ABSTRACT

Background: Sport Education (SE: Siedentop, D. 1994. Sport Education: Quality PE through Positive Sport Experiences. Champaign, IL: Human Kinetics) remains the most researched of all the pedagogical models and thus has the strongest body of evidence that it has the potential to deliver on psychomotor, cognitive and affective student learning outcomes. Despite this evidence, there has been less discussion within the academic community regarding the future of the model itself, or the empirical evidence still needed to facilitate its position in school physical education programs.

Purpose: The purpose of this study was to garner a reflective summary of collective SE scholarship to frame academics’ perspectives on the potential of SE as a viable pedagogical model for physical education. This viewpoint included strategies that may facilitate an increased use of the model by teachers in school programs and the empirical evidence still needed to help validate its position.

Method: Academic participants were 34 university faculty from 11 different countries who had published empirical research on SE. Participants responded to an online survey designed to prompt descriptive reflections on the topics of (a) limits, constraints, and/or challenges in assisting teachers in learning to implement the model, (b) the capacity of SE for framing effective learning, (c) potential need for the model to evolve, (d) challenges in demonstrating the efficacy of the model, and (e) appropriate research designs for evaluating this efficacy? In-depth qualitative content analysis was conducted using open, axial and selective coding techniques with trustworthiness established through processes of credibility, dependability and confirmability strategies.

Findings: Findings revealed support for the contemporary utility of SE within school physical education programs. Perceived constraints to its continued proliferation in schools included teachers’ beliefs and values about physical education, and the institutional contexts and curriculum policies that operate in schools. Academics highlighted the need for research that mapped teachers’ use of the model, including what features they consistently use and why they persist with the model to navigate achieving student learning outcomes. Future empirical efforts need to address the model’s contribution to broader curriculum outcomes and as a potential change agent in disrupting the status quo of contemporary physical education curriculum design.

摘要

背景：体育教育（SE: Siedentop, D. 1994. Sport Education: Quality PE through Positive Sport Experiences . Champaign, IL: Human Kinetics）仍然是所有教学模式中研究最多的，因此有最有力的证据表明它具有实现心理运动、认知和情感学生学习成果的潜力。尽管有这些证据，但学术界内关于模型本身的未来的讨论较少，或者仍然需要经验证据来促进其在学校体育课程中的地位。

目的：本研究的目的是对集体 SE 奖学金进行反思总结，以构建学术界对 SE 作为可行的体育教学模式的潜力的看法。这一观点包括可能有助于教师在学校课程中更多地使用该模型的策略，以及仍然需要帮助验证其立场的经验证据。

方法：学术参与者是来自 11 个不同国家的 34 位大学教师，他们发表了关于 SE 的实证研究。参与者回应了一项在线调查，该调查旨在促使对以下主题进行描述性思考：(a) 限制、约束和/或帮助教师学习实施该模型的挑战，(b) SE 构建有效学习框架的能力，(c ) 模型发展的潜在需求，(d) 证明模型功效的挑战，以及 (e) 评估这种功效的适当研究设计？使用开放、轴向和选择性编码技术进行了深入的定性内容分析，并通过可信度、可靠性和可确认性策略过程建立了可信度。

调查结果：调查结果显示支持学校体育课程中 SE 的当代效用。对其在学校继续扩散的认知限制包括教师对体育教育的信念和价值观，以及在学校运作的机构背景和课程政策。学者们强调需要研究映射教师使用该模型的情况，包括他们一贯使用的功能以及他们为什么坚持使用该模型来导航实现学生学习成果。未来的实证工作需要解决该模型对更广泛课程结果的贡献，以及作为破坏当代体育课程设计现状的潜在变革推动者。