Date of Award

2000

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Bachelor of Education Honours

School

School of Education

Faculty

Faculty of Community Services, Education and Social Sciences

First Supervisor

Andrew Taggart

Abstract

Implementing new curriculum models for the first time can be difficult for teachers, especially those recently graduated. This study captured some of these challenges and difficulties, and the substantial rewards, through recording the teacher's reactions and reflections as he implemented his first season of SEPEP. The perceptions of the students involved in the season were recorded as a way of validating the teacher's reflections. SEPEP is a student centered physical education program which seeks to capture the positive aspects of community sport, and allows students the opportunity to be involved as players, in team roles such as captain, coach and sports board member, and also in duty roles such as umpire and scorekeeper. As a student centered model it required the students to become more involved in the operation of the competition and requires the teacher to become less directive, allowing the students to assume more responsibility. As a teacher recently graduated from university, I became an action researcher and used a Teacher Journal to record my reflections and reactions as I implemented my first SEPEP season. The students involved in the season were my Year 8 Physical Education class, and they were interviewed to gain an understanding of their perceptions and attitudes toward their .first SEPEP experience. These findings can be used by other teachers intending to implement their first SEPEP season. The study found that SEPEP has the potential to help students achieve Health and Physical Education outcomes as described by the Curriculum Council (1999). The specific focus for the season was the development of the students' interpersonal skills. This resulted from playing in small teams which remained the same throughout the season, being allocated roles on the team and having the opportunity to umpire other teams. It was also recognised that SEPEP can be implemented in stages whereby several characteristics of the model are initially incorporated, and as the season progresses new characteristics are introduced as students and the teacher arc ready Another major finding was that I had to change my teaching role when implementing SEPEP. I had to become less directive and allow the students to assume the responsibilities for the operation of the competition This presented a major challenge as I was used to being in charge and maintaining total control of the class activities. However, this change was necessary for the model to work to its potential. As a result of these changes, the students reported enjoying the new model, especially the responsibilities which they were now required to undertake. The study provided an opportunity for reflection and growth in both the professional and personal domains. It has revitalised my enthusiasm for teaching and the obvious enjoyment from the students indicated their endorsement of the model.

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