The Sport Education Model

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The Sport Education Model

• Created by Daryl Siedentop

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Features of Sport Education

• Basic Premise
• Instruction is carried out in a way which
  simulates an athletic team and season.
• Timing this model is utilized at both the
  middle and high school level.
• West Hartford, SSW
• Middle school sport ed mostly focuses on
  traditional team sports which are less lifetime
  oriented. Lifetime activities are typically
  taught in high school.
• What are some examples of non-lifetime
  activities, focusing on team sports?

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Possible Activities Middle School

• Basketball
• Field Hockey
• Fitness
• Football
• Hockey
• Lacrosse
• Soccer
• Softball
• Tennis
• Track Field
• Volleyball
• Weight Training
• Wrestling

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Features of Sport Education

• Seasons (not units)
• Seasons typically last a minimum of 12 lessons.
  This promotes more in-depth understanding of the
  material (more depth, less breadth).
• Teacher selects sport/activity. May also have
  students vote on choices.
• Affiliation
• Students quickly become members of teams, the
  rosters for which are constant throughout a
  season.
• Formal Competition
• Sports seasons include formal schedules.
  Typically, competitions are interspersed with
  practices.

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Features of Sport Education

• Culminating Event
• A competitive event highlights the season and
  provides goals for players to work towards.
• Keeping Records
• Records are publicized that provide feedback,
  define standards, and establish goals for players
  and teams.
• Festivity
• The festive atmosphere of sport enhances its
  meaning and adds an important social element for
  participants.

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Roles of Student

• Students are increasingly responsible for
  leadership, instruction, assessing, and
  performing.
• Potential student roles (all students practice
  and play in competitions)
• Captain functions as coach, runs practice/games
• Statistician record and post team and
  individual results on bulletin boards
• Fitness Instructor leads warm-up and possibly
  cool down (should be specific to the activity)
• Manager distributes and collects equipment,
  sets up playing field/court, arranges substitute
  for absent players
• Referee Referees games and is acquainted with
  rules and etiquette of the sport/activity.
• Several team members are assigned the role of
  referee which trades-off throughout the season.
• Player no assigned role, participating member
  of team.
• Scorekeeper may designate to unprepared
  students
• Other roles assistant captain, reporter

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Teacher Role

• Teachers shift from teacher-centered to
  student-centered instruction.
• Teacher must establish strong managerial system
  with rules and routines.
• Teacher then has time to instruct, facilitate,
  and assess student learning more effectively.
• Model works especially well in a team-teaching
  scenario

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TIMELINE OF A SAMPLE UNIT

• Day 1
• Awarding of the captains position
• Festive announce with clapping
• Team roster is announced for each captain
• Captains and team members are selected in advance
  by teacher. May also have captains select in
  private.
• Class breaks into teams and fills out captains
  packet
• Instruct/remind students of behavioral
  expectations and responsibilities for each role.
  
• Discussion of sports rules, etiquette, etc by
  teacher(s)
• Day 2 5 (5 is used for this example, may be gt
  or lt days)
• Each team practices separately (teacher checks
  off each skill once it has been satisfactorily
  completed)
• Who leads practice? two choices

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Timeline of a Unit Day 2 5 (Practice Only Days)

• Teacher
• Explains practice sequence and activities at
  start of class which captains them implement.
• It is suggested that teacher provide all
  directions at start instead of providing
  direction prior to each practice activity.
• Teacher rotates helping each teams practice.

• Captain
• Captains develop practice plan at home. Plans
  are reviewed by teacher prior to each class.
• Teacher should provide materials (books, internet
  addresses, handouts of suggested activities).
• May provide a reward/incentive for captains
  (bonus points, free PE t-shirt, release time to
  prepare, letter home)
• Other incentives?
• Teacher picks captain for each team

May do a combination of the two some
portions of practice are teacher led, others are
captain led
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Timeline of a Unit Day 6-11

• Day 6
• Written assessment of rules, etiquette, and
  strategies (may include other elements)
• Formal competition
• Competition schedule is set by teacher
• Day 7
• Practice
• Captains focus on deficiencies identified by the
  1st day of competition.
• Day 8
• Formal competition
• Day 9
• Practice
• Day 10
• Formal competition
• Day 11
• Practice
• Day 12, 13
• Formal competition

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Timeline of a Unit Day 14

• Day 14
• Culminating Event
• Should be festive and fun. Announce the
  championship over the school PA, Ss can bring in
  food/drinks, teacher distributes awards (most
  improved, coach of the unit)
• May include rewards such as a T-shirt
• May invite students from around school to attend
• Competition
• Three options
• Round-robin where all teams play one another in a
  tournament format.
• May need two days to complete
• All teams are assigned an opponent with the top
  two teams playing one another in the
  championship.
• Just the top 2 teams play one another while the
  other teams watch.
• May need to give assignment to spectators.

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Scoring

• Teams with most points play in the championship
  (depending on how you structure the culminating
  event). Points are based upon the following
• Motor skill performance of team members
• Based upon psychomotor assessments of students
• Great model for authentic assessment (more time
  for assessment in this model)
• Competition performance (wins v. losses)
• Sportsmanship
• Attendance
• Proper warm-up

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CAPTAINS PACKET

• Important Points
• Distributed the first day
• Teams cannot move to the next skill without being
  checked off by the teacher.
• Includes an advise sheet for captains
• SAMPLE PAKCET

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• OCCURENCE
• Within individual classes (just your class)
• Within a class period (classes from multiple
  teachers)
• Across classes (your classes, different periods)
• Can only compete outside of class during lunch,
  intramurals, before/after school. The usual
  scenario is to have a competition between the
  champions from each class.
• MODIFIED SPORTS
• Competition/sport rules may be modified to
  promote participation. You do not need to play
  the full sport using all rules and regulations.
  Some modifications include
• 6 vs. 6 soccer
• 3 vs. 3 volleyball
• 3 vs. 3 basketball
• Team tennis

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SETTING UP THE MODEL

• Teach students about the roles prior to start of
  each season.
• Can invite guest speakers such as a real coach,
  AT, referee, etc.
• Address handling conflicts between students
• Teacher should conduct mini-workshops for jobs
  needed during team practices or another
  appropriate time
• Trainings might include rules for referees,
  field/court set-up for managers, score keeping
  for statisticians
• Amount of teacher direct instruction will vary
  depending on grade level (older students may get
  more autonomy)
• The more ownership students have in the seasons
  success, the more they will be motivated to
  achieve their goals.

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SETTING UP THE MODEL

• Make necessary modifications to rules and
  competition format
• Teacher may want to write a job description for
  each role
• Equity all team members get to play the same
  amount of time.
• Balance make-up of teams by gender, ability,
  behavior, others
• May preview teams with captains and allow for
  limited trading
• Identify what skills each team must check off.

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Benefits

• Allows students to be a part of a team (makes
  team membership more likely as adults)
• Captains get to develop leadership skills and
  experience the role of being a coach.
• Inclusive learning environment (everyone
  participates, not just highly skilled)
• More student centered, utilizes different voice
  besides the teacher.
• Better avenue for monitoring and promoting
  personal growth among all players.
• Teachers and student enjoy this model

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Limitations and Cautions

• Introducing the sport ed model for the 1st time -
  
• Start with a highly popular sport/activity to get
  the model rolling
• Start with one class instead of all classes to
  get your feet wet
• Class management skills needed
• Use caution when implementing with a difficult
  class.
• Interpersonal conflict
• Conflict among students is the greatest
• danger to effective implementation.
• Dont allow students to focus on what they lack,
• focus on each teams unique abilities.