Learning experiences from a season of sport education during Year 10 PE

The purpose of this study was to examine the pupils' and teacher's perceptions and learning experiences from a season of Sport Education that was conducted for the first time at the research school. Two groups of Year 10 (age 14/15) pupils participated in a nine week season (16 & 17 sessions per group) of badminton. Data collection included questionnaire, lesson observation, group and individual interviews before, during and after the season. Nine-month follow-up group interviews were carried out to assess the sustainability of outcomes from Sport Education. All qualitative data were transcribed and analysed using the constant comparison of emerging themes. Quantitative data provided a psychological motivational profile and physical activity levels of pupils before and after the intervention for both a Sport Education group and a non-Sport Education (normative) group. The motivational profile was measured using a validated questionnaire used in the Nike/YST multi-site study (Kirk, Fitzgerald, Wang & Biddle, 2000). Physical activity was measured using a modified form of the Self-Administered Physical Activity Checklist (Sallis, 1996). The results indicated that Sport Education was viewed a success by the pupils and teacher at this school. The pupils preferred this teaching model to their previous PE experiences. The teacher felt the model held much potential to achieve their department aims and continued to use Sport Education with his classes following this first time experience. The emerging themes from the study were the competitions, changing power hierarchies, team affiliation and persistent team membership, changes to the motivational climate, and changes to traditional PE. These themes described the positive perceptions from both pupils and the teacher while also revealing issues that caused difficulties or that would require further attention before any subsequent delivery of Sport Education. Quantitative findings showed no significant (p>0.05) difference between all motivation variables. Physical activity levels increased pre- to post-Sport Education for boys and girls in the activity 'racket sports' where both the number of pupils participating and the number of hours per week increased (P<0.01) following the season of Sport Education, where no change was shown for the normative group. Recommendations are given for future research in Sport Education. Finally, recommendations are given for future use of Sport Education that are particularly relevant for teachers implementing the model for the first time.