ABSTRACT

Background

Sport Education (SE: Siedentop, D., P. A. Hastie, and H. Van der Mars. 2019. Complete Guide to Sport Education. 3rd ed. Champaign, IL: Human Kinetics) is a pedagogical model that has been espoused to develop physically literate students through more authentic sports experiences in physical education (Hastie, P. A., and T. Wallhead. 2015. “Operationalizing Physical Literacy Through Sport Education.” Journal of Sport and Health Science 4 (2): 132–138). Despite this proposition, there remains a void of research that has examined how in-service teachers operationalize physical literacy (PL) within their delivery of SE. The purpose of this qualitative study was to explore the perspectives of university physical education lecturers in attempting to operationalize PL outcomes through the implementation of the student-centered features of SE.

Method

Guided by a grounded theory constructivist approach, qualitative data were collected from lecturers through interviews following a SE continuing professional development (CPD) program that included a 12-hour workshop, staff development meetings, development of SE season plans, and the implementation of a 10-week SE curriculum intervention. Themes of lecturer perceptions of student PL and SE implementation were developed by open, axial, and selective coding techniques using a co-occurrence and c-coefficients table developed within the ATLAS.ti software. Trustworthiness criteria of credibility, transferability, dependability, and confirmability were adopted throughout the data collection and analysis procedures (Shenton, A. K. 2004. “Strategies for Ensuring Trustworthiness in Qualitative Research Projects.” Education for Information 22 (2): 63–75).

Findings

The generated themes included lecturer recognition of the potential of SE in developing students’ PL within the constraints of contextual and pedagogical issues relating to the implementation of some of the student-centered features of the model. A teacher typology of insistency, consideration, and transformation described the lecturers’ receptivity to adopting and delivering these key features of SE. Lecturer resistance to pedagogical change may offset the positive influence of the model on students’ PL.

Conclusion

The findings of the study lend support to the proposition that the CPD program of student-centered pedagogical models, such as SE can manifest growth in the development of key attributes of student PL. Further efforts are required to design CPD experiences that consider the contextual challenges that can arise when teachers are asked to construct a significant pedagogical shift towards a student-centered approach and the prioritization of more holistic PL outcomes.

中文翻译：

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通过大学体育课程中的体育教育实施体育素养

摘要

背景

体育教育（SE：Siedentop, D., PA Hastie 和 H. Van der Mars。2019 年。体育教育完整指南。第 3 版。Champaign, IL：Human Kinetics）是一种教学模式，一直致力于发展体育素养学生通过体育教育中更真实的运动体验（Hastie, PA 和 T. Wallhead。2015 年。“通过体育教育实施体育素养。”体育与健康科学杂志4 (2): 132–138)。尽管有这个主张，但仍然缺乏研究来检验在职教师如何在他们的 SE 交付中实施物理素养 (PL)。这项定性研究的目的是探索大学体育讲师的观点，试图通过实施以学生为中心的 SE 功能来实现 PL 结果。

方法

在扎根理论建构主义方法的指导下，在 SE 持续专业发展 (CPD) 计划（包括 12 小时的研讨会、员工发展会议、SE 季节计划的制定和 10 - 周 SE 课程干预。讲师对学生 PL 和 SE 实施的看法的主题是通过使用 ATLAS.ti 软件中开发的同现和 c 系数表的开放、轴向和选择性编码技术开发的。在整个数据收集和分析过程中采用了可信度、可转移性、可靠性和可确认性的可信度标准（Shenton，AK 2004。“确保定性研究项目可信度的策略”。信息教育22 (2): 63–75)。

发现

生成的主题包括讲师认识到 SE 在与实施该模型的一些以学生为中心的特征相关的上下文和教学问题的约束下发展学生 PL 的潜力。坚持、考虑和转变的教师类型描述了讲师对采用和提供 SE 的这些关键特征的接受程度。讲师对教学变革的抵制可能会抵消该模型对学生 PL 的积极影响。

结论

该研究的结果支持以下命题，即以学生为中心的教学模式（例如 SE）的 CPD 计划可以体现学生 PL 关键属性发展的增长。需要进一步努力设计 CPD 体验，以考虑当教师被要求构建向以学生为中心的方法和优先考虑更全面的 PL 结果的重大教学转变时可能出现的背景挑战。