Pedagogical Approach to Sport Education
Nika Haper takes a look at the methods and activities of teaching used in physical education.
Sports Education is proposed as an instructional model addressing complications relating to traditional answers to teaching physical education.
Scandinavian Model of Sports Education as the Most Popular and Relevant
Considering Annerstedt (2008), there is a Scandinavian conception of physical education which is regarded as for the inclusion of numerous different sports activities, and learners are taught by choosing from many sports. It is by participating in these multi-activity strategies that college students are expected to study. Although physical education is a usual widespread school subject, communications submitted in the Internet forums mainly described the negative side of physical education classes. Given these problems, Metzler (2011) emphasizes that the teaching of physical education has to be much more than the multi-vector training, aimed at the teacher. The idea of "physical education-as-sport-techniques" is also considered, where the process consists of methods of learning and teaching. This is a multi-activity method, trained by physical education-as-sport-techniques, certainly disagrees with the modern style of life. Also, it is stressed that there is a general disliking with the multitasking concept because of the excessive emphasis on direct teaching in which segregated skills and exercises are practiced. Ward (2013) also argued that neither the teacher nor their students at the university could develop an understanding of the content if the training options have limited time, as may be in a multi-disciplinary curriculum.
Traditional physical education, where the instructor takes all decisions, may lead to some college students having unfavourable collisions, which will lead to disagreement with reform. In practice, as in other European countries and other countries, different ball games are the most frequent areas of content in physical education in Finland and Sweden, which means that students play games in a more or less competitive context.
The emphasis on games is not problem-free, co-operation is usually considered by teachers as the main component in different games and exercises with the desire to stimulate co-operation but is often overlooked by playing team sports activities. Also, there is a necessity to popularize student-oriented learning styles in Finnish education, while was found out that Finnish teachers of physical education used teachers rather than a student-centred learning style with the most common directive styles. Also, the national summary of physical education in Sweden appears in a large number of physical education students do not have the opportunity to influence and take responsibility. Also, university students condemned teachers for not listening at all and not offering them more self-determination or using learner-centred strategies. The changed national curriculum will be introduced in Finland at the beginning of the 2016-17 school year. Despite Finnish education already has a well-known children's and liberatory form of education, one of the main objectives of the latest curriculum is to promote the independence of students providing responsibility through their specific training, with particular attention to learning and students going for a dynamic role.
In particular, in physical education, students must become active members and have the opportunity to co-operate with each other. This innovation in emphasis is one of the reasons teachers need to look for new methods and decisions in teaching physical education. Currently, the attention in physical education is the acquisition of the right to self-determination and independence, along with social and interactive features. At the same time, it is concluded that there is a real necessity to study the influence of the Finnish University in the field of physical education (applications, curricula, teaching options or teaching styles) on the cognitive, social, and psychomotor student's growth.
Sports Education as a curriculum model
Sports education is usually offered as a learning model that addresses the difficulties associated with traditional answers to the teaching of physical education. Sports education consists of democratic and constructivist pedagogy components, which can require a significantly small group training, as well as features of the empowerment of students, decision-making, and responsibility. Although the seasons of Sports Education were created differently in some settings, there are five main elements in Sports Education. These include:
Four complete reviews of the literature have shown the success of the model of Sports Education in a variety of conditions. Students evaluate sports education as an even more attractive form of physical education compared to their previous meetings with instructors aimed at training programs, because of the reality with which they are faced with mastering the curriculum.
University students improve their skills, tactical, and gaming knowledge and confirm reports of considerable enthusiasm. Along with positive results related to students, teachers who include Sports Education consider the model attractive because of the increased participation of students and a positive impact on their effectiveness. Despite widespread curiosity from teachers and professionals since the early 1980s, Sports Education continues to be a "new" idea in physical education configurations, as it deals with some basic assumptions about structure and graphics and the role of teachers. Teachers working in the school study new models of curricula in the field of physical education, primarily through training in support of professional development. Although among the teachers who tried to create an entirely new model, changes in attitude, positive emotion, efficiency, and enthusiasm were noted the implementation of a completely new model is not easy and effective.
When teachers introduce a new model into their education, the process of their education becomes gradual and complicated. First and foremost, a change in the increase in the competence of teachers and the expansion of student learning requires additional work. A one-day course for teachers without any follow-up measures and support showed no difference in how teachers are subsequently taught. Nevertheless, the social personality of professional advancement can have some positive impact. Teachers can also adhere to the training model more closely if they have administrative support from the school and the district, as well as resources and opportunities for this. Truly central is that teachers can establish links with personal meetings through the training process, so teachers must see the transformation of evidence before they buy into the very transformation. The need for vigorous learning, since the program of action, to be sure of the dignity of pure concepts by using them with their practice, helped the teachers to make changes. Several researchers in a physically educated context have used localized learning as a theory to explain learning in general or in terms of a model based on learning. The established learning structure was also used to describe the fact that teacher training is part of the process of participating in social practice in schools.
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About the Author
Nika Harper is a freelancer, graduated from the University of West London. A dedicated psychology teacher who believes that every student must understand the importance of psychology in their everyday lives. Well-acquainted with the requirements of teaching and coaching in handling a class of students. Also, she is a qualified and certified specialist in personal coaching and home tuition.
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