Competence in Sport Education - Literature review Example

Competence in Sport Education Introduction The founder of Sport Education (SE), Daryl Siedentop has defined competence in SE as a tool to make students knowledgeable about sports to the maximum extent so that they can become competent players with sustainable interest in playing sports (Hastie et al., 2011, p.129). SE is designed within the framework of physical education (PE) in schools so as to provide genuine and pedagogically enriched sports experiences for both male and female students. To ensure educational features, Siedentop designed SE with three requirements – every student should remain involved all the time as part of small teams, game rules should be designed to match the ability of students, and students should also focus on non-playing activities like coaching, referring, training, scorekeeping, managing etc. These SE features enable high competency in students which means students are efficiently knowledgeable about game technicalities, and therefore can instill strategies that are appropriate to sustain interest in games (Hastie, 2012, p.3). Various studies have proved increased level of perceived competence among SE students which enhances motivation among students to participate in SE. Literature Review In the article “Sport Education: physical education for the new millennium?” the authors Tristan Wallhead and Mary O’Sullivan (2005) have analyzed the SE curriculum model in order to study its concept, objectives and framework. Also, the authors looked into the impact of SE on students who study it as part of their PE. Finally, this article attempts to suggest future research on SE. For this study, the authors have amassed 62 peer-reviewed journal articles. The articles have been separated into two groups – 34 theoretical or application articles and 28 articles based on data findings. It was concluded that SE curriculum should be able to inculcate true sportsmanship in students so as to create competent sportspeople. To avoid cheating and superiority, every player should have equal opportunity to participate in every position of play. Moreover, SE should be able to comply with the accepted substance of PE. SE also encourages sustained membership that allows self development among students. This helps in inculcating “responsibility, cooperation and trust skills” (p.181). It has also been observed that students exhibit competent leadership skills when participating in small groups with common objectives. Enthusiasm among students for enhancing their skills and improving their success rate has also been noticed. Also, students behave more positively when given power of making decisions. The authors have suggested that future research should focus on peer communication and performance outcomes of tasks managed by students. Jan Wright and Lisette Burrows (2006) in their article “Re-conceiving ability in physical education: a social analysis” have attempted to understand the concept of ability in PE, and also how ability is perceived and valued by different student groups. It is also explored how ability is integrated in PE, and how it can affect the young generation. As methodology, the authors have adopted the concepts of “physical and cultural capital” (p.276) from Bourdieu’s works. They have assembled various data from a number of practical projects to explore the relevance of ability in PE and sports played in schools. It has been deduced that ‘ability’ cannot be perceived as a neutral notion. It is a common practice that ability is used to generalize racism with black people being accepted as physically capable. This practice tends to generate a clash between physical and intellectual abilities. For instance, young people who feel they can excel in sports do not feel the need to focus on academic career. Therefore, it is concluded that the concept of ability and its impact cannot be assessed outside cultural context. In “The development of skill and tactical competencies during a season of badminton” Peter A. Hastie, Oleg A. Sinelnikov & A.J. Guarino (2009) have determined whether any specific sports curriculum has the ability to improve efficiency of students’ skills and tactical knowledge. The authors have collected data of 41 eighth-grade students including 18 boys and 23 girls. The data was based on their skills exhibited during a badminton test, their level of efficiency and strategic knowledge. Studying the data it was found that the students showed a great deal of improvement in their playing skills from controlling the shuttle to aggressively hitting it. Moreover, the students also improved in the matter of strategic decisions. The bottom-line is that SE is framed in the manner that provides students with sufficient practice sessions that hone their playing skills. The purpose of Stuart Fairclough’s (2003) article “Physical activity, perceived competence and enjoyment during high school physical education” was to gauge the amount of physical involvement and approach towards competency of English secondary school children. A secondary purpose is to consider these variables based on gender and their outlook towards individual and group activities. As methodology, 73 students were selected from five state high schools in England. The age of the students varied from 11 to 14 years. To gauge their level of physical activity (PA), their heartbeat was recorded during PE lessons. To understand their approach towards competency and how well they enjoyed the lessons, they were asked to fill questionnaires after every lesson. The results of the study showed that PE enjoyment level of boys was associated with moderate level of PA, while for girls the level of enjoyment reduced with greater degree of PA. Secondly, it was seen that boys showed more enthusiasm during group activities while girls were more interested towards individual activities. In “Skill and Tactical Development during a Sport Education Season” Peter A. Hastie (1998) has studied the efficiency of SE in improving the skills and knowledge of students. This can be done only by assessing the competency level of students during the beginning of a SE course and comparing it with their level of competency at the end of the same course. For this purpose, 4 boys and 2 girls were selected from “Eagles” Ultimate team from a rural school in Alabama. They were subjected to 30 PE classes for one hour on daily basis. A committee of eight students was engaged for rating the performance level of participants. It was found that the students exhibited considerable level of improvement in the context of selection and game execution. The most important finding is that students with poor skill level did not feel alienated from their skilled counterparts and they did not feel that they were not provided sufficient scopes for improvement. Also, under this strategy there are enough opportunities for practice sessions, and this allows the students to get the feeling of usefulness. In “Participation in afterschool sport: relationship to perceived need support, need satisfaction, and motivation in physical education” Roomet Viira and Andre Koka (2012) have studied the different views that exist regarding self-determination theories among students from different schools. Under such theories students have different perspectives concerning the level of support they should receive from teachers as well as peers that accentuate their motivation. There are also other factors like the desire to prove oneself competent, desire to exhibit individuality and the desire to become socially acceptable. The authors have collected data of 306 boys and 343 girls from Estonian secondary school students. The students were encouraged to participate in afterschool sports and according to their tenure of participation were divided into three groups. First group consisted of those students who did not participate or participated for up to three months. Second group had students who participated for up to four years, and the third group had students who participated for more than four years. It was observed that boys with different afterschool sports activities exhibited different levels of desire to express individuality and need of support from teachers. On the other hand, girls with different afterschool activities held different views on levels of competency and the need of support from peers. Further, it was seen that boys from first group tend to believe that teachers provide them with limited options and behave less amicably with them. Similarly, girls from third group believe that their peers are more friendly and supportive towards them. In “Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination” John Cairney et al. (2012) have studied how gender of students is a determining factor for their enjoyment of PE which in turn determines their perception of competence in sports. For this study, the authors have selected all students from a public school in Southern Ontario. The students were subjected to scrutiny for 5 times during a period of 5 years. Their fitness levels were monitored by trained research assistants. It was observed that students who perceived that they have high competency in sports expressed PA as a form of enjoyment. However, this association is also influenced by students’ gender. This is reflected in the finding that boys find PA more enjoyable than girls. Further it was observed that boys with perception of low competency exhibited low levels of PE enjoyment and this remained consisted over time. On the other hand, for girls the level of enjoyment declined over time. Therefore, it was concluded that students who believe they have high competency level exhibit equal levels of PE enjoyment irrespective of gender type. Ganciu Mihaela and Ganciu Oana Maria (2014) in “Motivational Strategies of attracting students in practicing physical activities” have studied the different patterns of motivations that exist in different students who take part in PE courses. For the purpose of this research, questionnaires were distributed to 100 second year students from Bucharest University with ages varying from 18 to 25 years. Majority of the respondents (72 percent) felt that sports have a positive influence on their health while only 3 percent considered sports as extension of intellectual activity. Also, 60.5 percent of the respondents considered that sports curriculum should include theoretical formats. In the context of motivation, as high as 63 percent of the respondents expressed that providing specific academic qualifications as target will encourage them to participate in SE. Also, more than 50 percent students favored examinations both at the beginning and end of SE course so that they can compare their performance levels. The authors have stated that setting challenging goals can make SE more attractive for students. Attaining the goals can increase the self esteem of students leading to higher level of efficiency. Dana Perlman (2012) in “The influence of the Sport Education Model on amotivated students’ in-class physical activity” has studied the impact of Sport Education Model (SEM) on the physical activity of amotivated students. For the study, 24 male and 45 female Year 9 PE students were taken who were identified as amotivated students. This course adopted skill-drill-game approach (SDG) under which students are induced to play attacking games like soccer and basketball. It was found that sports oriented courses can encourage more PA among amotivated students. The results of this study also proved that amotivated students under SEM are more physically active than those who were in SDG class. However, in initial phases both group of students exhibited equal level of physical activity although with SEM students are engaged in theoretical classes which do not require PA. Perlman has attributed this to the fact that amotivated students in SDG class do not show much interest in participating in any activity or non-activity based behaviors. In “Children’s perceived competence and enjoyment in physical education and physical activity outside school” Bob Caroll and Julia Loumidis (2001) have studied the association between students’ perception and their degree of enjoyment in PE. As methodology, 468 boys and 454 girls were selected from 32 British primary schools. Questionnaires were distributed among the participants in order to assess their “enjoyment of physical education, perceptions of competence in physical education and physical activity” (p.28). It was found that girls exhibit less PA than boys outside school. Also, less than 33 percent of the participants got involved in recommended level of PA. It was concluded that the manner in which students perceive their competence level influences their enjoyment level, thus confirming motivational theory. It was also found that primary school students who harbor low perception of competency in particular sports in schools tend to avoid the same sports outside school. Conclusion SE has an undeniable role in ensuring physically active life for young people. A properly designed SE can increase the competency level of students which in turn can make the course enjoyable for them. This increases motivation among students to participate in SE courses that are provided as optional in their school curriculum. The idea is to inculcate a sense of equality among students so that students from all racial backgrounds and with different levels of competency can participate in SE without getting a sense of alienation. References Cairney, J. et al. (2012) Gender, perceived competence and the enjoyment of physical education in children: a longitudinal examination. International Journal of Behavioral Nutrition and Physical Activity, Vol.9, pp.1-8 Carroll, B. & Loumidis, J. (2001) Children’s perceived competence and enjoyment in physical education and physical activity outside school. European Physical Education Review, Vol.7, No.1, pp.24-43 Fairclough, S. (2003) Physical activity, perceived competence and enjoyment during high school physical education. European Journal of Physical Education, Vol.8, No.1, pp.5-18 Hastie, P.A. (1998) Skill and Tactical Development during a Sport Education Season. Research Quarterly for Exercise and Sport, Vol.69, No.4, pp.368-79 Hastie, P.A. (2012) Sport Education: International Perspectives, NY: Routledge Hastie, P.A., Ojeda, D.M. & Luquin, A.C. (2011) A Review of Research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, Vol.16, No.2, pp.103-32 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, Vol.9, No.3, pp.133-40 Mihaela, G. & Maria, G.O. (2014) Motivational Strategies of attracting students in practicing physical activities. European Scientific Journal, Vol.10, No.1, pp.68-77 Perlman, D. (2012) The influence of the Sport Education Model on amotivated students’ in-class physical activity. European Physical Education Review, Vol.18, No.3, pp.335-45 Viira, R. & Koka, A. (2012) Participation in afterschool sport: relationship to perceived need support, need satisfaction, and motivation in physical education. Kinesiology, Vol.44, No.2, pp.199-208 Wallhead, T. & O’Sullivan, M. (2005) Sport Education: physical education for the new millennium? Physical Education and Sport Pedagogy, Vol.10, No.2, pp.181-210 Wright, J. & Burrows, S. (2006) Re-conceiving ability in physical education: a social analysis. Sport, Education and Society, Vol.11, No.3, pp.275-91 Read More