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Sport Education.

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Presentation on theme: "Sport Education."— Presentation transcript:

1 Sport Education

2 Goals of Sport Education
Three long-term goals Competency in sport Literacy in sport Enthusiasm in sport Ten short-term goals during each season Competency objectives #1-4 (Develop techniques, execute strategies, participate in games, work effectively) Literacy objectives #5-8 (officiate knowledge, leadership, decision-making, planning & administration) Enthusiasm objectives #9-10 (appreciate rituals, play outside of schoool)

3 Features of Sport Education
Seasonal format (time to learn) Team affiliation (team success = how well roles are played, fair play) Formal competition (progressively larger small-sided games, various levels of competition Record keeping (helps teams track team/individual performance for feedback purposes) Culminating events (creates class excitement/ team cohesion) Festivity and rituals (adds social element, cultural awareness)

4 Emphasis of Standards within Sport Education Curriculum
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Major 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves and maintains a health-enhancing level of physical fitness. Minor 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

5 Differences between Sport and Sport Education
Participation Everyone plays Game form Developmentally appropriate/small sided Roles beyond player Include referee, trainer, coach, reporter, etc. Sport Participation Most skilled dominate Game form Complex/large sided Role of player Emphasis on performance

6 Philosophy of Model Students learn content of sport more authentically
Students learn content of sport more completely Learning is more relevant, therefore, perhaps more lasting

7 Assessment Options Holistic rubric to analyze game play
Analytic rubric to analyze individual skill performance Use alternative assessment forms to assess knowledge of rules, strategies developed based on scouting reports Rubric on fair play

8 Teacher Role Teachers need to learn how to shift from a teacher-centered to a student-centered environment. Teacher needs to establish strong managerial system with rules and routines. Teacher then has time to instruct, facilitate, and assess student learning more effectively.

9 Roles of Student Students are increasingly responsible for leadership, instruction, assessing, and performing. Potential student roles Score keeper, captain, coach, sport reporter, athletic trainer, dance choreographer, referee, timekeeper, judge, or sport commissioner

10 Benefits Student-centered Inclusive learning environment
Affords teacher time to instruct and assess Authentic learning experiences

11 Limitations and Cautions
Overcoming the inertia to begin Extensive planning Class management skills needed Teacher content knowledge Students will desire more tactical information Start small and build on prior season Build initially in areas of teacher expertise

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