Impact of Two Sport Education Units on Learning Outcomes in Primary School
Sport Education Teaching Units for Primary School Education
Resumen
The purposes of the study were (a) to explore the effect of two-sport education units (basketball and floorball) on game performance and game knowledge of primary education students according to their skill level, and (b) to know whether there were differences according to the sport taught (basketball and floorball). The participants were 33 students from two primary school classes. This study followed a mixed-methods approach. Two teaching units (basketball and floorball) were applied in two different classes, one class experienced basketball and the other floorball. Quantitative data were obtained through a simple pre-experimental pretest-posttest design. We analysed game performance variables (decision making, skill execution, game performance, game involvement) and game knowledge. Students’ performance was also measured using qualitative data which were collected through two methods: (a) experts analysis on game performance of students, and (b) students’ and teacher’s perception of students´ performance with sport education. The results were affected both the sport taught and the skill level of students. The teacher emphasized that it was very complex for the primary students to understand some tactical and technical concepts, especially in floorball. At the primary level, student previous experience with the content and skill level conditioned the results in the variables related with game performance and knowledge. It is suggested that enacting sport education units of invasion games with implement such as floorball, at the primary level, might require more explicit instruction and longer teaching units in order to guarantee a minimum level of technical and tactical improvement.
Descargas
Citas
Araújo, R., Hastie, P. A., Pereira, C., & Mesquita, I. (2017). The evolution of student-coach’s pedagogical content knowledge in a combined use of sport education and the step-game-approach model. Physical Education and Sport Pedagogy, 22, 518-535. doi:10.1080/17408989.2017.1294668
Araújo, R., Mesquita, I., & Hastie, P. A. (2014). Review of the status of learning in research on sport education: Future research and practice. Journal of Sports Science and Medicine, 13, 846-858.
Araujo, R., Mesquita, I., Hastie, P. A., & Pereira, C. (2016). Students’ game performance improvements during a hybrid sport education-step-game-approach volleyball unit. European Physical Education Review, 22, 185-200. doi:10.1177/1356336x15597927
Barker, D., & Quennerstedt, M. (2017). Power and group work in physical education: A Foucauldian perspective. European Physical Education Review, 23, 339-353. doi:10.1177/1356336x15620716
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa
Brock, S. J., & Hastie, P. A. (2017). Students’ verbal exchanges and dynamics during sport education. European Physical Education Review, 23, 354-365. doi:10.1177/1356336x16629582
Browne, T. B., Carlson, T. B., & Hastie, P. A. (2004). A comparison of rugby seasons presented in traditional and sport education formats. European Physical Education Review, 10, 199-214. doi:10.1177/1356336x04044071
Charmaz, K. (2014). Constructing grounded theory: A practical guide through qualitative research. London: Sage.
Dyson, B., Griffin, L., & Hastie, P. A. (2004). Theoretical and pedagogical considerations for implementing sport education, tactical games, and cooperative learning instructional models. Quest, 56, 225–239. doi:10.1080/00336297.2004.10491823
Farias, C., Hastie, P. A., & Mesquita, I. (2018). Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: A yearlong action-research intervention in sport education. European Physical Education Review, 24, 269-291. doi:10.1177/1356336X16687303
Farias, C., Valério, C., & Mesquita, I. (2018). Sport education as a curriculum approach to student learning of invasion games: Effects on game performance and game involvement. Journal of Sports Science and Medicine, 17, 56-65.
French, D., Rink, J., Rikard, L., Mays, A., Lynn, S., & Werner, P. (1991). The effects of practice progressions on learning two volleyball skills. Journal of Teaching in Physical Education, 10, 261-274.
French, K. E., & Thomas, J. (1987). The relation of knowledge development to children ́s basketball performance. Journal of Sport Psychology, 9, 15-32. doi:10.1123/jsp.9.1.15
Gutiérrez, D., García, L. M., Chaparro, R., & Fernández, A. J. (2014). Sport education model in second grade. Teachers and students' perceptions. Cuadernos de Psicología del Deporte, 2, 131-144.
Harvey S., Kirk, D., & O’Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19, 41-62. doi:10.1080/13573322.2011.624594
Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: A response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23, 166-180. doi:10.1080/17408989.2017.1359526.
Hastie, P. A. (1998). Skill and tactical development during a sport education season. Research Quarterly for Exercise and Sport, 69, 368–379. doi:10.1080/02701367.1998.10607711
Hastie, P. A. (2000). An ecological analysis of a sport education season. Journal of Teaching in Physical Education, 19, 355–373.
Hastie, P. A., Calderón, A., Rolim, R. J., & Guarino, A. J. (2013). The development of skill and knowledge during a sport education season of track and field athletics. Research Quarterly for Exercise and Sport, 84, 336–344. doi: 10.1080/02701367.2013.812001
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33, 422-431.
Hastie, P. A., Layne, T. E., & Mesquita, I. (2013). Evaluating game performance from external experts in sport education. Revista Portuguesa de Ciências do Desporto, 13, 23–37.
Hastie, P. A., & Sinelnikov, O. A. (2006). Russian students’ participation in and perceptions of a season of sport education. European Physical Education Review, 12, 131-151. doi:10.1177/1356336x06065166
Hastie, P. A., Sinelnikov, O. A., & Guarino, A. J. (2009). The development of skill and tactical competencies during a season of badminton. European Journal of Sport Science, 9, 133-140. doi:10.1080/17461390802542564
Hastie, P. A. & Wallhead, T. (2016). Models-based practice in physical education: The case for sport education. Journal of Teaching in Physical Education, 35, 390-399.
Hordvik, M., MacPhail, A., & Ronglan, L. T. (2017). Teaching and learning sport education: A self-study exploring the experiences of a teacher educator and pre-service teachers. Journal of Teaching in Physical Education, 36, 232–243.
Hordvik, M., MacPhail, A., & Ronglan, L. T. (2019). Learning to teach sport education: Investigating a pre-service teacher’s knowledge development. Sport, Education and Society, 24, 51-65. doi:10.1080/13573322.2017.1322948
Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973–986. doi:10.1080/00131857.2013.785352
Iserbyt, R., Ward, P., & Martens, J. (2016). The influence of content knowledge on teaching and learning in traditional and sport education contexts: An exploratory study. Physical Education and Sport Pedagogy, 21, 539-556. doi:10.1080/17408989.2015.1050662
Kinchin, G. D., Wardle, C., Roderick, S., & Sprosen, A. (2004). A survey of year 9 boys ́perceptions of sport education in one English secondary school. Bulletin of Physical Education, 40(1), 27-40.
Lafont, L., Rivière, C., Darnis, F., & Legrain, P. (2017). How to structure group work? Conditions of efficacy and methodological considerations in physical education. European Physical Education Review, 23, 327–338. doi:10.1177/1356336x15626639
Layne, T., & Yli-Piipari, S. (2015). Effects of the sport education model on university students’ game performance and content knowledge in basketball. Journal of Sports Research, 2(2), 24-36. doi:10.18488/journal.90/2015.2.2/90.2.24.36
Lee, A. M., Keh, N. C., & Macill, R. A. (1993). Instructional effects of teacher feedback in physical education. Journal of Teaching in Physical Education, 12, 228-243.
Mahedero, M. P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball sport education season. Journal of Teaching in Physical Education, 34, 626 -641.
McCaughtry, N., Sofo, S., Rovegno, I., & Curtner-Smith, M. (2004). Learning to teach sport education: Misunderstandings, pedagogical difficulties and resistance. European Physical Education Review, 10, 135–155. doi:10.1177/1356336x04044068
Mesquita, I., Farias, C., & Hastie, P. (2012). The impact of a hybrid sport education-invasion games competence model soccer unit on students' decision making, skill execution and overall game performance. European Physical Education Review, 18, 205- 219. doi:10.1177/1356336X12440027
Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The game performance assessment instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education, 17, 231–243.
Pereira, J., Hastie, P. A., Araújo, R., Farias, C., Rolim, R., & Mesquita, I. (2015). A comparative study of students´ track and field technical performance in sport education and in a direct instruction approach. Journal of Sports Science and Medicine, 14, 118-127.
Perlman, D. J. (2010). Change in affect and needs satisfaction for amotivated students within the sport education model. Journal of Teaching in Physical Education 29, 433–445.
Pope, C. C., & Grant, B. C. (1996). Student experiences in sport education. Waikato Journal of Education, 2, 103–118. doi:10.15663/wje.v2i1.512
Pritchard, T., Hawkins, A., Wiegand, R., & Metzler, J. N. (2008). Effects of two instructional approaches on skill development, knowledge, and game performance. Measurement in Physical Education and Exercise Science, 12, 219–236. doi:10.1080/10913670802349774
Santiago-Delefosse, M., Gavin, A., Bruchez, C., Roux, P., & Stephen, S. L. (2016). Quality of qualitative research in the health sciences: Analysis of the common criteria present in 58 assessment guidelines by expert users. Social Science & Medicine, 148, 142-151. doi:10.1080/10913670802349774
Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21, 409-418.
Siedentop, D., Hastie, P. A., & Van der Mars, H. (2019). Complete guide to sport education (3er ed). Champaign: Human Kinetics.
Silverman, S. (1993). Student characteristics, practice, and achievement in physical education. The Journal of Educational Research, 87, 54–61.
Silverman, S., Woods, A. M., & Subramaniam, P. R. (1998). Task structures, individual student feedback, and student skill level in physical education. Research Quarterly for Exercise and Sport, 69, 420–424. doi:10.1080/02701367.1998.10607718
Sinelnikov, O. A. (2009). Sport education for teachers: Professional development when introducing a novel curriculum model. European Physical Education Review, 15, 91-114. doi:10.1177/1356336X09105213
Sinelnikov, O. A., & Hastie, P. A. (2008). Teaching sport education to Russian students: An ecological analysis. European Physical Education Review, 14, 203-222. doi:10.1177/1356336x09105213
- 03-01-2022 (2)
- 03-01-2022 (1)
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
