Vol. 7 2016, pages 1–26
Published March 14, 2016
Sport Education is proposed as an instructional model addressing concerns regarding traditional approaches to teaching physical education. Therefore, the purpose of this study was to examine the reflective accounts of cohort of in-service physical education teachers after learning about, and teaching, a season of Sport Education. Four female elementary and middle school physical education teachers participated in a professional development course organized by the university and the course focused on implementing instructional models. Data were gathered from interviews with the teachers and analyzed using inductive constant comparison. The teachers reported that the Sport Education model required more planning and preparation than traditional teaching and that they were more supervising and helping than teaching. All teachers adjusted the Sport Education model according to their own understanding, the context and the group. All teachers perceived that the students were actively engaged, cooperated and learned new skills. The study showed that regular physical education teachers can through professional development effectively implement a novel curriculum model.
About the Authors
JAN-ERIK ROMAR is an Associate Professor in Sport Pedagogy at the Faculty of Education and Welfare Studies, Åbo Akademi University, Finland. At the moment he holds a position as senior lecturer at Umeå University. His research interests include teacher education and professional development as well as teaching and learning in physical education including model based instruction. He is on the editorial board of Journal for Research in Arts and Sports Education
JOHN HENRIKSSON is a classroom teacher in Solf skola, Korsholm, Finland. He has a Masters degree in Education from 2014 and is also qualified to teach physical education and health education in elementary and middle school in Finland. At the moment he has his own class of sixth graders and teaches also four physical education lessons per week to other groups in his school.
KENT KETOMÄKI is a classroom teacher in Vanhan Vaasan koulu, Vasa, Finland. This year he teaches most subjects in his fourth grade class but also sloyd to boys in third and fourth grade. He graduated two years ago with a Masters degree in Education and is also qualified to teach physical education and health education in elementary and middle school in Finland. He teaches three physical education lessons per week to his own class.
PETER HASTIE is a Wayne T. Smith Distinguished Professor in the School of Kinesiology at Auburn University in the United States. His area of specialty is Sport Education, having written numerous research papers and books examining the model. Professor Hastie is co-editor of the journal “Physical Education and Sport Pedagogy”, and is on the editorial board of a number of journals including the “Journal of Teaching in Physical Education.