Collegiate Students’ Empirically Experiences and Perception in the Sport Education
Abstract
Generally, the previous SE studies are designed and conducted on secondary level students, PETE program, and pre-service and in-service teachers in PE major. A significant amount of research into Sport Education (SE) and Physical Education Teacher Education (PETE) program or Physical Education (PE) major courses has been conducted; however, not much research has been conducted in the collegiate Physical Activity (PA) course. The purpose of this study was to examine the eight-six (29 females and 57 males) PE and Non-PE Major collegiate students’ social interaction, empirically experiences and receptivity and how they changed the perception of Sport Education (SE) model (Siedentop, Hastie, & van der Mars, 2004) in collegiate team and individual classes for the academic year. Qualitative data were collected through class observations and interviews to assess students’ receptivity and perceptions of the SE model as well as students’ attitudes and beliefs about SE. Most students’ knowledge of the SE model and both sports skill level significantly improved more in the SE model season class than a previous traditional class format. Every student expressed a variety of experiences of SE in both team and individual classes. (1) All students recognized the benefit of the SE model in both team and individual classes (i.e. actual involvement, leadership, and social interaction). (2) Most students pointed out that implementing the SE model in PA class took too much time at the beginning of the each semester. (3) Level and gender mixed (experienced & non-experienced) classes and team setting supported non-experienced students easy to acquire sports skills and understand knowledge. Despite much positive findings, the students pointed to both positive and native outcomes from the SE model. The increased levels of student participation, student ownership in it, and the students’ enjoyment of the unit. Most students complained that the lack of their understanding of the SE model concept increased the implementation time at the beginning of the semester because it was very time consuming to implement due to the organization involved. Nonetheless, the students at both low and high level did see the greater utility of the SE model for skill improvement and decision making opportunities- the shift from an instructor centered to a student centered model of instruction as students took on various roles during the season.