SPORT EDUCATION

Sport Education is a curriculum and instruction model designed for delivery in physical education programs at the upper elementary, middle school, and high school levels. It is intended to provide children and youth with more authentic and enjoyable sport experiences than what we typically see in past physical education classes. This model was developed and introduced by Daryl Siedentop in 1984 and has since been adapted and successfully implemented nationally and internationally. Students participate as members of teams in seasons that are longer than the usual physical education unit. They take an active role in their own sport experience by serving in varied and realistic roles that we see in authentic sport settings such as captains, coaches, trainers, statisticians, officials, publicists, and members of a sports council. Teams develop camaraderie through team uniforms, names, and cheers as they work together to learn and develop skill and tactical play.

The three major goals that guide program development in Sport Education are for students to become competent, literate, and enthusiastic players (Siedentop, 1994). This means that teachers must design learning experiences that facilitate students learning in realistic settings. According to Siedentop (1994);

    * A competent player has sufficient skills to participate satisfactorily, can execute

       strategies that are appropriate for the complexity of the game being played, and is a

       knowledgeable player.

    * A literate player understands and values the rules, rituals, and traditions of sport, and

       is able to distinguish between good and bad sport practices in a variety of sport

       settings.

    * An enthusiastic player is one who preserves, protects, and enhances the sport culture

       through participation, involvement, and appropriate behavior.

Objectives

In order to achieve these goals, students need to develop a set of objectives which Siedentop (1994) has identified.

1.     Develop skills and fitness specific to particular sports.

2.    Appreciate and be able to execute strategic play in sports.

3.     Participate at a level appropriate to their stage of development.

4.     Share in the planning and administration of sport experiences.

5.     Provide responsible leadership.

6.     Work effectively within a group toward common goals.

7.     Appreciate the rituals and conventions that give particular sports their unique 

        meanings.

8.     Develop the capacity to make reasoned decisions about sport issues.

9.     Develop and apply knowledge about umpiring, refereeing, and training.

10.   Decide voluntarily to become involved in after-school sport.