Date of Award


Degree Type


Degree Name

Master of Education


Faculty of Community Services, Education and Social Sciences

First Advisor

Dr. Andrew Taggart


An interpretive case study approach was employed to examine student and teacher perceptions of the implementation of a sport education in physical education program (SEPEP) in a Western Australian regional primary school. Choi’s (1992) curriculum dimensions were used as a framework. Three year seven teachers implemented SEPEP using a team teaching approach. The focus teacher, Ms Jenson, a highly regarded classroom teacher, described herself as non-sporty and lacking confidence and expertise in PE teaching. Students in her SEPEP volleyball class were considered less popular and less athletic when compared with those in the other two SEPEP classes. A focus volleyball team comprising five girls and a boy of varying sporting interests and abilities were targeted to determine student perceptions of the program. Both the students and the teachers were positive in their overall thoughts and feelings about SEPEP. Greater enjoyment of PE classes, improved range and level of learning outcomes and liking of the student-centred structure of the program were reported.