PETE Students’ Opinions Towards the Sport Education Model

Öz

The main purpose of this study was to determine the opinions of PETE students who experienced the sport education model (SEM) during a course period. The study, in which phenomenology design was adopted, involved eight PETE student (four female and four male) who attended a fifteen-week sports education season, including at least one participant from each role taken on during the season. Focus group interviews were utilized for data gathering within the scope of the study, and content analysis was used to analyze the data. The findings obtained from the study were organized under three themes: (i) the differences of the SEM from traditional teaching, (ii) the effect of SEM the acquisition of knowledge and skills, and (iii) the effect of SEM on motivation. Based on the opinions of PETE students, it was determined that the roles taken on throughout the season enhanced attendance in the lesson, imposed responsibility, promoted socialization, and contributed to more effective and holistic learning of the sports branch. In addition, it was concluded that the responsibilities undertaken in the season, competition between teams, seasonal feature of the model and awards were effective in terms of motivation. In accordance with the results obtained from the study, it was revealed that PETE students’ opinions regarding the model were favorable.

Anahtar Kelimeler

• Physical education
• PETE students
• sport education model

Kaynakça

1. MacPhail A, Lawson H. School physical education and teacher education: Collaborative redesign for the twenty-first century. In: Curriculum Studies in Health and Physical Education. 2020. p. 210–2.
2. Aimah S, Purwanto B. Evaluating teachers ’performance : A need for effective teaching. Celt: A Journal of Culture, English Language Teaching & Literature. 2019;19(1):2–5.
3. Sims S, Fletcher-Wood H, O’Mara-Eves A, Cottingham S, Stansfield C, Goodrich J, et al. Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research. 2023;1–42.
4. MoNE. Beden Eğitimi ve Spor Dersi Öğretim Programı [Internet]. Ankara; 2018 [cited 2023 Aug 15]. Available from: https://mufredat.meb.gov.tr/Programlar.aspx
5. Mirzeoğlu D. Model temelli beden eğitimi öğretimi. Ankara: Spor Yayınevi; 2017.
6. Metzler M, McCullick BA. Introducing innovation to those who matter most - The P-12 pupils’ perceptions of model-based instruction. In: Journal of Teaching in Physical Education. 2008. p. 512–28.
7. Fernandez-Rio J, Iglesias D. What do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy. 2024;29(2):190–205.
8. Metzler M. Instructional models for physical education. Scottsdale, AZ: Holcomb Hathaway; 2005.

9. Mosston M, Ashworth S. Teaching physical education: First online edition. Spectrum of Teaching Styles. 2008;32.
10. Gurvitch R, Metzler M. Theory into Practice: Keeping the Purpose in Mind: The Implementation of Instructional Models in Physical Education Settings. Strategies. 2010;23(3):32–5.
11. Siedentop D. Sport education: Quality PE through positive sport experiences. Champaign, Illinois, USA: Human Kinetics; 1994.
12. Farias C, Valério C, Mesquita I. Education as a curriculum approach to student learning of invasion games: Effects on game performance and game involvement. Journal of Sports Science and Medicine. 2018;17:56–65.
13. Pereira J, Hastie P, Araújo R, Farias C, Rolim R, Mesquita I. A Comparative study of students’ track and field technical performance in sport education and in a direct instruction approach. Journal of Sports Science and Medicine. 2015;14:118–27.
14. Hastie PA, Calderón A, Rolim RJ, Guarino AJ. The development of skill and knowledge during a sport education season of track and field athletics. Research Quarterly for Exercise and Sport. 2013;84(3):336–44.
15. Wallhead TL, Garn AC, Vidoni C. Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity. Physical Education and Sport Pedagogy. 2013;18(4):427–41.
16. Siedentop D. Sport Education: A Retrospective. Journal of Teachıng in Physical Education. 2002;21:409–18.
17. Bessa C, Hastie P, Araújo R, Mesquita I. What do we know about the development of personal and social skills within the sport education model: A systematic review. Journal of Sports Science and Medicine. 2019;18:812–29.
18. Burgueño R, Medina-Casaubón J, Morales-Ortiz E, Cueto-Martin B, Sánchez-Gallardo I. Sport education versus traditional teaching: influence on motivational regulation in high school students. Cuadernos de Psicología del Deporte. 2017;17:87–9.
19. García-López LM, Gutiérrez D. The effects of a sport education season on empathy and assertiveness. Physical Education and Sport Pedagogy. 2015;20(1):1–16.
20. Hastie PA, Wallhead T. Models-based practice in physical education: The case for sport education. Journal of Teaching in Physical Education. 2016;35(4):390–9.
21. Smither K, Xihe Zhu K. High school students’ experiences in a Sport Education unit: The importance of team autonomy and problem-solving opportunities. European Physical Education Review. 2011;17(2):203–17.
22. Perlman D, Karp GG. A self-determined perspective of the sport education model. Physical Education and Sport Pedagogy. 2010;15(4):401–18.
23. Oğuzhan-Saraç Neşe. Students’ experiences on their roles in sport education model: A longitudinal study. [Denizli]: Pamukkale University; 2019.
24. Oğuzhan-Saraç Neşe, Hunuk D. Experiences of students with special needs on sport education model. Journal of Education and Training Studies. 2018;5(13):70.
25. Sural V, Savaş S. The effects of basketball classes taught through different education models on psychomotor achievement skills of students. Kastamonu Education Journal. 2017;25(1).
26. Doydu İ, Çelen A, Hakkı Ç. Spor eğitimi modeli’nin öğrencilerin beden eğitimi ve spora karşı tutumuna etkisi. e-international Journal of Educational Research. 2013;4(2):99–110.
27. Luna W De, Sur MH, Shapiro DR. Using Paralympic School Day and Sport Education Model to Increase Awareness and Inclusion of Students With Disabilities in Physical Education. Journal of Physical Education, Recreation & Dance. 2023;94(5):5–15.
28. Curtner-Smith MD, Sofo S. Preservice teachers’ conceptions of teaching within sport education and multi-activity units. Sport, Education and Society. 2004;9(3):347–77.
29. Curtner-Smith MD, Hastie PA, Kinchin GD. Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education. Sport, Education and Society. 2008;13(1):97–117.
30. Keske Aksoy G, Gürsel F. Modele dayalı uygulamada beden eğitimi öğretmenini güçlendiren ve yavaşlatan ögeler. Ankara Üniv Spor Bil Fak. 2015;13(1):73–82.
31. Romar J-E, Henriksson J, Ketomäki K, Hastie P. Teachers’ learning experiences with the sport education model in physical education. 2016;7:1–26.
32. Arufe-Giráldez V, Sanmiguel-Rodríguez A, Ramos-Álvarez O, Navarro-Patón R. News of the Pedagogical Models in Physical Education—A Quick Review. International Journal of Environmental Research and Public Health. 2023;20(3):2586.
33. Asma M, Soytürk M. Examination of volleyball lessons performed by different forms in terms of learning outcomes Farklı öğretim biçimleri ile gerçekleştirilen voleybol derslerinin öğrenme çıktıları açısından incelenmesi. Journal of Human Sciences. 2018;15(2):779.
34. Mirzeoğlu D, Özcan G. Akran öğretimiyle işlenen okul deneyimi dersi hakkında öğrenci görüşleri ve kazanımları. NWSA Academic Journals. 2015;10(4):16–33.
35. Creswell J. Research design : Qualitative, quantitative, and mixed methods approaches. Sage; 2009.
36. Yıldırım A, Şimşek H. Sosyal bilimlerde nitel araştırma yöntemleri. 12th ed. Ankara: Seçkin Yayıncılık; 2021.
37. Bogdan R, Biklen SK. Qualitative research for education : an introduction to theory and methods. Allyn and Bacon; 1998.
38. CoHE. Beden eğitimi ve spor öğretmenliği lisans programı [Internet]. 2018 [cited 2023 Jul 16]. Available from: https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Beden_Egitimi_ve_Spor_Ogretmenligi_Lisans_Programi.pdf
39. Fraenkel JR, Wallen NE, Hyun HH. How to design and evaluate research in education. Vol. 8. 2011.
40. Büyüköztürk Ş, Kılıç Çakmak E, Erkan Akgün Ö, Karadeniz Ş, Demirel F. Bilimsel araştırma yöntemleri. Ankara:Pegem Akademi Yayıncılık; 2017.
41. Dennis H. Introduction to qualitative research methods in psychology. Pearson UK; 2019.
42. Creswell J, Creswell J. Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage; 2018.
43. Merriam S. Nitel araştırma - Qualitative research: A guide to design and implementation. 3rd ed. Turan S, editor. Nobel Akademik Yayıncılık; 2023.
44. Patton MQ. Nitel araştırma ve değerlendirme yöntemleri. 3rd ed. Bütün M, Demir SB, editors. Pegem Akademi; 2018.
45. Wallhead TL, Ntoumanis N. Effects of a sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education. 2004;23(1):4–18.
46. Schneider RC, Marriott ST. Applying the sport education model to basketball. Journal of Physical Education, Recreation & Dance. 2010 Feb;81(2):15–7.
47. Pan Y-H, Huang C-H, Lee I-S, Hsu W-T. Comparison of learning effects of merging TPSR respectively with sport education and traditional teaching model in high school physical education classes. Sustainability. 2019;11(7):2057.
48. Gordon B. Merging teaching personal and social responsibility with sport education: A marriage made in heaven or hell? ACHPER Healthy Lifestyles Journal. 2009;56:13–6.
49. Fernandez-Rio J, Menendez-Santurio JI. Teachers and students’ perceptions of a hybrid sport education and teaching for personal and social responsibility learning ünit. Journal of Teaching in Physical Education. 2017;36(2):185–96.
50. Mesquita I, Pereira JAR, Araújo R, Farias C, Rolim R. Representations of the students and their teacher about the educational value of sport education model within an athletic unit. Motricidade. 2016;12(1):26–42.
51. Pereira J, Araújo R, Farias C, Bessa C, Mesquita I. Sport education and direct instruction ünits: Comparison of student knowledge development in athletics. Journal of Sports Science and Medicine. 2016;15:569–77.
52. Pritchard T, Hawkins A, Wiegand R, Metzler JN. Effects of two instructional approaches on skill development, knowledge, and game performance. Measurement in Physical Education and Exercise Science. 2008;12(4):219–36.
53. Calderón A, Martínez de Ojeda D, Hastie PA. Students and teachers’ perception after practice with two pedagogical models in physical education. RICYDE Revista İnternacional de Ciencias Del Deporte. 2013;9(32):137–53.
54. Hastie PA, Li P, Liu H, Zhou X, Kong L. The Impact of Sport Education on Chinese Physical Education Majors’ Volleyball Content Knowledge and Performance. Research Quarterly for Exercise and Sport. 2023;94(3):618–26.
55. Giménez MA, Fernández-Río J, Méndez-Alonso D. Sport education model versus traditional model: Effects on motivation and sportsmanship. International Journal of Medicine and Science of Physical Activity and Sport. 2015;15(59):449–66.
56. Tendinha R, Alves MD, Freitas T, Appleton G, Gonçalves L, Ihle A, et al. Impact of sports education model in physical education on students’ motivation: A systematic review. Children. 2021;8(7).
57. García-González L, Abós Á, Diloy-Peña S, Gil-Arias A, Sevil-Serrano J. Can a hybrid sport education/teaching games for understanding volleyball unit be more effective in less motivated students? An examination into a set of motivation-related variables. Sustainability. 2020;12(15):1–16.
58. Kao C-C, Luo Y-J. The influence of low-performing students’ motivation on selecting courses from the perspective of the sport education model. Physical education of students. 2019;23(6):269–78.
59. Burgueño R, Cueto-Martín B, Morales-Ortiz E, Medina-Casaubón J. Influence of sport education on high school students’ motivational response: A gender perspective. RETOS Nuevas tendencias en Educación Física, Deporte y Recreación. 2020;37:546–65.
60. Sinelnikov O, Hastie P. A motivational analysis of a season of sport education. Physical Education & Sport Pedagogy. 2010;15(1):55–69.
61. Sinelnikov O, Hastie P. Teaching sport education to Russian students: An ecological analysis. European Physical Education Review. 2008;14(2):203–22.
62. Browne TBJ, Carlson TB, Hastie PA. A comparison of rugby seasons presented in traditional and sport education formats. European Physical Education Review. 2004;10(2):199–214.
63. Ang SC, Penney D. Promoting social and emotional learning outcomes in physical education: Insights from a school-based research project in Singapore. Asia-Pacific Journal of Health, Sport and Physical Education. 2013;4(3):267–86.
64. Clarke G, Quill M. Researching sport education in action: A case study. European Physical Education Review. 2003;9(3):253–66.