Elementary Students’ Views and Experiences on Sport Education in Cyprus
ABSTRACT
Sport education is a curriculum and instructional model designed to offer authentic, educationally rich sport experiences for girls and boys in the context of school physical education (Siedentop, 1994; Siedentop, Hastie, & Van der Mars, 2004). The literature on sport education suggests that most of the studies examining its effectiveness are within middle or secondary schools and there are fewer studies on the perceptions or representations of the model by students in primary settings (Hastie, Ojeba, & Luquin, 2011; Kinchin, 2006; Wallhead & O’Sullivan, 2005). This study presents findings related to primary students’ representations and practices of sport education. More specifically, the purpose of this study was to explore and describe Greek-Cypriot students’ perceptions and experiences of a basketball season that followed a sport education format. Twenty-two (22) year—6 students (11- to 12-year-old), 12 boys and 10 girls, from a public primary school in Cyprus, participated in the sport education unit which lasted thirteen (13) lessons. Data were collected through interviews, questionnaires, observations, and documents (unit and lesson plans) and were later analysed inductively (Patton, 2001). Results suggested that students in this study were successfully affiliated within their teams and appropriate opportunities were created for autonomous and meaningful learning. In addition, findings revealed that during the lessons there was a joyful and positive atmosphere which enabled all members to work hard as a whole in order to achieve their goals. Based on our results we have drawn the following two conclusions: first, the model of sport education enhanced the level of participation and motivation of students towards physical education; se- cond, the participants in this study encountered meaningful learning experiences during the implementation of the sport education model.
Sport education is a curriculum and instructional model designed to offer authentic, educationally rich sport experiences for girls and boys in the context of school physical education (Siedentop, 1994; Siedentop, Hastie, & Van der Mars, 2004). The literature on sport education suggests that most of the studies examining its effectiveness are within middle or secondary schools and there are fewer studies on the perceptions or representations of the model by students in primary settings (Hastie, Ojeba, & Luquin, 2011; Kinchin, 2006; Wallhead & O’Sullivan, 2005). This study presents findings related to primary students’ representations and practices of sport education. More specifically, the purpose of this study was to explore and describe Greek-Cypriot students’ perceptions and experiences of a basketball season that followed a sport education format. Twenty-two (22) year—6 students (11- to 12-year-old), 12 boys and 10 girls, from a public primary school in Cyprus, participated in the sport education unit which lasted thirteen (13) lessons. Data were collected through interviews, questionnaires, observations, and documents (unit and lesson plans) and were later analysed inductively (Patton, 2001). Results suggested that students in this study were successfully affiliated within their teams and appropriate opportunities were created for autonomous and meaningful learning. In addition, findings revealed that during the lessons there was a joyful and positive atmosphere which enabled all members to work hard as a whole in order to achieve their goals. Based on our results we have drawn the following two conclusions: first, the model of sport education enhanced the level of participation and motivation of students towards physical education; se- cond, the participants in this study encountered meaningful learning experiences during the implementation of the sport education model.
Cite this paper
Tsangaridou, N. & Lefteratos, C. (2013). Elementary Students’ Views and Experiences on Sport Education in Cyprus. Advances in Physical Education, 3, 28-35. doi: 10.4236/ape.2013.31005.
Tsangaridou, N. & Lefteratos, C. (2013). Elementary Students’ Views and Experiences on Sport Education in Cyprus. Advances in Physical Education, 3, 28-35. doi: 10.4236/ape.2013.31005.
References
[1] Alexander, K., & Luckman, J. (2001). Australian teachers’ perceptions and uses of the sport education curriculum model. European Physical Education Review, 7, 243-267. doi:10.1177/1356336X010073002 [2] Alexander, K., & Taggart, A. (1995). Sport education in physical education (SEPEP). Belconnen: Australian Sport Commission. [3] Βrunton, J. A. (2003). Changing hierarchies of power in physical education using sport education. European Physical Education Review, 9, 267-284. [4] Grant, B. C. (1992). Integrating sport into the physical education curriculum in New Zealand secondary schools. Quest, 44, 304-316. doi:10.1080/00336297.1992.10484057 [5] Hardman, K. (2001). Comparative physical education and sport. International Journal of Physical Education, 3, 96-103. [6] Hardman, K. (2008). Physical education in Europe. In G. Klein, & K. Hardman (Eds.), Physical education and sport education in the European Union (pp. 3-14). Paris: Editions Revue EP.S. [7] Hastie, P. (1996). Student role involvement during a unit of sport education. Journal of Teaching in Physical Education, 16, 88-103. [8] Hastie, P. (1998). Applied benefits of the sport education model. Journal of Physical Education, Recreation and Dance, 69, 24-26. [9] Hastie, P. (2000). An ecological analysis of a sport education season. Journal of Teaching in Physical Education, 19, 355-373. [10] Hastie, P. (2012). The nature and purpose of sport education as an educational experience. In P. Hastie (Ed.), Sport education: International perspectives (pp. 1-12). New York: Routledge Publications. [11] Hastie, P., & Buchanan, M. (2000). Teaching responsibility through sport education: Prospects of a coalition. Research Quarterly for Exercise and Sport, 71, 25-35. [12] Hastie, P., & Sinelnikov, O. (2006). Russian students’ participation in and perceptions of a season of sport education. European Physical Education Review, 12, 131-150. doi:10.1177/1356336X06065166 [13] Hastie, P., Ojeda, D., & Luquin, A. (2011). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16, 103-132. doi:10.1080/17408989.2010.535202 [14] Kirk, D., & Kinchin, G. (2003). Situated learning in physical education. Journal of Teaching in Physical Education, 17, 376-387. [15] Kim, J., Penney, D., Cho, M., & Choi, H. (2006). Not business as usual: Sport education pedagogy in practice. European Physical Education Review, 12, 361-379. doi:10.1177/1356336X06071469 [16] Kinchin, G. (2006). Sport education: A view of the research. In D. Kirk, D. Macdonal, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 596-609). London: Sage Publications. [17] Kinchin, G., Macphail, A., & Ni Chroinin, D. (2009). Pupils’ and teachers’ perceptions of a culminating festival within a sport education season in Irish primary schools. Physical Education and Sport Pedagogy, 14, 391-406. doi:10.1080/17408980802584982 [18] Kulinna, P. (2008). Models of curriculum and pedagogy in elementary school physical education. The Elementary School Journal, 108, 219- 227. doi:10.1086/529104 [19] Lund, J., & Tannehill, D. (2010). Standards-based physical education curriculum development. Burlington, MA: Jones and Bartlett. [20] MacPhail, A., Kirk, D., & Kinchin, G. (2005). Sport education in key stage 2 games. In D. Penney, G. Clarke, M. Quill, & G., Kinchin (Eds.), Sport education in physical education: Research based practice (pp. 122-138). London: Routledge. [21] MacPhail, A., Kirk, D., & Kinchin, G. (2004). Sport Education: Promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23, 106-122. [22] MacPhail, A., Kinchin, G., & Kirk, D. (2003). Students’ conceptions of sport and sport Education. European Physical Education Review, 9, 285-299. doi:10.1177/1356336X030093006 [23] Metzler, M. (2011). Instructional models for physical education (3rd ed.). Boston, MA: Allyn and Bacon. [24] Mowling, C., Brock, S., & Hastie, P. (2006). Fourth grade students’ drawing interpretations of a sport education soccer unit. Journal of Physical Education, 25, 9-35. [25] Ojeda, D., Luquin, A., & Hastie, P. (2012). A Spanish teacher’s experience with sport education: A narrative account. In P. Hastie (Ed.), Sport education: International perspectives (pp. 105-115). New York: Routledge Publications. [26] Patton, M. Q. (2001). Qualitative research and evaluation and methods (3rd ed.). Beverly Hills, CA: Sage. [27] Rink, J. (2010). Teaching physical education for learning (6th ed.). New York: McGraw-Hill. [28] Rink, J., & Hall, T. (2008). Research on effective teaching in elementary school physical education. The Elementary School Journal, 108, 207-218. doi:10.1086/529103 [29] Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21, 409-418. [30] Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics. [31] Siedentop, D., Hastie, P., & van der Mars, H. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics. [32] Sinelnikov, O., & Hastie, P. (2008). Teaching sport education to Russian students: An ecological analysis. European Physical Education Review, 14, 203-222. doi:10.1177/1356336X08090706 [33] Sinelnikov, O., & Hastie, P. (2010). A motivational analysis of a season of sport education. Physical Education and Sport Pedagogy, 15, 55-69. doi:10.1080/17408980902729362 [34] Tsangaridou, N. (2012). Sport education in the elementary school: A report from Cyprus. In P. Hastie (Ed.), Sport education: International perspectives (pp. 75-91). New York: Routledge Publications. [35] Wallhead, T., & Ntoumanis, N. (2004). Effects of a sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23, 4-18. [36] Wallhead, T., & O’Sullivan, M. (2005). Sport education: physical education for the new millennium? Physical Education and Sport Pedagogy, 10, 181-210. doi:10.1080/17408980500105098
[1] Alexander, K., & Luckman, J. (2001). Australian teachers’ perceptions and uses of the sport education curriculum model. European Physical Education Review, 7, 243-267. doi:10.1177/1356336X010073002 [2] Alexander, K., & Taggart, A. (1995). Sport education in physical education (SEPEP). Belconnen: Australian Sport Commission. [3] Βrunton, J. A. (2003). Changing hierarchies of power in physical education using sport education. European Physical Education Review, 9, 267-284. [4] Grant, B. C. (1992). Integrating sport into the physical education curriculum in New Zealand secondary schools. Quest, 44, 304-316. doi:10.1080/00336297.1992.10484057 [5] Hardman, K. (2001). Comparative physical education and sport. International Journal of Physical Education, 3, 96-103. [6] Hardman, K. (2008). Physical education in Europe. In G. Klein, & K. Hardman (Eds.), Physical education and sport education in the European Union (pp. 3-14). Paris: Editions Revue EP.S. [7] Hastie, P. (1996). Student role involvement during a unit of sport education. Journal of Teaching in Physical Education, 16, 88-103. [8] Hastie, P. (1998). Applied benefits of the sport education model. Journal of Physical Education, Recreation and Dance, 69, 24-26. [9] Hastie, P. (2000). An ecological analysis of a sport education season. Journal of Teaching in Physical Education, 19, 355-373. [10] Hastie, P. (2012). The nature and purpose of sport education as an educational experience. In P. Hastie (Ed.), Sport education: International perspectives (pp. 1-12). New York: Routledge Publications. [11] Hastie, P., & Buchanan, M. (2000). Teaching responsibility through sport education: Prospects of a coalition. Research Quarterly for Exercise and Sport, 71, 25-35. [12] Hastie, P., & Sinelnikov, O. (2006). Russian students’ participation in and perceptions of a season of sport education. European Physical Education Review, 12, 131-150. doi:10.1177/1356336X06065166 [13] Hastie, P., Ojeda, D., & Luquin, A. (2011). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16, 103-132. doi:10.1080/17408989.2010.535202 [14] Kirk, D., & Kinchin, G. (2003). Situated learning in physical education. Journal of Teaching in Physical Education, 17, 376-387. [15] Kim, J., Penney, D., Cho, M., & Choi, H. (2006). Not business as usual: Sport education pedagogy in practice. European Physical Education Review, 12, 361-379. doi:10.1177/1356336X06071469 [16] Kinchin, G. (2006). Sport education: A view of the research. In D. Kirk, D. Macdonal, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 596-609). London: Sage Publications. [17] Kinchin, G., Macphail, A., & Ni Chroinin, D. (2009). Pupils’ and teachers’ perceptions of a culminating festival within a sport education season in Irish primary schools. Physical Education and Sport Pedagogy, 14, 391-406. doi:10.1080/17408980802584982 [18] Kulinna, P. (2008). Models of curriculum and pedagogy in elementary school physical education. The Elementary School Journal, 108, 219- 227. doi:10.1086/529104 [19] Lund, J., & Tannehill, D. (2010). Standards-based physical education curriculum development. Burlington, MA: Jones and Bartlett. [20] MacPhail, A., Kirk, D., & Kinchin, G. (2005). Sport education in key stage 2 games. In D. Penney, G. Clarke, M. Quill, & G., Kinchin (Eds.), Sport education in physical education: Research based practice (pp. 122-138). London: Routledge. [21] MacPhail, A., Kirk, D., & Kinchin, G. (2004). Sport Education: Promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23, 106-122. [22] MacPhail, A., Kinchin, G., & Kirk, D. (2003). Students’ conceptions of sport and sport Education. European Physical Education Review, 9, 285-299. doi:10.1177/1356336X030093006 [23] Metzler, M. (2011). Instructional models for physical education (3rd ed.). Boston, MA: Allyn and Bacon. [24] Mowling, C., Brock, S., & Hastie, P. (2006). Fourth grade students’ drawing interpretations of a sport education soccer unit. Journal of Physical Education, 25, 9-35. [25] Ojeda, D., Luquin, A., & Hastie, P. (2012). A Spanish teacher’s experience with sport education: A narrative account. In P. Hastie (Ed.), Sport education: International perspectives (pp. 105-115). New York: Routledge Publications. [26] Patton, M. Q. (2001). Qualitative research and evaluation and methods (3rd ed.). Beverly Hills, CA: Sage. [27] Rink, J. (2010). Teaching physical education for learning (6th ed.). New York: McGraw-Hill. [28] Rink, J., & Hall, T. (2008). Research on effective teaching in elementary school physical education. The Elementary School Journal, 108, 207-218. doi:10.1086/529103 [29] Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21, 409-418. [30] Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics. [31] Siedentop, D., Hastie, P., & van der Mars, H. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics. [32] Sinelnikov, O., & Hastie, P. (2008). Teaching sport education to Russian students: An ecological analysis. European Physical Education Review, 14, 203-222. doi:10.1177/1356336X08090706 [33] Sinelnikov, O., & Hastie, P. (2010). A motivational analysis of a season of sport education. Physical Education and Sport Pedagogy, 15, 55-69. doi:10.1080/17408980902729362 [34] Tsangaridou, N. (2012). Sport education in the elementary school: A report from Cyprus. In P. Hastie (Ed.), Sport education: International perspectives (pp. 75-91). New York: Routledge Publications. [35] Wallhead, T., & Ntoumanis, N. (2004). Effects of a sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23, 4-18. [36] Wallhead, T., & O’Sullivan, M. (2005). Sport education: physical education for the new millennium? Physical Education and Sport Pedagogy, 10, 181-210. doi:10.1080/17408980500105098