoted literacy. The enthusiasm was fostered by the interrelationship between the dynamics in cooperative work and the motivational climate generated having significant impact on students' engagement in practice. The implementation of the Sport Education model opened a window for reflection and professional development to the teacher.

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Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

et al. 2016

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“…The model has also been investigated with different age groups, including elementary (e.g., MacPhail, Kirk, & Kinchin, 2004), middle and secondary (e.g., Brunton, 2003;Carlson & Hastie, 1997) and university aged students (Bennett & Hastie, 1997). Moreover, while most seasons have focused on invasion games such as basketball (Wallhead & Ntoumanis, 2004) and hockey (Hastie, 2000), there have also been instances where other activities such as dance (e.g., Richardson & Oslin, 2003) or fitness activities (e.g., Hastie, Sluder, Buchanan, & Wadsworth, 2009) have served as the content.…”

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Students’ Autobiographical Memory of Participation in Multiple Sport Education Seasons

Sinelnikov

Hastie

2010

Journal of Teaching in Physical Education

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This study examines the recollections of the Sport Education experiences of a cohort of students (15 boys and 19 girls) who had participated in seasons of basketball, soccer and badminton across grades six through eight (average age at data collection = 15.6 years). Using autobiographic memory theory techniques, the students completed surveys and interviews that asked them to recall what they remembered about the Sport Education seasons in which they had participated. Student responses were mostly from the “general” and more precise “event specific” levels of recall, and their strongest and most detailed memories were of those features that provide Sport Education participants with what is termed authentic experiences. For example, Sport Education was considered different from regular physical education in that it was more serious and organized. Further, students claimed they had a deeper understanding of these sports as a result of their participation, and in particular, as a result of their officiating roles. The findings provide evidence that the features of affiliation, authentic competition and perceived learning that students find so attractive, last well beyond initial exposure to the model, and that future delivery of the model should strongly adhere to these basic tenets.

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“…Low levels of physical activity and increased caloric intake have been widely implicated as the two main behavioral causes for the rising prevalence of obesity and overweight in Western society (Elder et al, 2007;Fortier et al, 2002: Hastie et al, 2009Kahan, 2007). The greatest increase in overweight and obesity in the United States has been observed in the population between the ages of 18 to 29 (Mokdad, 1999) Therefore, it seems reasonable to assume that the college student lifestyle may be a key contributor to this increase in those who pursue a higher education.…”

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Changes in weight indexes and aerobic fitness of physical education students over three years of college

Meckel¹,

Galily²,

Nemet³

et al. 2011

JHSE

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Meckel Y, Galily Y, Nemet D, Eliakim A. Changes in weight indexes and aerobic fitness of physical education students over three years of college. J. Hum. Sport Exerc. Vol. 6, No. 1, pp. 112-121, 2011. Data from the national surveys indicate that physical activity and dietary patterns of many college students do not meet the recommendations of health and fitness experts, and that 29.9% of college students are overweight or obese. Thus, the aim of the present study is to track changes in body composition and aerobic fitness of physical education students during their college years. The students (n=174, 89 females, 85 males) were evaluated for body weight, percent body fat, lean body mass and aerobic fitness (2000m running time) at the beginning of their freshman and at the end of junior year. Body weight and percent body fat increased significantly in both female and male students. Aerobic fitness decreased significantly in male students. Increases in body weight and fat percentage occurred mainly in initially thin males and females but remained unchanged in initially overweight students. Aerobic fitness decreased significantly in the initially fastest students but improved significantly in the initially slowest students. Findings suggest that the structured PE program and college atmosphere were not sufficient for the upper quartile students to maintain their body weight and fitness level over the three years in college, suggesting that fitness considerations in this population should be addressed more vigorously.

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The Impact of an Obstacle Course Sport Education Season on Students' Aerobic Fitness Levels

Cited by 26 publications

References 14 publications

Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

Students’ Autobiographical Memory of Participation in Multiple Sport Education Seasons

Changes in weight indexes and aerobic fitness of physical education students over three years of college

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