The second part of our blog to discover what Sport Education is all about continues to scrutinize the pros and cons of the Sidentop Sport Education curriculum. In part one we learned all about the pros of the program but there are some downsides to this method of teaching physical education.
The Drawbacks of the New Model
There are few critics of the new way to teach Sport Education and most of the people involved in the teaching of physical education have embraced its techniques and can see the benefits of the curriculum to their students. However, there are one or two drawbacks to this model:
- Trying to balance out teams for group sessions can be difficult, and often the students with greater ability take over.
- Students who are not blessed with such advantages may feel embarrassed and consequently do not put effort in, even though they may have improved dramatically.
- The model does not fit every sport, sometimes the teacher has to be in firm control.
- Concentrating on one particular sport for a lengthy period might turn some students off as they have no interest in that sport.
If you compare these cons to the pros we highlighted in part one of this blog you can see they are fairly inconsequential but they must be taken into account if you are to adopt such a model as Sport Education in your physical education program.
How Does Sport Education Work?
Sport Education is an instruction model for physical education curriculum’s. It is designed to provide a rich and enjoyable sports program for boys and girls that teaches not only actual sports but associated skills such as tactics. Possibly the biggest drawback to such a teaching model is that it cannot be squeezed into a short period of time. It also has a complicated structure and the best way to teach it is by a combination of many elements, like small-group sessions, direct instruction, and peer instruction as opposed to authoritarian drill-style teaching.
The Basic Features of Sport Education
There are six key elements to Sport Education which is fashioned how sports are involved with local communities, and by implication their worth to the culture of the greater community that the students live in. These elements are: formal competition, seasons, affiliation, festivity, seasons and culminating events.
Formal competitions are largely driven by the seasons that are interspersed with training and practice sessions. Formal competition enables forward planning as the dates are fairly regimented and this in turn allows the teacher to set goals for certain events within their general Sport Education program.
The big difference between a physical education program and a Sport Education curriculum is that the latter takes around three times longer. The ethos behind this is that fewer kinds of sports are covered in much greater detail, this way results are far better than simply glossing over sports in short units as a traditional physical education program does. In part two we continue at our look at the six basic features of Sport Education.