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Australian Teachersí Perceptions and Uses of the Sport Education Curriculum Model

Edith Cowan University, Bradford Street, Mount Lawley, Perth, WA 6168, Australiak.alexander{at}ecu.edu.au

Jan Luckman

Edith Cowan University, Australia

This paper reports the results of a recent questionnaire completed by 377Australian primary and secondary physical education (PE) teachers who had used the sport education curriculum model. As such, it constitutes one of the few large-scale accounts of teachers’ perceptions of a curriculum model first proposed by Siedentop in the early 1980s. The purpose of the questionnaire was to discover how teachers implemented the model and to report whether they believed it produced better learning outcomes, was responsive to particular types of students and their needs and helped students accept responsibility for their own PE. The report provides support for the view that sport education can be an exemplary context for pursuing a broader range of learning outcomes than PE has traditionally sought and achieved, and that many teachers’ disappointment with the nature and quality of interactions with students can be overcome, in turn enhancing their ‘quality of working life’.

Key Words: assessment • curriculum model • outcomes • personal • social development • physical education • situated learning • sport education • student-centred teaching

European Physical Education Review, Vol. 7, No. 3, 243-267 (2001)
DOI: 10.1177/1356336X010073002


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