Research Article
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Year 2016, , 189 - 200, 15.10.2016
https://doi.org/10.12973/eu-jer.5.4.189

Abstract

References

  • Alexander, K., Taggart, A., Medland, A., & Thorpe, S. (1995). SEPEP: Sport Education in Physical Education Program. Belconnen, ACT: Australian Sports Commission.
  • Alexander, K., Taggart, A., & Thorpe, S. (1997). Teacher renewal through curriculum innovation: changing teachers’ pedagogies and programs. Issues in Educational Research, 7 (1), 1-18.
  • Alexander, K., Taggart, A., & Luckman, J. (1998). Pilgrims progress: the sport education crusade down under. Journal of Physical Education, Recreation and Dance, 64(4), 21-23.
  • Alexander, K., & Luckman, J. (2001). Australian teachers’ perceptions and uses of the sport education model. European Physical Education Review, 7(3), 243-267.
  • Araujo, R., Mesquita, I., & Hastie, P. (2014). Review of the status of learning in research on Sport Education: Future research and practice. Journal of Sports Science and Medicine, 13, 846-858.
  • Australian Curriculum and Assessment Authority (ACARA). (2016). Sequence of achievement. Retrieved from http://www.acara.edu.au/_resources/Health_and_Physical_Education_Sequence_of_achievement.pdf
  • Australian Curriculum and Assessment Authority (ACARA). (2016b). Health and physical education: Curriculum. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
  • Bishop, A. (1992) International perspectives on research in mathematics education In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp.710 – 723). New York, NY: MacMillan Publishing.
  • Brogden, R., & Knopp Bilken, S. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Pearson.
  • Brooker, R., Kirk, D., Braiuka, S., & Brangrove, A. (2000). Implementing a game sense approach to teaching junior high school basketball in a naturalistic setting. European Physical Education Review, 6(1), 7-26.
  • Bushe, G. (2011). Appreciative inquiry: theory and critique. In D. Boje, B. Burnes & J. Hassard (Eds.), The Routledge companion to organisational change (pp. 87-103). Oxford, UK: Routledge.
  • Casey, A., & Hastie, P. A. (2011). Students and teacher responses to a unit of student- designed games. Physical Education & Sport Pedagogy, 16(3), 295-312.
  • Cooperrider, D.L. (1990). Positive image, positive action: the affirmative basis of organizing. In S. Srivastva & D.L. Cooperrider (Eds.), Appreciative management and leadership (pp. 91‐125). San Francisco, CA: Jossey‐Bass.
  • Cooperrider, D. & Srivastva, S. (1987). Appreciative inquiry in organizational life. In R. Woodman & W. Pasmore (Eds.), Research in organizational change and development: Volume 1. Greenwich, CT: JAI Press.
  • Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2003). Appreciative inquiry handbook. Bedford Heights, OH: Lakeshore Publishers.
  • Curtner-Smith, M. D., Hastie, P. A., & Kinchin, G. D. (2008). Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education. Sport, Education and Society, 13(1), 97-117.
  • Enright, E., Hill, J., Sandford, R., & Gard, M. (2014). Looking beyond what’s broken: towards an appreciative research agenda for physical education and sport pedagogy. Sport, Education and Society, published online 22 April 2014. DOI: 10.1080/13573322.2013.854764
  • Farias, C. F., Hastie, P. A., & Mesquita, I. M. (2015). Towards a more equitable and inclusive learning environment in sport education: Results of an action research based intervention. Sport, Education and Society. doi:10.1080/13573322.2015.1040752
  • Fiorentino, L. H. (2012). Positive perspectives on the profession: reframing through appreciative inquiry. Quest, 64(4), 209-228.
  • Giles, D., & Alderson, S. (2008). An appreciative inquiry into the transformative learning experiences of students in a family literacy project. Australian Journal of Adult Learning, 48, 465–478.
  • Giles, D., & Kung, S. (2010). Using appreciative inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice. Australian Journal of Adult Learning, 50, 308–322.
  • Gribich, C. (2007). Qualitative data analysis: An introduction. London: Sage.
  • Hammond, S. A. (1998). The thin book of appreciative inquiry, 2nd edition. Plano, Texas: Thin Book Publishing Company.
  • Hastie, P. (2012). The nature and purpose of sport education as an educational experience. In P. Hastie (Ed.), Sport education: International perspectives (pp. 1-12). New York, NY: Routledge.
  • Hastie, P., & Curtner – Smith, M. (2006). Influence of a hybrid sport education-teaching games for understanding unit on one teacher and his students. Physical Education and Sport Pedagogy, 11(1), 1-27.
  • Hastie, P., Calderón, A., Palao, J., and Ortega, E. (2011a). Quantity and quality of practice: Interrelationships between task organization and student skill level in physical education. Research Quarterly for Exercise and Sport, 82, 784-787.
  • Hastie, P., de Ojeda, M., & Luquin, A. C. (2011b). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132.
  • Kinchin, G. (2006). Sport education: A view of the research. In D. Kirk, D. Macdonald & M. O’Sullivan (Eds.), The handbook of physical education (pp.596-626). Lon: Sage.
  • MacPhail, A., Kirk, D., & Kinchin, G. (2004). Sport education: promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23, 106–122.
  • Metzler, M. (2001). Instructional models for physical education, 3rd edition. Scottsdale, Arizona: Holocomb Hathway.
  • Penney, D., Clarke, G., & Quill, M. (2005). Researching sport education: partnerships in action. In D. Penney, G. Clarke, M. Quill, & G. D. Kinchin (Eds.), Sport Education in Physical Education: Research based practice (pp. 41-54). New York: NY: Routledge.
  • Pill, S. (2008). A teachers’ perceptions of the sport education model as an alternative for upper primary school physical education. Healthy Lifestyles Journal, 55(1), 23-29.
  • Pill, S. (2010). Student reflections of Sport Education in one urban Australian primary school, Asia-Pacific Journal of Health, Sport and Physical Education, 1(3-4), 29-36,
  • Pill, S. (2013). Using appreciative inquiry to explore Australian football coaches’ experience with game sense coaching. Sport, Education and Society, published online 09 September 2013. DOI: 10.1080/13573322.2013.831343
  • Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, published online 30 April 2014. DOI: 10.1080/13573322.2014.912624
  • Pill, S. (2015). Valuing Learning in, through, and about sport - physical education and the development of sport literacy. In H. Askell-Williams (Ed.), Transforming the Future of Learning with Educational Research (pp. 20-35). Hershey, PA: IGI Global.
  • Raymond, E. M., & Hall, M. (2008). The potential for appreciative inquiry in tourism research. Current Issues in Tourism, 11, 281–292.
  • Rovegno, I., Nevett, M., & Babiarz, M. (2001). Learning and teaching invasion-game tactics in 4th grade: Introduction and theoretical perspective. Journal of Teaching in Physical Education, 20(4), 341-351.
  • Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, Ill: Human Kinetics.
  • Siedentop, D., Hastie, P., & van der Mars, H. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics.
  • Spittle, M., & Bryne, K. (2009). The influence of sport education on student motivation in physical education. Physical Education and Sport Pedagogy, 14(3), 253-266.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage.
  • Wallhead, K., & O’Sullivan, M. (2005). Sport education: Physical education for the new millennium. Physical Education and Sport Pedagogy, 10(2), 181-210.
  • Whitney, D. (2004) Appreciative inquiry and the elevation of organizational consciousness. Advances in Appreciative Inquiry. 1, 125–145.

Researching Sport Education Appreciatively

Year 2016, , 189 - 200, 15.10.2016
https://doi.org/10.12973/eu-jer.5.4.189

Abstract

In order to plan and enact appropriate learning environments in physical education (PE) teachers are increasingly directed to models based practice. The Sport Education model is one of these models for PE curriculum and teaching design that informs the content and pedagogical direction of sport teaching in PE. Despite Sport Education being well researched internationally, there are few examples of research consideration of this model in Australian PE in the last ten years. In this paper the aim is to appreciatively examine two secondary school PE teachers use of the Sport Education model in the context of their familiarisation of the new Australian Curriculum for Health and Physical Education. At the same time, exploring the use of Appreciative Inquiry to examine models based practice in PE was also an aim of the study. Data were collected from pre and post interviews with the teachers and an end of unit survey of the Year 9 students undertaking the Sport Education unit. The Sport Education model was found to be most suitable to teaching for student evidence of the personal and social skills elements of the Achievement Standard. Appreciative Inquiry was found to be suitable for foregrounding existing examples of teacher use of models based practice, highlighting what it is about the teachers that led them to stay with the model when the literature particular to Australian PE suggests mostly a continuation of the “traditional” physical education method.

References

  • Alexander, K., Taggart, A., Medland, A., & Thorpe, S. (1995). SEPEP: Sport Education in Physical Education Program. Belconnen, ACT: Australian Sports Commission.
  • Alexander, K., Taggart, A., & Thorpe, S. (1997). Teacher renewal through curriculum innovation: changing teachers’ pedagogies and programs. Issues in Educational Research, 7 (1), 1-18.
  • Alexander, K., Taggart, A., & Luckman, J. (1998). Pilgrims progress: the sport education crusade down under. Journal of Physical Education, Recreation and Dance, 64(4), 21-23.
  • Alexander, K., & Luckman, J. (2001). Australian teachers’ perceptions and uses of the sport education model. European Physical Education Review, 7(3), 243-267.
  • Araujo, R., Mesquita, I., & Hastie, P. (2014). Review of the status of learning in research on Sport Education: Future research and practice. Journal of Sports Science and Medicine, 13, 846-858.
  • Australian Curriculum and Assessment Authority (ACARA). (2016). Sequence of achievement. Retrieved from http://www.acara.edu.au/_resources/Health_and_Physical_Education_Sequence_of_achievement.pdf
  • Australian Curriculum and Assessment Authority (ACARA). (2016b). Health and physical education: Curriculum. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
  • Bishop, A. (1992) International perspectives on research in mathematics education In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp.710 – 723). New York, NY: MacMillan Publishing.
  • Brogden, R., & Knopp Bilken, S. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Pearson.
  • Brooker, R., Kirk, D., Braiuka, S., & Brangrove, A. (2000). Implementing a game sense approach to teaching junior high school basketball in a naturalistic setting. European Physical Education Review, 6(1), 7-26.
  • Bushe, G. (2011). Appreciative inquiry: theory and critique. In D. Boje, B. Burnes & J. Hassard (Eds.), The Routledge companion to organisational change (pp. 87-103). Oxford, UK: Routledge.
  • Casey, A., & Hastie, P. A. (2011). Students and teacher responses to a unit of student- designed games. Physical Education & Sport Pedagogy, 16(3), 295-312.
  • Cooperrider, D.L. (1990). Positive image, positive action: the affirmative basis of organizing. In S. Srivastva & D.L. Cooperrider (Eds.), Appreciative management and leadership (pp. 91‐125). San Francisco, CA: Jossey‐Bass.
  • Cooperrider, D. & Srivastva, S. (1987). Appreciative inquiry in organizational life. In R. Woodman & W. Pasmore (Eds.), Research in organizational change and development: Volume 1. Greenwich, CT: JAI Press.
  • Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2003). Appreciative inquiry handbook. Bedford Heights, OH: Lakeshore Publishers.
  • Curtner-Smith, M. D., Hastie, P. A., & Kinchin, G. D. (2008). Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education. Sport, Education and Society, 13(1), 97-117.
  • Enright, E., Hill, J., Sandford, R., & Gard, M. (2014). Looking beyond what’s broken: towards an appreciative research agenda for physical education and sport pedagogy. Sport, Education and Society, published online 22 April 2014. DOI: 10.1080/13573322.2013.854764
  • Farias, C. F., Hastie, P. A., & Mesquita, I. M. (2015). Towards a more equitable and inclusive learning environment in sport education: Results of an action research based intervention. Sport, Education and Society. doi:10.1080/13573322.2015.1040752
  • Fiorentino, L. H. (2012). Positive perspectives on the profession: reframing through appreciative inquiry. Quest, 64(4), 209-228.
  • Giles, D., & Alderson, S. (2008). An appreciative inquiry into the transformative learning experiences of students in a family literacy project. Australian Journal of Adult Learning, 48, 465–478.
  • Giles, D., & Kung, S. (2010). Using appreciative inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice. Australian Journal of Adult Learning, 50, 308–322.
  • Gribich, C. (2007). Qualitative data analysis: An introduction. London: Sage.
  • Hammond, S. A. (1998). The thin book of appreciative inquiry, 2nd edition. Plano, Texas: Thin Book Publishing Company.
  • Hastie, P. (2012). The nature and purpose of sport education as an educational experience. In P. Hastie (Ed.), Sport education: International perspectives (pp. 1-12). New York, NY: Routledge.
  • Hastie, P., & Curtner – Smith, M. (2006). Influence of a hybrid sport education-teaching games for understanding unit on one teacher and his students. Physical Education and Sport Pedagogy, 11(1), 1-27.
  • Hastie, P., Calderón, A., Palao, J., and Ortega, E. (2011a). Quantity and quality of practice: Interrelationships between task organization and student skill level in physical education. Research Quarterly for Exercise and Sport, 82, 784-787.
  • Hastie, P., de Ojeda, M., & Luquin, A. C. (2011b). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132.
  • Kinchin, G. (2006). Sport education: A view of the research. In D. Kirk, D. Macdonald & M. O’Sullivan (Eds.), The handbook of physical education (pp.596-626). Lon: Sage.
  • MacPhail, A., Kirk, D., & Kinchin, G. (2004). Sport education: promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23, 106–122.
  • Metzler, M. (2001). Instructional models for physical education, 3rd edition. Scottsdale, Arizona: Holocomb Hathway.
  • Penney, D., Clarke, G., & Quill, M. (2005). Researching sport education: partnerships in action. In D. Penney, G. Clarke, M. Quill, & G. D. Kinchin (Eds.), Sport Education in Physical Education: Research based practice (pp. 41-54). New York: NY: Routledge.
  • Pill, S. (2008). A teachers’ perceptions of the sport education model as an alternative for upper primary school physical education. Healthy Lifestyles Journal, 55(1), 23-29.
  • Pill, S. (2010). Student reflections of Sport Education in one urban Australian primary school, Asia-Pacific Journal of Health, Sport and Physical Education, 1(3-4), 29-36,
  • Pill, S. (2013). Using appreciative inquiry to explore Australian football coaches’ experience with game sense coaching. Sport, Education and Society, published online 09 September 2013. DOI: 10.1080/13573322.2013.831343
  • Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport, Education and Society, published online 30 April 2014. DOI: 10.1080/13573322.2014.912624
  • Pill, S. (2015). Valuing Learning in, through, and about sport - physical education and the development of sport literacy. In H. Askell-Williams (Ed.), Transforming the Future of Learning with Educational Research (pp. 20-35). Hershey, PA: IGI Global.
  • Raymond, E. M., & Hall, M. (2008). The potential for appreciative inquiry in tourism research. Current Issues in Tourism, 11, 281–292.
  • Rovegno, I., Nevett, M., & Babiarz, M. (2001). Learning and teaching invasion-game tactics in 4th grade: Introduction and theoretical perspective. Journal of Teaching in Physical Education, 20(4), 341-351.
  • Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, Ill: Human Kinetics.
  • Siedentop, D., Hastie, P., & van der Mars, H. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics.
  • Spittle, M., & Bryne, K. (2009). The influence of sport education on student motivation in physical education. Physical Education and Sport Pedagogy, 14(3), 253-266.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage.
  • Wallhead, K., & O’Sullivan, M. (2005). Sport education: Physical education for the new millennium. Physical Education and Sport Pedagogy, 10(2), 181-210.
  • Whitney, D. (2004) Appreciative inquiry and the elevation of organizational consciousness. Advances in Appreciative Inquiry. 1, 125–145.
There are 44 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA38MB25CJ
Journal Section Research Article
Authors

Shane Pill This is me

Peter Hastie This is me

Publication Date October 15, 2016
Published in Issue Year 2016

Cite

APA Pill, S., & Hastie, P. (2016). Researching Sport Education Appreciatively. European Journal of Educational Research, 5(4), 189-200. https://doi.org/10.12973/eu-jer.5.4.189
AMA Pill S, Hastie P. Researching Sport Education Appreciatively. eujer. October 2016;5(4):189-200. doi:10.12973/eu-jer.5.4.189
Chicago Pill, Shane, and Peter Hastie. “Researching Sport Education Appreciatively”. European Journal of Educational Research 5, no. 4 (October 2016): 189-200. https://doi.org/10.12973/eu-jer.5.4.189.
EndNote Pill S, Hastie P (October 1, 2016) Researching Sport Education Appreciatively. European Journal of Educational Research 5 4 189–200.
IEEE S. Pill and P. Hastie, “Researching Sport Education Appreciatively”, eujer, vol. 5, no. 4, pp. 189–200, 2016, doi: 10.12973/eu-jer.5.4.189.
ISNAD Pill, Shane - Hastie, Peter. “Researching Sport Education Appreciatively”. European Journal of Educational Research 5/4 (October 2016), 189-200. https://doi.org/10.12973/eu-jer.5.4.189.
JAMA Pill S, Hastie P. Researching Sport Education Appreciatively. eujer. 2016;5:189–200.
MLA Pill, Shane and Peter Hastie. “Researching Sport Education Appreciatively”. European Journal of Educational Research, vol. 5, no. 4, 2016, pp. 189-00, doi:10.12973/eu-jer.5.4.189.
Vancouver Pill S, Hastie P. Researching Sport Education Appreciatively. eujer. 2016;5(4):189-200.