The influence of the sport education model on an adapted physical education teacher’s conceptions

Abstract

Physical education teachers implement model-based instruction as their fundamental teaching framework to provide quality physical education (Metzler, 2005). Siedentop et al. (2004) indicated that the Sport Education curriculum model encourages students to become literate, competent, and enthusiastic players. Therefore, the purpose of the current study was to examine the conceptions of a junior high school physical education teacher using the Sport Education curriculum model to teach students with disabilities during a swimming unit. Data were gathered from videotaping of physical education classes, sixteen informal and two formal interviews, lesson plans, and field notes. The results of the study found that the teacher perceived students to be more enthusiastic and interactive with their classmates when participating in the model. In addition, the physical education teacher spent more time preparing for his lessons and modified his teaching method. Team affiliation was the most challenging aspect of using the Sport Education model with the population.