Transcript Document 7324131

Sport Education Curriculum
& Instruction Strategies
Sport Education Foundations
 Curricular Philosophy
 Instructional Philosophy
.
Sport Education’s
Curricular Philosophy
Greater depth of Content Coverage.
“Less is More”.
Seasons are long enough for
students to learn.
Sport Education’s Curricular
Philosophy (cont’d.)
 An expanded set of content goals.
NOT JUST on skills and rules.
ALSO, on non-playing roles (coach,
referee, statistician, publicist, judge,
captain, etc.)
Sport Education’s
Instructional Philosophy
Develop/sustain small, heterogeneous
learning groups . . .Teams.
Students learn from each other. . .
They share in responsibilities.
Team practice, learn and compete
together.
Sport Education and current
educational thought (cont’d.)
 Students in small groups are at center of learning process
w. real responsibilities.
 Cooperative Learning: Teams have multiple tasks &
responsibilities.
 Project Learning: Teams prepare for & work for a
successful season.
 Opportunity for integration with
classroom subjects.
Organizing the Sport Education
Curriculum
 Longer seasons . . .
 Consider:
 Curricular time available.
 # of classes per week.
 Length of class periods.
 Tendency to underestimate the time
needed to learn . . .
Organizing the Sport Education
Curriculum (cont’d.)
High School
Example
(Dugas, 1994)
Sport Education
Racquet sports
Badminton
Racquetball
Table tennis
Tennis
Target sports
Archery
Bowling
Golf
Fencing
Riflery
Team sports
Volleyball
Track and field
Baseball
Softball
Cross country
Soccer
Fitness Activities
Weight training
Aerobic dance
Aerobic activities
Recreational Activities
Swimming
Recreational activities
Beginning swimming
Intermediate swimming
Lifesaving
Square and folk dancing
Backpacking and hiking
Recreational boating
.
Organizing the Sport Education
Curriculum (cont’d.)

How long should the season be?
 Rule of thumb . . . 20 class periods.
 Calculate length based on minutes per
lesson & classes per week.
 Nature of the activity (e.g., dance vs.
Frisbee golf
Deciding which activities to include
Elementary level example (Darnell, 1994)
Sport choices were based on:
 Type of game (invasion v. ct. divided game).
 Amount of equipment needed.
 Access to same sport in community.
 Origin of the sport & int’l. recognition.
.
Deciding which activities to include
Middle School example (Siedentop, 1994)
Activity choices were based on:
 Opportunity for curricular integration.
 Use of themes (e.g., Olympics).
.
Deciding which activities to include
High School example (Dugas, 1994)
Activity choices were based on:
 Given students choices.
 Leveling the playing field to counter the
increased disparity in skill levels among
students.
Sport Education as
“Small Group Learning”
Selected benefits (from Cohen, 1994)

Stronger sense of ownership for learning.
 Teacher is no longer the primary traffic cop.

Increased active engagement (especially
during team practices).

Built-in accountability through peers.
.
Sport Education as
“Small Group Learning”
(cont’d.)
Selected benefits (from Cohen, 1994)
 Disengaged students are no longer left out.

Shying away from participation is less likely.

Peers learn to give & accept help.
 All students contribute & no students
dominate.
Key Instructional Features Of
Sport Education
Teacher DO actively teach!!


Emphasis on sound classroom management
(i.e., development of routines).
Students learn to self-manage.

Use of both Guided Practice &
Independent Practice.
Key Instructional Features Of
Sport Education
“Guided Practice”
 Refers to class-wide instruction.
 Appropriate for introducing new
techniques or tactics.
 Use it to prepare students for
independent practice.
Key Instructional Features Of
Sport Education
“Independent Practice”
 Team-based practices.
 Led by Team Coach, but focus is on
students helping each other.
 Teacher actively supervises all teams
via prompts, feedback, and support.
Helping Students Develop
“Game Sense”
Traditional P.E.
 Strong focus on practice of isolated
“technique” (i.e., skills).
Team-based practices.
 Minimal attention to teaching
game tactics.
“Game Sense” defined
 Refers to “understanding in action.”
 “players get into the best possible
position at the right time and make
sensible decisions about what to
do next.” (Launder, 2001; p. 36)
 combines learning of techniques,
applying tactics, and understanding
rules.
“Game Sense” defined (cont’d.)
Reflects skillful play:
 Ability to see the flow of the game,
apply tactics, make good decisions and
execute related techniques.
Developing “Game Sense”
A Balancing Act
Developing “Game Sense” (cont’d.)
A matter of degree
Techniques
Tactics
Gymnastics
Dance
Target
Games
Sector
Games
Net/Court
Games
Invasion
Games
Developing “Game Sense” (cont’d.)
Technique practice
 Make drills as game-like as possible . . .
(Transfer!)
 Tasks should have specific goals/
challenges (students should see results).
 Use appropriately sized equipment.
 Consider using “backward chaining.”
Developing “Game Sense” (cont’d.)
Tactics practice for invasion games
 Increase attention to teaching off-the-ball
play (i.e., base position, support, guard,
adjust, communication, & cover.
 Focusing on two fundamental tactical
problems:
OFFENSE: Maintain possession – create scoring opportunities
DEFENSE: Prevent scoring – regain possession – transition.
Developing “Game Sense” (cont’d.)
Techniques & tactics practice for
court-divided games
 Given the nature and flow of game, practice
is more sequential.
 Strong dependence on modified equipment
game structure.
 Use gradual shift from cooperative focus to
competitive (i.e., keeping score) focus in game.
Developing Knowledgeable
Games Players
 Increased “Game sense” = Increased
enjoyment.
 Challenge students by having them think
about how to defend, developing an
offensive plan, etc.
 More appropriate for students with some
experience w. Sport Education.
Sport Education’s Fit with
School Goals
 Non-player roles are used across grade
levels.
 Tasks and responsibilities within each role
expand with each grade level.
 Thus, an increasing focus on leadership
responsibilities, decision-making
opportunities, and working together.
.