This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; M_age12.9±1.3) were affiliated in three teams of eight players (five boys and three girls per team) to participate in two consecutive SE seasons (handball: 12×45-min lessons; football: 12×45-min lessons). Students’ participation time in identical small-sided game forms was measured in team practice and competition contexts and analysed through four participation indicators (total, mean, structural, and intra-team participation). T-Test analysis examined differences between girls/boys and lower-skilled/higher-skilled students, in each season. Repeated measures T-Test analysed differences between the two seasons, for each variable and group and each participation context. Overall, although there was a relatively equitable participation of students in the game-play activities of the two seasons, the students’ ‘skill-level’ was a more influential variable in their participation than the variable ‘sex’. The higher-skilled students had higher total participation time than lower-skilled students in the second season (football). There was a more balanced interplay in girls’ and boys’ time of participation in the activities, although boys showed higher participation than girls (mean participation and intra-team participation) in the competition context of football. Teachers who seek equitable participation of students in learning activities should consider the social and cultural context of students and the situated effect of SE implementation, balancing team practice with competition activities.

这项研究对运动教育（SE）的两个连续且“自然”实施的学生游戏参与水平进行了创新的定量检查，同时考虑了学生的性别和技能水平以及活动参与的背景（团队练习/比赛，手球/足球）。共有24个八年级学生（九个姑娘，15个男孩;中号_时代12.9±1.3）隶属于三支球队，每队八名球员（每支球队五个男孩和三个女孩）参加连续两个SE赛季（手球：12×45分钟的课程；足球：12×45分钟的课程）。在小组练习和比赛环境中，以相同的小方游戏形式衡量学生的参与时间，并通过四个参与指标（总参与度，均值，结构性和团队内部参与度）进行分析。T检验分析检查了每个季节中女生/男生与低技能/高技能学生之间的差异。重复测量T检验针对每个变量和组以及每个参与背景分析了两个季节之间的差异。总体而言，尽管学生相对公平地参与了两个季节的游戏活动，但与变量“性别”相比，学生的“技能水平”对其参与程度的影响更大。第二季（足球），高技能学生的总参与时间比低技能学生的总参与时间长。尽管在足球比赛中男孩表现出比女孩更高的参与（平均参与和团队内参与），但男孩和女孩参加活动的时间之间的相互作用更为平衡。