Great Enthusiasm in Sport Education - Coursework Example

Sports Education Introduction: Enthusiasm Through participation in Sport Education model enjoyment and enthusiasm became noticeable, there is some evidence showing the influence of the model on students’ enjoyment, fun and enthusiasm (Hastie and Sinelnikov 2006), (Ko et al 2006), (MacPhail et al 2008). Siedentop has further modified SE in three ways – 1) every student can participate by forming small teams, 2) minor rules of games are suited to match the skill level of each player, and 3) students participating not only as players but also as coaches, trainers, managers etc (Hastie, 2012, p.2). The idea is to develop competent and enthusiastic players. In the second aim of sport education is to be an enthusiastic sportsperson which is defined by Siedentop (1994) as “An enthusiastic sportsperson participates and behaves in ways that preserve, protect, and enhance the sports culture, whether it is a local youth sport culture or a national sport culture” (p.4). Hastie et al (2011) acknowledge reports of students’ enthusiasm and enjoyment in more recent studies. This includes enjoyment, perceived competence, achievement goal orientation, and motivation. Students found the model to be fun and they felt part of a team. In this report the author will study the role of enthusiasm and enjoyment in the sport education model and how it influences the learning process. Literature review In the article “The influence of student status on student interactions and experiences during a sport education unit” Sheri et al. (2009) have studied the mutual interactions between students during a SE course, and the effect of a student’s status on such interactions. For this purpose the authors selected five boys and five girls from a SE class with modified soccer as course. The methodology was based on questionnaire, video observations and interviews of both students and the PE teacher. It was found that status of students which is characterised by their economic background, attractiveness, personality and level of participation in sports has impact on mutual interaction. Based on status it is decided whose opinions will be counted and who will get more playing time during a PE course. Considering the fact that motivation plays a key role in the performance level of students, Wallhead and Ntoumanis (2004) in their article “Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education” have investigated the impact of SE intervention program on students’ motivation within the school context. The authors assigned 51 high school boys from low to middle income families into 2 groups of 25 and 26 boys. The first group received 60-min SE lessons while the second group traditional method of sport-based teaching. From each group, enjoyment level and motivational level among other elements were assessed. It is seen that only the first group exhibited increased level of enjoyment and perceived effort from pre to post-intervention. However, the same is not true for perceived competence. Moreover, in the second group which is the comparison group none of the variables exhibited major alterations. The traditional form of PE fails to create consistency with community sport which means students lack the required experience when they join community sports. Brunton (2003) in “Changing hierarchies of power in physical education using sport education” has investigated whether SE can shift the power from teachers to students so that the latter can take responsibilities for learning outcomes. The study was conducted for ten weeks on two badminton groups each having 24 pupils between 14-15 years. Observations were based on individual and group interviews. Results have shown that SE encourages power shift from teachers to pupils with the latter playing the role of coach, captain or team manager. Although teachers will be needed as authoritative figure the power shift is necessary for positive outcome which is not encouraged in traditional teaching method. Unlike the traditional features, Siedentop’s SE model which maintains group formation throughout seasons encourages team spirit, feeling of identity and social skills. MacPhail et al. (2004) in “Sport Education: promoting team affiliation through physical education” have studied a 16-week SE unit with 70 year-5 students and the impact of participation in continuing groups on team affiliation. Two invasion games like basketball and netball were played which required team skills and communication between the players. Scores could be earned if ball can be shot in the net without crossing shooting line. Observation was made on how well the team members made decision based on team communication. Interviews were conducted on individual students and teams. It was concluded that students were motivated when given the chance to become members of a team. Students also developed strong team loyalty, despite difficulties they preferred not to change teams. They learnt the virtues of maintaining positive relations between team members. Due to growing importance of motivation as an aspect of PE, Perlman (2010) in “Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model” has studied the impact of SE model on the satisfaction level of amotivated students which means students who are reluctant to participate in any sports. Participant students included 624 male and 552 female Year 9-12 students. The two-year long study had PE classes 3 to 4 times each week under the tutelage of a PE teacher. They were provided opportunity to play invasion games requiring skill-drill approach. Results showed that motivated students under SE model displayed greater level of satisfaction and enjoyment than those who were taught by the traditional approach. This is because students got the feeling of inclusion within a SE model framework. Kim et al. (2006) in “‘Not business as usual’: Sport Education pedagogy in practice” studied a SE project in Korea. The purpose was to learn the factors that support teachers’ role in SE. Moreover, this study explored the strategies that teachers apply to motivate students within the learning parameters, and also the challenges that teachers face during a SE course and how they tackle such challenges. Study was conducted on the SE project in Korea that had elementary, middle and high schools along with a teacher education institution. The project included professional development workshops to facilitate new strategies in PE. The study showed that the project teachers made significant progress with regard to their roles and relationships. Also, they developed increased awareness of challenges and the manner in which to tackle the challenges. The traditional approach of SE includes three phases in which players are trained, then engaged in warm-up sessions and finally they are given the scope to play games. In this approach, game participation depends on skills acquired in the first two phases. But still there is a need to build comprehensive physical education program to motivate students with visual and hearing impairments to take up physical education. SE model is developed along the authenticity of sport in order to prepare students to gain sport experience in cultural context. Kinchin et al. (2009) in their article “Pupils’ and teachers’ perceptions of a culminating festival within a sport education season in Irish primary schools” have studied the attitude of students in the context of inter-school festival that is included in SE curriculum. As methodology, experiences of eight primary school teachers and 33 teams of pupils across eight classes were observed. It was compulsory for all the participants to arrive at a festival held during the SE course. It was observed that pupils were both excited and apprehensive during the pre-festival phase since they were not sure how they would perform during the festival. During the festival pupils reported on how their teams were performing and also mentioned about what they were enjoying in the festival. After the festival, they expressed positive feelings regarding their festival experience. The teachers confirmed that festivals play an important role in developing and sustaining students’ interest in their teams’ performance. Traditionally, it has been seen that teachers adopt pedagogical techniques that fail to boost students’ motivations. Perlman (2012) in “The influence of the Sport Education Model on developing autonomous instruction” has attempted to provide intervention that will create a motivational ambiance for students on the behalf of SE teachers. As methodology, instruction data were collected from 50 PE teachers based on which teacher-student interactions were divided into fifteen categories. In the four-week study, students’ idea of self support and individual motivation was assessed through questionnaires. The teachers were revealed to be providing high level of self supportive statements while the SE students reported autonomous support ideas in the second and third phases of SE model. SE model allows teachers to adopt a more positive pedagogical approach that develop autonomous behaviors in students. Hastie and Sinelnikov (2006) in their article “Russian students’ participation in and perceptions of a season of Sport Education” have explored students’ participation in Russian PE and their perceived experiences. As methodology, 37 students were selected from two classes for 18-lesson seasons in which they were mainly engaged in motor tasks. They were also allowed to play the roles of coaches. In the interview session, it was revealed that the students enjoyed the lessons. They also showed positive response towards students as coaches which encouraged team affiliation within the students. They also expressed belief that they gained significant skill and knowledge of basketball which was used as the teaching unit in this study. In order to motivate young PE students to participate in sport activities, a strong contributory factor is opportunity for fun and enjoyment. MacPhail et al. (2008) in “Children’s experiences of fun and enjoyment during a season of sport education” have examined SE experiences of students with regard to fun and enjoyment. The purpose was to understand the influences of winning competitions and team membership on fun and enjoyment. Interviews were conducted on and questionnaires were distributed to 76 fifth year students who were participants of 6-week SE season. The involved teachers were without experience in SE teaching but supported PE classes in schools. Results showed that students found SE more enjoyable than PE and described the former as “different” and “more fun”. Team membership and sense of belonging were considered as enjoyment contributory factors. Teachers in their interviews claimed that social skills are developed by SE which in turns instill team spirit in the students. In “A Sport Education Curriculum Model for a Collegiate Physical Activity Course” the authors Bennett and Hastie (1997) has examined the perception of students of a softball class trained under six key principle of SEM and have compared this with previous physical education activity which the student has taken in past. For this 40 students (27 male & 13 female) has been enrolled for softball class and over 10 week time the class met twice a week for 90 minutes and they were trained on the basis of six principles. Team selection, lectures and drills on the methodology of playing softball, introduction of modified games after assessing of individual skills were done. Now student’s response on this whole training session was collected via student logs, questionnaire, and instructor’s record of training session. It was concluded that the students enjoyed playing in team and 95 % attendance was recorded in class. They were attracted to the competition being formalized. The students reported that this training session It was concluded that the students enjoyed playing in team and 95 % attendance was recorded in class. They were attracted to the competition being formalized. The students reported that this training session is much better than their previous physical activity classes. Considering that implementation of sports education programs in schools worldwide has been widely popular, the authors Gill Clarke and Mandy Quill (2003) in their article “Researching sport education in action: a case study” have studied the impact of the same in a mixed secondary school in Southern England. The research which was held in September 2000 to July 2001, focused on Year 8 students of mixed gender. The purpose was to observe the students during their SE education which included games like netball and football, gymnastics and athletic lessons. The study consisted of interviews of teachers and students and also questionnaires were distributed to them. Moreover, photographs were taken of important events faced by the students. It was observed that in the stage of the study, many teachers expressed a certain amount of concern regarding coping capabilities of students which can delay the completion of the course. However, it was seen that students keenly participated and sustained their motivational level throughout the course. Students were taught to take responsibilities for their practice sessions. Overall, the authors have concluded that there has been positive response from the students. In the context of motivation, it was seen that students were given group responsibility showed an enthusiastic approach to prove their worth to their teams. From questionnaires, it was concluded that an effective PE program can help students gain more tactical knowledge leading to less dependent on teachers. With greater number of studies proving the effectiveness of PE program on students, it has now become important to create awareness among pre-service teachers regarding integrating SE in their Physical Education Teacher Education (PETE). The authors, J.T. Deenihan, Ann McPhail and Ann-Marie Young (2011) in their article “ ‘Living the curriculum’: Integrating Sport Education into a Physical Education Teacher Education” have provided the results of a study that provided opportunities to pre-service teachers to gain experience from an SE season. The results of this study were based on the opinions formed by the participant pre-service teachers. The purpose of this study, which was conducted in Ireland, was to educate the participants regarding the effective manner of teaching SE to school students. The study included a four-year undergraduate PETE program which allowed the participants to become involved in various sports and games related activities. This program included practical classes for one hour every week that focused on teaching the participants through SE on how they will teach students. The program focused on net games like tennis, badminton and volleyball, and encouraged the participants to play the role of coach, manager, referee etc. They were also encouraged to formulate teaching modules by teaching their peers. It was concluded from the studies that by educating pre-service teachers on intricacies of a subject (here SE), and also by instructing them how to teach the same to students, they can be positively guided. This study brought forward various implications for future PETE programs like pre-service teachers should get classroom experience of SE so that they can implement the same process on their students, importance of SE should remain same throughout the program duration, SE education should be in detail for the benefit of the pre-service teachers, and they should learn to identify and overcome all challenge associated with teaching SE. Students’ eagerness to participate in sport activities originate from their social goals. The desire of belonging within a certain social group and creating important affiliations are some of the social factors that induce young people to feel motivated towards sports education. In SE curriculum, these factors are considered before formulating appropriate SE model. In the article “Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity” the authors Tristan L. Wallhead, Alex C. Garn and Carla Vidoni (2013) have provided the results of a study with two fold purposes. First, the study was conducted to understand the social ambitions of students who have already being participants of a sports education program for one year. Given that social ambitions induce motivation towards sports, therefore the second purpose of the study was to explore how individual students established relationship with the other students who were participating in the physical education course, and how the degree of affiliation between students affects the level of enjoyment that the students experience during their physical education classes. The study was conducted on 363 students from 10th grade at an American Mid-West high school of which only 20 percent belong to minority groups. All the students were participants of a year long sport education curriculum which was taught within the physical education framework. Conclusion of the study was based on data collected from questionnaires that they were required to answer regarding their social ambitions and their relation enjoyment level during the SE course, and also their self-induced involvement in extracurricular physical activities. It was concluded that high degree of involved in sports education leads to social bonding between the students. It was observed that such bonding can be further encouraged if such environment is created where students can earn praises from their peers regarding their participatory behaviors. It was also evident from this study that higher affiliation with peers encourages students to get more involved in extracurricular physical activities. For any sport education model to be regarded as successful, the vital thing that has to be known how well the students have adopted the course elements. Although numerous researches have focused on the importance of sport education and factors that increase the motivational level of students, there are however few studies regarding the effectiveness of any sport education model. In this article, “A Sport Education Curriculum Model for a Collegiate Physical Activity Course”, the authors, Gregg Bennett and Peter Hastie have conducted a study to find answers to three questions. First, the degree of adoption of the sport education principles by the students was studied. Second, the difference in response level of students with regard to the different principles was also studied. Third, it was also studied how the students compared their involvement level between the current and previous sport education classes. The study was conducted on 27 male and 13 female students who were made to participate in software physical education. A questionnaire was distributed to the students asking about their previous experiences regarding the sport, and also their expectation from the current course. Majority of the students (70 percent) had previous experiences and also most of the participants agreed that they joined this course for “fun and enjoyment”. In reply to their grade expectation, 67 of them expected A grade while only two of them expected A or B grade. The final student expected a deserving grade. As conclusion of the study, it was seen that majority of the students considered the current course as an improvement compared to previous classes. They also stated that their level of enjoyment was more during the current course than their previous classes. In context to the second purpose of this study which is the course principles that most attracted the students, it was seen that a high number of students expressed they felt motivated when performing as a group. Being involved in a group is a matter of honor for students and they feel proud of their groups’ achievements. Finally, in response to their involvement in the current course, most students agreed that they applied more effort in their current course compared to previous classes. Moreover, the instructor also felt that the performance level of students has enhanced in the current course as compared to any previous physical education classes. It is a common phenomenon that low skilled players are ridiculed or even worse they experience rejection from own groups. The author, Teresa Carlson (1995) in her article, “Now, I think I Can.” The Reaction of Eight Low-skilled students to Sport Education” has conducted a study to make an assessment of the performance level of low-skilled students in a sport education course. The eighty-eight students who participated were selected from different classes and the selected games were softball and netball. The data of the 20 lesson season were based on observations, video recording of classes, and interviews of teachers. From the collected data, it was concluded that majority of the low-skilled students felt that their performance level has improved as well as their confidence level. They also stated that they feel they are not better accepted by their group members are they are now less subjected to ridicule from their high skilled peers. Indeed, while during the beginning of this course most of the participants rated their abilities below 5 (on a scale of 1 to 10), towards the end of the course many of them improved their ratings to 8. The authors, Teresa B. Carlson and Peter A. Hastie (1997) in their article “The Student Social System within Sport Education” have conducted a study to understand the performances of students from their social agenda perspective. The 88 Grade 9 and Grade 9 students who participated were from a high school in Brisbane, Australia. The students has skills ranging from state level competitive skills to skills garnered from previous netball sessions. Data collected were based on videotapes, group interviews and teacher interviews. The emergent themes were their socializing skills like group activities, personal and social development like leadership skills and cooperation, degrees of competitive feeling that induces the students to give more effort, and students’ perspectives regarding the teaching method. It was concluded that majority of students considered their PE class as source fun, enjoyment, and a platform for interacting with people. Students also agreed that they get fun from helping others. The students attributed such extension of social skills to the length of time they can spend with their teammates. As students were encouraged to take up roles of coaches, it was observed that there was changed of attitude towards team members. However, this also brought change in perceptions regarding physical skills; while the low-skilled students expressed increase in own skills, the coaches said that skills of their teammates have enhanced. Conclusion The role of SE in ingraining the importance of physical activity in young people cannot be undermined. Since motivation level contributes towards increased enjoyment and involvement in SE course, therefore the focus should be on designing lessons to create motivational environment which can be achieved through high perceived competency and teachers’ attitudes. Group formation has been supported by most research results as this inculcates sense of belonging in students thereby enhancing their performance level. References Bennett, G. & Hastie, P. (1997) A Sport Education Curriculum Model for a Collegiate Physical Activity Course. Journal of Physical Education, Vol.68, No.1, pp.39-44 Brock, S.J., Rovegno, I. & Oliver, K.L. 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