Date of Award
Bachelor of Education Honours
School of Education
Faculty of Education
Sport education is one of the six curriculum models in physical education described by Siedentop, Mand and Taggart (1986). Sport education is a student centered curriculum model whereby students take on the specific roles of management board of control, captain/coach, first aid officer, advertising/publicity officer as well as player. It is the social interaction of students within these roles that is the key to the potential success of the model. Research suggests that many students have unfavourable attitudes towards the dominant curriculum model currently being used in physical education in most Western Australian schools, while on the other hand, many students have a positive attitude towards community sport. Sport education involves implementing key aspects of community sport in physical education classes. This study is investigated the attitudes of students as they assumed the responsibilities of specific roles within the sport education curriculum model in physical education at Richardson High School. Individual in-depth interviews, field notes and individual student journals were used as the means of data collection to determine the student’s attitudes to the roles of management board of control, first aid officer, publicity officer, captain/coach and player. This study found that the attitudes of the students participating in the specific roles, were favourable. All the students interviewed stated that they would like to participate in another role in a different model of sport education. The importance of even competitionwithin a sport education season was emphasized as students began to lose interest as the season progressed. This was attributed to uneven teams and the repetitiveness of playing the same teams each week. It was therefore concluded that the selection criteria of teams be addressed at Richardson, making them smaller, with more teams of similar ability selected. One student, the publicity officer, was left floundering as a result of being given too much responsibility too soon, and therefore it is recommended that students experience a transition period whereby they experience sport education, but under guidance and instruction from the teacher, so they can learn exactly what is expected of them within their roles. This initial research in determining the attitudes of students towards their roles and responsibilities in sport education, may help establish sport education as a possible alternative curriculum model to the way sport is taught in physical education classes.
Sadler, A. (1995). Student Attitudes to Their Roles and Responsibilities Within a Sport Education Curriculum Model in Physical Education. https://ro.ecu.edu.au/theses_hons/653