Applying the Sport Education Model to Tennis

Autor/in	Ayvazo, Shiri
Titel	Applying the Sport Education Model to Tennis
Quelle	In: Strategies: A Journal for Physical and Sport Educators, 23 (2009) 1, S.8-12 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-4562
Schlagwörter	Classroom Techniques; Physical Education; Teaching Styles; Racquet Sports; Teacher Characteristics; Competition; Physical Education Teachers; Teaching Methods; Models; Curriculum; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Klassenführung; Körpererziehung; Sportunterricht; Lehrstil; Unterrichtsstil; Wettkampf; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Curricula; Lehrplan; Rahmenplan; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The physical education field abounds with theoretically sound curricular approaches such as fitness education, skill theme approach, tactical approach, and sport education. In an era that emphasizes authentic sport experiences, the Sport Education Model includes unique features that sets it apart from other curricular models and can be a valuable tool in teaching tennis. The Sport Education Model has six primary features: (1) seasons; (2) affiliations; (3) formal competition; (4) record keeping; (5) festivity; and (6) culmination event. The primary features are implemented within the context of the sport that is being taught, while providing positive and motivating specific sport experiences. Thus in a typical sport education unit the students are affiliated in teams, experience sport units called seasons (e.g., tennis, soccer), conduct and participate in formal competition, keep records of their performance, and assume the appropriate festivity for the sport. Each season concludes with a culminating event to celebrate the teams' success and learning. The model allows the students to develop skill and tactic competency, fulfill the sport-related roles (e.g., coach), and gradually assume more responsibility for learning. Although the Sport Education Model has been well researched and conceptualized, a theoretically sound curriculum does not always translate easily to teaching. Teaching in a sport education style requires considerable planning, good classroom management skills, willingness to differ from the conventional directive teaching style, and solid knowledge of the content. This article provides a guide for physical education teachers who are interested in teaching tennis or tennis-related content (e.g., pickle ball) in the sport education style. (Contains 4 figures.) (ERIC).
Anmerkungen	American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10