Sport Education Curriculum& Instruction Strategies

Sport Education Curriculum& Instruction Strategies

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Sport Education FoundationsSport Education Foundations

Curricular Philosophy Curricular Philosophy

Instructional Philosophy Instructional Philosophy

Sport Education’s Curricular PhilosophySport Education’s

Curricular Philosophy

Greater depth of Content Coverage. Greater depth of Content Coverage.

“Less is More”.

Seasons are long enough for students to learn.

“Less is More”.

Seasons are long enough for students to learn.

Sport Education’s Curricular Philosophy (cont’d.)

Sport Education’s Curricular Philosophy (cont’d.)

An expanded set of content goals. An expanded set of content goals.

NOT JUST on skills and rules.

ALSO, on non-playing roles (coach, referee, statistician, publicist, judge, captain, etc.)

NOT JUST on skills and rules.

ALSO, on non-playing roles (coach, referee, statistician, publicist, judge, captain, etc.)

Sport Education’s Instructional Philosophy

Sport Education’s Instructional Philosophy

Students learn from each other. . . They share in responsibilities. Students learn from each other. . . They share in responsibilities.

Team practice, learn and compete together. Team practice, learn and compete together.

Develop/sustain small, heterogeneous learning groups . . .Teams. Develop/sustain small, heterogeneous learning groups . . .Teams.

Sport Education and currenteducational thought (cont’d.)

Sport Education and currenteducational thought (cont’d.)

Cooperative Learning: Teams have multiple tasks & responsibilities. Cooperative Learning: Teams have multiple tasks & responsibilities.

Opportunity for integration with classroom subjects. Opportunity for integration with classroom subjects.

Students in small groups are at center of learning process w. real responsibilities. Students in small groups are at center of learning process w. real responsibilities.

Project Learning: Teams prepare for & work for a successful season. Project Learning: Teams prepare for & work for a successful season.

 

Organizing the Sport Education Curriculum

Organizing the Sport Education Curriculum

Longer seasons . . . Longer seasons . . .

Consider: Curricular time available. # of classes per week. Length of class periods.

Consider: Curricular time available. # of classes per week. Length of class periods.

Tendency to underestimate the time needed to learn . . . Tendency to underestimate the time needed to learn . . .

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Organizing the Sport Education Curriculum (cont’d.)

Organizing the Sport Education Curriculum (cont’d.)

Sport EducationRacquet sports Target sports Team sports

Badminton Archery Volleyball

Racquetball Bowling Track and field

Table tennis Golf Baseball

Tennis Fencing Softball

  Riflery Cross country

    Soccer

Fitness ActivitiesWeight training    

Aerobic dance    

Aerobic activities    

Recreational ActivitiesSwimming Recreational activities  

Beginning swimming Square and folk dancing  

Intermediate swimming Backpacking and hiking  

Lifesaving Recreational boating  

High School Example(Dugas, 1994)

High School Example(Dugas, 1994)

 

Organizing the Sport Education Curriculum (cont’d.)

Organizing the Sport Education Curriculum (cont’d.)

How long should the season be? Rule of thumb . . . 20 class periods.

How long should the season be? Rule of thumb . . . 20 class periods.

Calculate length based on minutes per lesson & classes per week. Calculate length based on minutes per lesson & classes per week.

Nature of the activity (e.g., dance vs. Frisbee golf Nature of the activity (e.g., dance vs. Frisbee golf

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Deciding which activities to includeDeciding which activities to include

Elementary level example (Darnell, 1994)

Sport choices were based on:Sport choices were based on:

Type of game (invasion v. ct. divided game). Type of game (invasion v. ct. divided game).

Amount of equipment needed. Amount of equipment needed.

Access to same sport in community. Access to same sport in community.

Origin of the sport & int’l. recognition. Origin of the sport & int’l. recognition.

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Deciding which activities to includeDeciding which activities to include

Middle School example (Siedentop, 1994)

Activity choices were based on:Activity choices were based on:

Opportunity for curricular integration. Opportunity for curricular integration.

Use of themes (e.g., Olympics). Use of themes (e.g., Olympics).

High School example (Dugas, 1994)

Activity choices were based on:Activity choices were based on:

Given students choices. Given students choices.

Leveling the playing field to counter the increased disparity in skill levels among students.

Leveling the playing field to counter the increased disparity in skill levels among students.

Deciding which activities to includeDeciding which activities to include

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Sport Education as “Small Group Learning”

Sport Education as “Small Group Learning”

Stronger sense of ownership for learning. Stronger sense of ownership for learning.

Teacher is no longer the primary traffic cop. Teacher is no longer the primary traffic cop.

Increased active engagement (especially during team practices).

Increased active engagement (especially during team practices).

Built-in accountability through peers. Built-in accountability through peers.

Selected benefits (from Cohen, 1994)Selected benefits (from Cohen, 1994)

Sport Education as “Small Group Learning” (cont’d.)

Sport Education as “Small Group Learning” (cont’d.)

Disengaged students are no longer left out. Disengaged students are no longer left out.

Shying away from participation is less likely. Shying away from participation is less likely.

Peers learn to give & accept help. Peers learn to give & accept help.

All students contribute & no students dominate.

All students contribute & no students dominate.

Selected benefits (from Cohen, 1994)Selected benefits (from Cohen, 1994)

 

Key Instructional Features Of Sport Education

Key Instructional Features Of Sport Education

Emphasis on sound classroom management (i.e., development of routines).

Emphasis on sound classroom management (i.e., development of routines).

Students learn to self-manage. Students learn to self-manage.

Use of both Guided Practice & Independent Practice.

Use of both Guided Practice & Independent Practice.

Teacher DO actively teach!!Teacher DO actively teach!!

 

Key Instructional Features Of Sport Education

Key Instructional Features Of Sport Education

Appropriate for introducing new techniques or tactics.

Appropriate for introducing new techniques or tactics.

Refers to class-wide instruction. Refers to class-wide instruction.

“Guided Practice”

Use it to prepare students for independent practice.

Use it to prepare students for independent practice.

Key Instructional Features Of Sport Education

Key Instructional Features Of Sport Education

Led by Team Coach, but focus is on students helping each other.

Led by Team Coach, but focus is on students helping each other.

Team-based practices. Team-based practices.

“Independent Practice”

Teacher actively supervises all teams via prompts, feedback, and support.

Teacher actively supervises all teams via prompts, feedback, and support.

 

Helping Students Develop “Game Sense”

Helping Students Develop “Game Sense”

Minimal attention to teaching game tactics.

Minimal attention to teaching game tactics.

Strong focus on practice of isolated “technique” (i.e., skills). Team-based practices.

Strong focus on practice of isolated “technique” (i.e., skills). Team-based practices.

Traditional P.E.Traditional P.E.

 

“Game Sense” defined“Game Sense” defined

“players get into the best possible position at the right time and make sensible decisions about what to do next.” (Launder, 2001; p. 36)

“players get into the best possible position at the right time and make sensible decisions about what to do next.” (Launder, 2001; p. 36)

Refers to “understanding in action.” Refers to “understanding in action.”

combines learning of techniques, applying tactics, and understanding rules.

combines learning of techniques, applying tactics, and understanding rules.

 

“Game Sense” defined (cont’d.)“Game Sense” defined (cont’d.)

Ability to see the flow of the game, apply tactics, make good decisions and execute related techniques.

Ability to see the flow of the game, apply tactics, make good decisions and execute related techniques.

Reflects skillful play: Reflects skillful play:

Developing “Game Sense”Developing “Game Sense”

A Balancing ActA Balancing Act

TacticsTacticsTechniquesTechniques

Developing “Game Sense” (cont’d.)Developing “Game Sense” (cont’d.)

A matter of degreeA matter of degree

TacticsTactics

TechniquesTechniques

GymnasticsDance

GymnasticsDance

Target GamesTarget Games

InvasionGames

InvasionGames

Net/Court Games

Net/Court Games

SectorGamesSectorGames

Developing “Game Sense” (cont’d.)Developing “Game Sense” (cont’d.)

Technique practiceTechnique practice

Make drills as game-like as possible . . . (Transfer!)

Make drills as game-like as possible . . . (Transfer!)

Tasks should have specific goals/ challenges (students should see results).

Tasks should have specific goals/ challenges (students should see results).

Use appropriately sized equipment. Use appropriately sized equipment.

Consider using “backward chaining.” Consider using “backward chaining.”

Developing “Game Sense” (cont’d.)Developing “Game Sense” (cont’d.)

Tactics practice for invasion games Tactics practice for invasion games

Increase attention to teaching off-the-ball play (i.e., base position, support, guard, adjust, communication, & cover.

Increase attention to teaching off-the-ball play (i.e., base position, support, guard, adjust, communication, & cover.

Focusing on two fundamental tactical problems:

Focusing on two fundamental tactical problems:

OFFENSE: Maintain possession – create scoring opportunities

DEFENSE: Prevent scoring – regain possession – transition.

Developing “Game Sense” (cont’d.)Developing “Game Sense” (cont’d.)

Techniques & tactics practice for court-divided games Techniques & tactics practice for court-divided games

Given the nature and flow of game, practice is more sequential.

Given the nature and flow of game, practice is more sequential.

Strong dependence on modified equipment game structure.

Strong dependence on modified equipment game structure.

Use gradual shift from cooperative focus to competitive (i.e., keeping score) focus in game.

Use gradual shift from cooperative focus to competitive (i.e., keeping score) focus in game.

 

Developing KnowledgeableGames Players

Developing KnowledgeableGames Players

Increased “Game sense” = Increased enjoyment.

Increased “Game sense” = Increased enjoyment.

Challenge students by having them think about how to defend, developing an offensive plan, etc.

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.

More appropriate for students with some experience w. Sport Education.

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Sport Education’s Fit with School Goals

Sport Education’s Fit with School Goals

Non-player roles are used across grade levels.

Non-player roles are used across grade levels.

Tasks and responsibilities within each role expand with each grade level.

Tasks and responsibilities within each role expand with each grade level.

Thus, an increasing focus on leadership responsibilities, decision-making opportunities, and working together.

Thus, an increasing focus on leadership responsibilities, decision-making opportunities, and working together.