No longer voiceless and exhausted: sport education and the primary generalist teacher
Document Type
Journal Article
Publisher
Australian Council for Health Physical Education & Recreation Inc
Faculty
Faculty of Regional Professional Studies / Faculty of Community Services, Education and Social Sciences
School
School of Regional Professional Studies
RAS ID
824
Abstract
Given that generalist teachers are often the major providers of physical education (PE) in primary schools, curriculum models need to empower them to implement quality, just and outcome producing PE programmes for young children. In an interpretive case-study approach, teacher and student perceptions of the implementation of a sport education in physical education programme (SEPEP; Alexander, Taggart, Medland & Thorpe, 1995) were examined in a primary school in Australia. A SEPEP volleyball season, taught by a generalist teacher who described herself as "non-sporty" and indicated a lack of confidence and expertise in teaching PE, provided the focus of the study. The teacher was positive about her experiences with SEPEP, particularly from student enjoyment and outcome perspectives. She enjoyed her role as facilitator, wanted to teach more PE, yet 'missed' some student and programme messages. Issues discussed include setting-up the season and teacher planning, role performance by some students, boys being isolated and team-teaching approaches.
Comments
Strikwerda-Brown, J., & Taggart, A. (2001). No longer voiceless and exhausted: sport education and the primary generalist teacher. ACHPER Healthy Lifestyles Journal, 48(3/4), 14-17.