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