1 / 16

Sport Education Model in the PE Curriculum of Cedar Primary School

Sport Education Model in the PE Curriculum of Cedar Primary School. Mr M Jabbar Mr Bobby Chan Miss Goh Wai Leng. Background. Teach Less Learn More (TLLM) movement Schools are to -craft their PE curriculum -search for a more effective and engaging PE curriculum.

zaina
Download Presentation

Sport Education Model in the PE Curriculum of Cedar Primary School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Sport Education Model in the PE Curriculum of Cedar Primary School Mr M Jabbar Mr Bobby Chan Miss Goh Wai Leng

  2. Background • Teach Less Learn More (TLLM) movement • Schools are to -craft their PE curriculum -search for a more effective and engaging PE curriculum

  3. Sport Education Model (SEM) SEM is a curriculum and instruction model designed to provide students with more authentic and enjoyable sporting experiences than traditional physical education classes

  4. Aims of research • Examine the process of implementing SEM in a local primary school context and compares the SEM model with the traditional model • Ascertain the potential of this action research process as a powerful tool for PE teachers to collaboratively research on the lessons in enhancing their own professional development

  5. Research Questions 1. What is the scalability of SEM? 2. What are the school conditions that will make PE lessons more engaging?

  6. Methodology • Comparative study of 2 classes • Experimental group P6-1 • Control group P6-3 • Sport - Ultimate Frisbee • Duration – 10-week programme • Same Teacher • Pre and Post Tests (physical/cognitive/affective) • Interview

  7. Findings • Test results (physical, cognitive, affective) • Interviews

  8. Findings(Cognitive)

  9. Findings(Cognitive)

  10. Findings Cognitive

  11. Findings Affective

  12. Findings Experience

  13. Findings • No significant difference in both classes in terms of cognitive attainment • At least 75% agree that the umpiring, organising exposure have enriched their learning • Students find conflict management challenging • At least 70% agree that they have had a positive overall experience • About 55% find that they will be able to organise a similar tournament

  14. Recommendations 1. Scalability -recommended for the module to be done in 1 term (10 weeks) 2. Identification of school conditions - trained PE teachers - Participatory approach (multiple roles by students) - 3M approach (media, mental, motor)

  15. Recommendations 3. Include conflict management as part of SEM module 4. Progressive exposure to organisation of event 5. Get students to organise school sporting events

  16. Reflections … help students to become skilled sportsperson and provides opportunities for them to take responsibilities for their own Sports and physical education experiences. Siedentop, 2000

More Related