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Jennifer Wall Keynote Address
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Transcript of Jennifer Wall Keynote Address
From Theory to Practice: Discovering the educational benefits of Sport Education in a UK primary
school
Jennifer Wall Keynote AddressAssociation of Physical Educators of Quebec,
Annual Conference, November 2006McGill University, Montreal, Canada
Acknowledgements
This presentation is the outcome of a long term, collaborative project. Team members include:
Rob Jarram and Sue Kirk (Mountfields Lodge School, Loughborough)
David Kirk and Toni O’Donovan (Leeds Met Carnegie)
Ann MacPhail (University of Limerick)Louisa Webb (Loughborough University)
Video clip
A teacher talks about the educational benefits of Sport Education for her Year 5 class
Pictures
Of Sport Education in action, highlighting modified game forms, the Gala Day, team affiliation, celebrating success
Sport Education Origins
Developed by Daryl Siedentop and colleagues at the Ohio State University, 1980s
Introduced and developed by Siedentop doctoral students in New Zealand (eg. Grant) and Australia (eg. Alexander) in 1990s
Introduced and developed by second generation Siedentop student in UK (Kinchin) and colleagues
Educational rationale for Sport Education
Sport education has as its main goal, “to educate students to be players in the fullest sense, and to help them develop as competent, literate and enthusiastic sportspeople” (Siedentop, 1994, p.4).
Values behind this rationale
Sport education aims to contribute to a “sound, sane and humane sport culture”, fostering “sport in all its forms for all people”
Sport can be a vehicle for children’s educational development
Sport should primarily be of benefit to the participants
Sport should be accessible to all, regardless of race, class, disability and gender
Key learning outcomes
A competent sports person: is someone who has developed skills and strategies to the extent that he or she can participate successfully in a game.
A literate sports person: is someone who understands and is knowledgeable about the rules, traditions, and values associated with a specific sport, and one who can also distinguish between good and bad sport practices.
An enthusiastic sports person: is someone who plays and behaves in ways that preserve, protect and enhance the sport culture.
Subject matter of Sport Education The subject matter is ….. Sport The key characteristics of sport
– Seasons– Affiliation– Roles– Formal competition– Culminating event– Record keeping– Festivity
Seasons
In sport– Are long enough to allow for a significant
experience– Encompass practice, competition and
(usually) a culminating event In Sport Education
– Typically consist of 10+ lessons
– Provide students with time to learn
Affiliation
In sport– Occurs through team membership over time, leading
to identification and a sense of belonging In Sport Education
– Students remain in the same mixed-ability team (‘persisting group’) for the course of the season
– Students learn to work through social-interactive issues with team-mates, and this experience forms a basis for personal growth
Roles
In sport, there are… In Sport Education, students are:
– Players– Timekeepers– Scorekeepers– Equipment officers– Referees– Sports Panel members– Coach & etc
Formal competition
In sport– Round-robins, league schedules, cup competitions
In Sport Education– A competition schedule is set early to allow teams
time and incentives to prepare– As the season progresses, competition-specific
practice increases– Competition is never elimination type (eg. cup)
Culminating event
In sport– Eg. play-offs, grand-finals, etc. to provide a
climax to a season In Sport Education
– Inclusive, non-elimination style finals (such as rugby 7s cup, plate, bowl, etc.)
– One day swimming gala, athletics meeting
Record keeping
In sport– Many forms, set standards, develop
traditions In Sport Education
– Simple or complex depending on age– Provide feedback– Establish traditions– Set standards for future
Festivity
In sport– Special occasions such as finals– A celebration
In Sport Education– Festivity can occur throughout a season; eg.
team colours, team names, team chants– Awards and prizes at culminating event such
as ‘best and fairest’; most improved player; best referee; most improved team
Developmentally appropriate competition The down-side of competition
– Win at all costs– Cheating– Disrespecting your opponent
Sport Education promotes appropriate competition– Play hard but fair– Honour your opponent– Accept when the contest is over, it is over
Modifying the sport
Use small-sided games– Developmentally appropriate to the learner/s
Create friendly playing conditions– Smaller balls, softer balls, shorter equipment, easier
to hit targets, safe environment Games of short duration
– Focuses intensity and assists concentration– Allows more participation by more players
Does the model work?
Over 60 published, peer-reviewed studies of Sport Education since early 1980s, 25 since 1995.
Mostly use qualitative methods (interviews, naturalistic observation, children’s drawings); a few used quantitative methods (questionnaires; tests); or mixed methods
Most studies have taken the form of ‘teaching experiments’
Reviews
Kinchin, G. (2006) Sport Education, in Kirk, D. et al (Eds) Handbook of Physical Education. London: Sage
Wallhead, T. & O’Sullivan, M. (2005) Sport Education: physical education for the new millenium? Physical Education and Sport Pedagogy, 19(2), 181-210.
Kirk, D. and Kinchin, G. (2003) Situated learning as a theoretical framework for Sport Education. European Physical Education Review 9(3), 221-235.
Research findings 1 – Motor Skill Development
Students’ skills and play improved more with SE than with their previous curriculum programme (Alexander, Taggart and Thorpe, 1996; Grant, 1992)
Teachers were sceptical of the development of motor skills as an outcome of SE (Alexander, 1994; Alexander, Taggart and Medland, 1993)
Skill development noted with lower skilled girls (Carlson, 1995)
Practice time increased (Pope & Grant, 1996)
Research findings 2 – Tactical Awareness Students became interested in game tactics as
the season progressed (Grant, 1992) No differences found between SE and traditional
approach (Ormond et al, 1995) Significant improvement in team game play
performance (Hastie, 1998a) Cognitive outcomes such as better student
understanding of rules and strategies were evident (Alexander et al., 1996; Clarke & Quill, 2003)
Research findings 3 – Physical Activity/Fitness
Few studies on fitness outcomes Only 50% of teachers believe SE was an
effective model for promoting physical activity (Alexander & Luckman, 2001)
Both high and low skilled students averaged greater than 50% moderate-to-vigorous
physical activity during SE lesson time (Hastie and Trost, 2002)
Research findings 4 – Personal and Social Development
Students develop qualities such as leadership, teamwork, peer support and active pursuit of socially responsible and equitable participation (Alexander et al., 1996)
Increased level of interaction and cooperation between students (Hastie & Sharpe, 1999)
Developed social responsibility and trust through the persistent group (Hastie & Buchanan, 2000)
Research findings 5 – Student attitudes Development of teacher and student
enthusiasm (Siedentop, 1994) Higher level of student engagement due to
inbuilt accountability systems (Hastie, 2000; Wallhead & Ntoumanis, 2004)
Team affiliation was attractive to students, who made investments in their persisting groups (MacPhail et al, 2004; Bennet & Hastie, 1997; Hastie & Carlson, 1998)
Research findings 6 – problematising SE Peer leadership is problematic in terms of content
knowledge development and securing equitable participation (Hastie, 2000)
SE challenged social hierarchies among students to provide opportunities to transform PE cultures (O’Donovan, 2003; Brunton, 2003)
Opportunities for and resistance to teaching about social justice (Kinchin & O’Sullivan, 2003; Ennis et al, 1998) and potential for inclusivity (Kinchin, 2001)
High compatibility between students’ conceptions of sport and experiences of SE showing possibility of transfer of learning (MacPhail et al, 2003)
Mountfields Lodge Primary SchoolLoughborough
Description of Mountfields
Average of 30 pupils per class Approximately 530 pupils on role 2 playing fields and one tarmac courtyard Number of teachers involved – 6 teachers, 5
class + 1 specialist Project began in school year 1999/2000, has
been running for 6 years due to openness of school to be involved in innovation and a supportive head teacher
Factors Shaping Mountfields’ Sport Education
Y6 – modified floorball game Y5 - modified netball game Inclusion for all – disability and
behaviour Sports unfamiliar (no football)/ new to
children Important to have all weather playing
areas, influencing sport selection Available equipment key factor
Video Clips
The year 5 (netball/ basketball) and year 6 (floorball) games in action
The Mountfields Year 5 Sport Education Season 2005-6
Season week Content 0 Pre-season unit of Teaching Games for Understanding (12 lessons) 1 Teachers observed and assessed ability of students in small games. 2 Further teacher observation and assessment of students and formation
of mixed ability teams 3 Meeting with all students to explain and discuss SE.
Students informed of teams and encouraged to discuss and agree a team name. Introduction of portfolios and team display boards.
4 - 6 Pre-season training - teacher lead. Students encouraged to practice the role of reporter, warm-up officer, scorekeeper and equipment officer while also being an active playing member of the team.
7 - 9 Continuation of pre-season training. The student coach of each team now leads the sessions and not the teacher. Play 3v3 within teams.
10 - 13 Round robin formal competition (5v5). Team tee shirts designed and printed.
14 - 15 Sessions cancelled due to bad weather. Time spent concentrating on team display board and portfolio work.
16 Festival Day. All teams played one match (5v5) to decide their finishing position. Medals awarded to all students as well as the winning team, most improved team and most improved performer.
Affliation: Mountfields’ selection process Teams selected by teachers from pre
season activities Size of teams determined by number of
pupils in year Teams consist of pupils from all classes Transfers only as a last resort Had to make 1 change (‘transfer’) in
year 5 – parental intervention
Y5 Sport Education Team Names 2005-2006
A -Blue LighteningB – Tigers TerrorC – Lightening StarsD – Golden JaguarsE – Swinging StingersF – Racing StripesG – The VolcanoesH – Diving DolphinsI – Dare DevilsJ – Mad Monkeys
Formal competition: Mountfields’ league
Round robin competition of 10 teams per age group – results recorded in league ladder
Points Vs Goals – encourage scoring over winning
Difficulty of running league around annual school events
Team coach led skills practices – differences in yr 5 to yr 6 (area for improvement)
Competition: Promoting positive competition at Mountfields
Inclusion/ mixed ability teams Impact of peer regulation – referee and sports
panel (Yr 6 only) Most valuable player – all teams vote for most
effective member from every other team (area for improvement)
Fair play – best and fairest Elements of sportsmanship – e.g. cheer at end
of game, encourage appreciation of officials
Festivity and culminating Event: Mountfields’ Gala Day
Celebration of a whole year achievement
Team affiliation through team logo and t-shirts
Get parents involved – informal reporting process
Banners Trophies - rewards
Match (1) Group 4 Devils v IncrediblesTime Keep: Maxine Scorer: Davinia Match (2) Group 3 Kool Kids v Seven SportiesTime Keep: Tian Ren Scorer: Matei Match (3) Group 2 Sneaky Snakes v No-NamersTime Keep: Leah Scorer: Liam Match (4) Group 1 Chocolate Mooses v Invincible DragonsTime Keep: Stuart Scorer: KeeleyMatch (5) GRAND FINAL Cup Climbing Koalas v Tiger SharksTime Keep: William Scorer: Davki
Roles
Year 5 roles Team representative Warm up officer Coach Reporter Timer Scorer
Year 6 roles Team manager Coach Reporter Statistician Scorer timer Referee Sports panel member
Video Clips
The children talk about their roles in Sport Education, including referee, portfoilio manager, reporter, timekeeper, sports panel member
Pictures
Of timekeeper, warmup officer and referee in action
Year 6 Sport EducationDuty Team Responsibilities
Collect portfolios and hand out to teamsCollect all kit and bibs ( Sticks, goals, balls)
Set out kit in courts before matches beginCollect whistles and stop watches
Hand out whistles and to all team referees during warm upProvide score sheets and pencils for scorers
Collect all kit at the end of the day and return to appropriate placesReturn all portfolios
Portfolios Depository for all documents
Match reports Team organisation Keep track of player
involvement Form of teacher
assessment Pupils allowed to add
extra documents – e.g. fact file, section divider, tactics board
Cross curricular activities in Mountfields
LiteracyArt and design CitizenshipICTMaths
Teacher’s experiences of educational benefits
Cross curricular - HelenLiterate sports people – MattTeam building - Vanessa Inclusivity and progression - David
Video clips
The teachers talk about the educational benefits of Sport Education, including cross-curricular learning, literate sports people, team building, inclusion and progression
Conclusion
Sport Education can deliver valuable educational benefits to all children
Educationally sound way to provide children with an introduction to sport
Requires a supportive school environment, committed and able teachers
Benchmarks and authentic Sport Education Researchers can help