Success with Sport Education at a Secondary Level: Implementation and Examples from a Basketball Season

By Mercier, Kevin | Strategies: A Journal for Physical and Sport Educators, January-February 2010 | Go to article overview

Success with Sport Education at a Secondary Level: Implementation and Examples from a Basketball Season


Mercier, Kevin, Strategies: A Journal for Physical and Sport Educators


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Based upon ten years of teaching and modifying the Sport Education Model at the high school level, this article summarizes how we have had success in using the model to increase enthusiasm, student learning and quality participation in physical education. What started out as one teacher in our district testing the model with one class a decade ago, has evolved into a program with many teachers teaching multiple sections using the Sport Education Model.

As a result of our experiences, we have seen a decrease in unprepared students, a higher level of engagement from lesser skilled students, and an increase in the ability to conduct student assessments. Therefore, the purpose of this article is to share with educators one method of implementing the Sport Education Model.

Following a brief background on the Sport Education Model, an account of how to initiate implementation, including keys for success, will be presented. Additionally, examples from a sport education high school basketball unit, which include how to use peer teaching and various assessments, will be provided.

Sport Education Model Background

The Sport Education Model is a theme-based curricular model for physical education which presents students with authentic sport experiences. The basic features of this model include seasons, affiliation, formal competition, a culminating event, record keeping, and festivity, with the goal of helping students become competent, literate, and enthusiastic participants of sport (Siedentop, 2002). While having many similar goals, physical education and formal sport differ in some ways. Hastie (2003) provided three ways the Sport Education Model presents authentic sport experiences that are fundamentally different from formal sport: 1) full participation of all players at all times; 2) modification of rules and equipment to increase game attractiveness; and 3) students undertaking diverse roles. The features of this model and development of authentic sport experiences help students to become competent, literate, and enthusiastic sport participants. Many resources, such as a Complete Guide to Sport Education (Siedentop, Hastie & van der Mars, 2004) are available to practitioners who wish to learn more about the Sport Education Model.

Figure 1. Sport Education Coach's Practice Plan for Give-and-Go

Sport Education Basketball Team Practice: Give and Go

Coach--Today's practice will last ten minutes and should focus on
the give-and-go. The attached sheet provides a diagram of the
offensive responsibilities for this play. Your goal is to aid all
team members in being able to execute the give-and-go. All properly
executed give-and-gos during today's 2 v 2 games will count for two
points; all other baskets, one point.

* The first pass should be a chest pass and the second pass a
bounce pass. You may wish to review these passes during your
practice.

* After the first pass is made, the offensive player should step
away from the pass before cutting to the basket.

* Reinforce proper passing and lay up techniques from previous
practice sessions.

* Remember to encourage, compliment, and provide feedback to your
team members. If you have any questions, please ask the teacher for
assistance.

Getting Started

We have found that the organization and instruction at the beginning of a school year is crucial to the implementation of the Sport Education Model. Proper instruction as to the features, goals, and student responsibilities help alleviate many problems for the instructor throughout the school year. There are a variety of ways to select teams at the beginning of the year. One method involves the teacher choosing students who are responsible individuals and familiar with the majority of their classmates. When using this method, we recommend that the rest of the class be engaged in a group activity, allowing the selected students (drafters) to conduct the draft during a class period, without the attention of the other students. …

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