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Sport Education Model

I got the idea to try out the Sport Education from my departmental PT as he wanted to see how it worked, so I thought why not a give it a go? What can go wrong? I can can only learn more and take it forwards!!

What is Sport Education, and why use it?

Sport Education has shown to provide the possibility for better learning and social experiences for all learners through a learner-centred approach of teaching. Sport Education was produced to provide learners with an inclusive, encouraging and entertaining experience within sport. This is created because Sport Education allows teachers to assist and guide students to construct their own learning experience, rather than simply telling students what to do. Furthermore it helps to develop students into experienced, knowledgeable and keen sports people.

The development of responsibilities directly links into the health and wellbeing experience and outcomes, HWB 3-11a, HWB 3-19a, HWB 3-23a regarding social and physical wellbeing. These experiences and outcomes within the Curriculum for Excellence progress and expand student’s capability to undertake diverse roles and responsibilities within sport rather than simply performing. For example coaching, or refereeing. Also considering the significant aspects for learning there are numerous personal qualities that Sport Education targets such as confidence, responsibilities, leadership and communication.

It is suggested that Sport Education is producing situations in which the students benefit from continuing reflective development. Consequently inspiring students to contemplate their own learning and the learning happening around them. Sport Education contains a lot of self-management encouraging students to problem solve and make decisions for themselves. Most of the students responded well to this pedagogical model settling well into the sessions, with the team leader taking charge of the group also resolving issues. However in one particular group the students were not responding to the team leader and causing a problem which is where I had to step in to resolve the issue myself. In this situation I could have changed the groups around to split up the students causing issues. If I had spent more time with the students beforehand I would have had a better relationship and known who would work well together.

What did I do?

I chose to implement the Sport Education model to my S1 mixed gender, mixed ability badminton class. This group have many different behavioural and classroom management issues which can become a hindrance sometimes. However I still thought that these students could learn a variety of life skills and sport knowledge from this teaching pedagogy.

When planning I decided each team would be chosen by the class themselves; selecting their own team name and team captain. The team captain is overall in charge of the whole team and is responsible for making sure all team members carry out their responsibilities and stay on task. Other responsibilities within the team are coaches, reporter, referee, equipment manager, and score keeper. This gave the students the opportunity to be involved whether they are physically capable or not. I created badminton pack’s for each group which were labelled with the team name and included; – to do sheet, register, task cards, observation sheet, score cards, twitter sheets, reporter book, board pen and eraser. This allowed the students to pick up the pack, watch the demonstration and then have everything that they need to complete the lesson effectively.  Consequently allowing students to be more independent and self-manage their own learning.

 

image1

My badminton pack for the students

image2 (2)

The roles and responsibilities for each group

Within the lesson I had planned and built in routines which were the same every week so that the students were completely aware of what was expected of them. Students were to organise themselves when they come into the games hall with the courts, registers and sit ready for the demonstrations. Each week there was a different focus for the students; week 1 – serve, week 2 – overhead clear, week 3 – drop shot, week 4 – net shot, week 5 – underarm lift. Each of these different badminton shots follow on from one another in order to build up a sequence as the student’s progress. This allowed students to gain more than just a bank of badminton shots and when to effectively use them. Students would gain a more in-depth knowledge of all aspects of the sport.

Students had to sit around a badminton court were I would run through all of the tasks that are within their badminton pack for the lesson. When completing the demonstrations I would give students the key teaching points, and observations to look for of the shot. The students were to look at their observation cards during the demonstration to make sure they understood the task. I planned to add in demonstrations to ensure students gained some content knowledge from me and the observation cards as a reference point for help.

Most of the roles are self explanatory and you do as it says on the tin! If you are a coach you use the observation cards and tell someone where they need to improve their technique. If you’re a scorekeeper you keep the score.If you’re a referee you have to make sure that everyone is aware of the rules and adhering to them. If you’re the equipment manager you have to ensure that your group has the court set up correctly and the right equipment needed for the lesson. However the reporter is more complicated. Reporters were to comment on the different elements of the lesson such as; – learning, enjoyment, sportsmanship. Reporters commented upon something they felt necessary and important throughout the lesson for example:- sportsmanship, ability, leadership, behaviour. However they must include the significant aspects of learning. This was getting them to start considering skills they were achieving. Furthermore students are linking learning with the significant aspects of learning, making individuals more familiar with the correct terminology. Subsequently including literacy within each lesson which is a responsibility for all teachers to consider within every lesson within the Scotland educational system.

image1 (2)  An example of the coaching observation card that I used

2

The front of the reporters sheet and example of an answer given by students

image2The back of the reporters sheet to remind them of the SALs 

What I hoped pupils would learn from this experience?

I hoped that through Sport Education that the students would gain a greater understanding of badminton. Rather than just the skills and some rules, by the end they would understand how to coach, referee, report, organise their own activities and keep the score. This helps students to gain more experiences within badminton and help others to learn with them along the way.

Students are also expected to take responsibility for their own learning. This helps students to be more independent and confident in their own ability; giving students a sense of belonging within the classroom (Hastie, 2012). Consequently Sport Education includes co-operative learning within PE which enhances physical performance and cognitive understanding supporting students, therefore increasing their motivation and self-esteem (Metzler, 2011).

Sport Education places students are at the heart of the learning process within small groups (Slavin, 2014). Students’ working co-operatively gives individuals the opportunity to work together effectively and energetically in small groups to enhance their own learning and others (Darnis and Lafont, 2015). Alexander et al (2014) approves and expands to propose that this style of learning assists both student’s accomplishments and social wellbeing. It also helps to facilitate learners to integrate their own knowledge and apply this within other situations. Subsequently allowing them to find as area that they excel in and creating a sense of success (Perlman, 2014). For example students who are good and confident at the serve can go and assist another member of the team to improve.

 

Evaluation of how successful the learning was in the series of lessons

Positives of the Sport Education model

There are many positives and advantages to implementing the Sport Education model with a secondary PE setting.  Overall many of the students responded and engaged well with this style of teaching and learning.

Sport Education gives students more responsibility to take ownership of their own learning. It proves to be very effective to hand the responsibility over so that students are responsible for organisation and helping one another. It gives students the opportunity to learn from one another, which is building upon student’s social wellbeing. Sport Education provides a social environment that examines relationship between students, overall assisting with student’s social wellbeing. Subsequently individuals within the class who have previously been disregarded have now become affiliated with peers in higher social groups. This is apparent when you look at the grouping registers and know the personalities of the students.

Sport Education provides structure to the lesson ensuring that students are always aware of where they should be and what is expected of them. Consequently this makes the lessons run smoother and quicker as it is the same structure and arrangement each week, which means they should be completely aware of what is happening. Within this structure the team leader is responsible for their own team ensuring that everyone is correctly and effectively fulfilling their role within the group. Students were to record which individual is carrying out what role so that everyone is clear and knows exactly what they are responsible for. It was evident from the lessons as the students always knew what I was expecting of them and if they were unsure I had the instructions written out in their team packs.

Giving each student a different responsibility offers each student to be appropriately challenged so everyone is always learning. For example if the students are physically capable and can perform an overhead clear they should be transferring their knowledge as a coach to help other students. Responsibilities can help to motivate students and provide individuals with numerous diverse opportunities to experience success within an inclusive environment focused upon team work and contribution. However some students can then hide behind their responsibility or referee or coach and not physically participate within the lesson. Therefore as previously mentioned I ensured they rotated roles each week.

 

Challenges of the Sport Education model

Sometimes the pace of the lesson can be compromised at the start of the block as the students have to take time to get acquainted with the system.  Students were in S1 and the principle teacher wanted the Sport Education model to be implemented from first year and then followed through each year. However this model was implemented in badminton which is a sport that most students had not played in primary school therefore they have no prior knowledge. This made is difficult to complete some of the tasks and effectively peer assess one another as they didn’t have the correct depth of knowledge to coach one another. Students must teach one another the different badminton shots but will find it difficult as they do not have the background knowledge to support this. Consequently I created reciprocal cards and observation sheets for the students to follow so the teaching points where available.

Bad behaviour can present challenging situations when implementing the Sport Education model. For example it is difficult to give students the responsibility to organise themselves if they are distracting one another and misbehaving. Student centred teaching and learning requires a certain amount of trust between pupils and the teacher, if this trust is broken and students misbehave learning does not occur.

Finally the Sport Education resources take a lot of time to prepare and get everything in order for the lesson to run smoothly. I had to prepare individual observation sheets for each shot, registers for each group, task cards for each individual activity and shot, score sheets, and twitter sheets. However once the resources are created they are completed and only need slightly altering in the future.

 

Hope this has been useful and let me know if anyone wants a copy of the resources!!

 

Thanks


  1. I am in support of sports education and that is why I focus on it very much at our school.
    Every child has the capability to become a sports person. At mbafrog we take care of it and give every child a chance in our sports teams.

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