Sport pedagogy research is yielding an increasing amount of information. However, there is a difference between mere information and research based knowledge, which may guide and improve practice. If more useful knowledge is to result from research, then several related adjustments in sport pedagogy’s knowledge system are required. Such adjustments begin with researchers’ reasons for doing research and include adjustments in today’s approaches to organizing, communicating, and applying research findings. Additionally, increases in the production and use of knowledge may be facilitated by political activity that is aimed at gaining more consensus among physical education professionals and, in turn, more uniformity among programs and teaching practices.
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Sport Pedagogy Research: From Information-Gathering to Useful Knowledge
Hal A. Lawson
Students’ Autobiographical Memory of Participation in Multiple Sport Education Seasons
Oleg A. Sinelnikov and Peter A. Hastie
This study examines the recollections of the Sport Education experiences of a cohort of students (15 boys and 19 girls) who had participated in seasons of basketball, soccer and badminton across grades six through eight (average age at data collection = 15.6 years). Using autobiographic memory theory techniques, the students completed surveys and interviews that asked them to recall what they remembered about the Sport Education seasons in which they had participated. Student responses were mostly from the “general” and more precise “event specific” levels of recall, and their strongest and most detailed memories were of those features that provide Sport Education participants with what is termed authentic experiences. For example, Sport Education was considered different from regular physical education in that it was more serious and organized. Further, students claimed they had a deeper understanding of these sports as a result of their participation, and in particular, as a result of their officiating roles. The findings provide evidence that the features of affiliation, authentic competition and perceived learning that students find so attractive, last well beyond initial exposure to the model, and that future delivery of the model should strongly adhere to these basic tenets.
Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education
André Moura, Ann MacPhail, Amândio Graça, and Paula Batista
perspective toward the idea of processes that are constructed in interaction among all participants. The focus is the experience of school students undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment regardless of the teaching unit (i.e., sport taught) for
A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education
Mingda Li, Weidong Li, Junyoung Kim, Ping Xiang, Fei Xin, and Yan Tang
appropriate strategies for program delivery and comprehensive details of key components of each of the 22 skills through theoretical sessions, group works, and practical activities. In the Andruschko et al. ( 2018 ) study, the interventions consisted of weekly school sport sessions, behavior modification
A Systematic Review of Correlates of the Moderate-to-Vigorous Physical Activity of Students in Elementary School Physical Education
Lijuan Wang and Yulan Zhou
of keywords: “([physical education OR PE]) AND ([child OR children OR childhood OR student* OR pupil* OR young OR youth* OR youngster* OR primary school* OR elementary school*]) AND ([physical activity OR PA OR MVPA OR health behavior OR motor activity OR sport OR exercise*)] AND ([correlate* OR
Sources of Self-Efficacy in Physical Education and Sport
Melissa A. Chase
This study examined children’s and adolescents’ selection of sources of self-efficacy in physical education and sport, and age-related differences in the sources. Twenty-four children, ages 8 to 14 years, were individually interviewed to learn which sources they utilized to form their beliefs that they could be successful during physical education and sport. Using an inductive content analysis (Patton, 1990), the data were separated into three age groups: 8 to 9 years, 10 to 12 years, and 13 to 14 years. Results indicated that age-related differences did occur in the selection of sources of self-efficacy. Performance was an important source for all ages. However, younger children named participation and subjective measures of success important, whereas, older children named practice hard to improve, comparisons with others, and objective measures of success important. Praise and encouragement from significant others remained important for all ages, with peers and coaches becoming more important with age.
An Ecological Analysis of a Sport Education Season
Peter A. Hastie
This study provides an ecological analysis of a sport education season. Through the examination of the tasks and accountability operating in this season, it was determined that the high level of enthusiastic student engagement was due to the presence of three vectors, all of which make positive contributions to sustaining the program of action. These vectors include the teacher’s managerial task system, the student social system, and the content-embedded accountability inherent in the curriculum model. Sport education provides a multidimensional program of action, in contrast to more traditional physical education settings, where teachers either push students through the curriculum with strong external accountability as a way of achieving and sustaining order, or retreat to a curricular zone of safety and negotiate minimum student work for cooperation in the managerial system.
Game Performance and Understanding Within a Hybrid Sport Education Season
Cláudio Filipe Farias, Isabel Ribeiro Mesquita, and Peter A. Hastie
The impact of a hybrid Sport Education-Invasion Games Competence Model (IGCM) unit of instruction on students’ game performance and game understanding in soccer was examined in this study. Pre- and posttest measures were collected from one fifth grade class of students (n = 24, mean age 10.3) residing in Portugal during a 17-lesson unit of instruction (season). Students’ game performance during multiple 10-min long matches was assessed using the coding instrument of Blomqvist, Vänttinen, and Luhtanen (2005). An author developed game understanding test was used to assess knowledge on decision making and skill execution. Performance differences between males and females were examined using the Mann-Whitney test and student improvement pre- to poststudy was examined using the Wilcoxon test. The combined application of Sport Education (authentic learning environment) and the IGCM (with learning tasks focused on the specific tactical-content and skills of soccer) promoted improvements in students’ game performance and understanding, and increments on the correlations between both constructs.
Youth Basketball Coaches’ Perceptions and Implementation of Fundamental Movement Skills Training: Toward a Realist Evaluation
Mark David Williams, Andrew M. Hammond, and Jason Moran
.g., locomotive) to be developed ( Hulteen et al., 2018 ). Thus, the development of rudimentary throwing and catching skills can later be refined for ball games and sport, such as American football, baseball, and basketball ( Wormhoudt et al., 2018 ). Research has tended to focus upon associations between FMS and
A Nonlinear Pedagogical Approach to Primary School Physical Education: A Case Study
Daniel M. Cooke, Craig B. Harrison, Sarah-Kate Millar, and Simon Walters
: “[ . . . ] that has driven us to more of a philosophy whereby we expose some teachers to professional learning.” Influence of Teacher on Children’s Experiences of PE During the interview, it was evident the principal believed the staff had a “full range” of personal experiences pertaining to PE and sport