Exploring the Synergy Between Sport Education and In-School Sport Participation

in Journal of Teaching in Physical Education

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Alex Knowles University of Wyoming

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Tristan L. Wallhead University of Wyoming

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Tucker Readdy University of Wyoming

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DOI:
https://doi.org/10.1123/jtpe.2017-0123
Keywords:
elementary students; recess participation; sport education; trans-contextual model of motivation
In Print:
Volume 37: Issue 2
Page Range:
113–122
Restricted access

One of the primary goals of physical education is for students to gain the motivation to continue to be physically active outside of curriculum time. The purpose of this study was to use a case study approach to examine elementary students’ responses to Sport Education and how it influenced their choice to participate in the same sports during lunch recess. The Trans-Contextual Model of motivation (TCM) was used as a deductive lens to qualitatively examine this synergy. Findings revealed that Sport Education was effective in satisfying the students’ basic psychological needs in physical education and specifically promoting male students’ participation in the lunch recess context. Sport Education has the potential to promote trans-contextual participation if students’ autonomy support is also facilitated within the extra-curricular sport context.

Knowles, Wallhead, and Readdy are with the Division of Kinesiology and Health, University of Wyoming, Laramie, WY.

Address author correspondence to Tristan L. Wallhead at wallhead@uwyo.edu.
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