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Sport education: promoting team affiliation through physical education

  • David Kirk
    ,
  • Ann MacPhail
    ,
  • Gary Kinchin
Research Output: Contribution to journal Article Peer-review

Abstract

The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke, 1992). Siedentop's Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining persisting groups as teams throughout the season. Extended units intended to foster team affiliation while promoting affective and social development are common objectives in physical education. We report on a 16-week SE unit that includes over 70 Year-5 students (9- to 10-year-olds) from one UK school. Our findings show that the opportunity to become affiliated with a team was an attractive feature of the pupils' physical education experience and that, under the framework of SE, there was an obvious investment made by the Year-5 Forest Gate students in relation to their sense of identity and involvement as members of a persisting group.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 106-122

Journal (Volume, Issue Number)

Journal of Teaching in Physical Education (Volume 23, Issue 2)

Publication milestones

  • Published - 01/04/2004

Publication status

Published - 01/04/2004

ISSN

0273-5024

External Publication IDs

  • handle.net: 10547/233632
  • Scopus: 2142762711

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