Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

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Mats M. Hordvik Norwegian School of Sport Sciences

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Ann MacPhail University of Limerick

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Lars T. Ronglan Norwegian School of Sport Sciences

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Purpose:

In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education?

Method:

One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams.

Results:

The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education.

Conclusion:

Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.

Hordvik and Ronglan are with the Department of Coaching and Psychology, Norwegian School of Sport Sciences, Oslo, Norway. MacPhail is with the Dept. of PESS, University of Limerick, Limerick, Ireland.

Address author correspondence to Mats Hordvik at mats.hordvik@nih.no.
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