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					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         Racquet sports
                                            Sport Education
                                                Target sports              Team sports
 Example
 (Dugas, 1994)   Badminton                 Archery                    Volleyball
                 Racquetball               Bowling                    Track and field
                 Table tennis              Golf                       Baseball
                 Tennis                    Fencing                    Softball
                                           Riflery                    Cross country
                                                                      Soccer
                                           Fitness Activities
                 Weight training
                 Aerobic dance
                 Aerobic activities
                                         Recreational Activities
                       Swimming             Recreational activities

                 Beginning swimming        Square and folk dancing
                 Intermediate swimming     Backpacking and hiking
                 Lifesaving                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   Target   Sector   Net/Court   Invasion
  Dance      Games    Games     Games       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.
                                            .

				
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posted:1/26/2013
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