MacPhail, Ann, Kirk, David and Kinchin, Gary
Sport Education: Promoting team affiliation through physical education
Journal of Teaching in Physical Education, 23, (2), . (doi:10.1123/jtpe.23.2.106).
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The development of feelings of identity, belonging to a team and the growth of social skills are experiences that sport, properly conducted, is well placed to offer (Siedentop, 1994). Ironically, the multi-activity characteristics of many physical education programmes (Locke, 1992) works against realising these goals. Siedentop's Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining 'persisting groups' as teams throughout the season. The inclusion of extended units is intended to foster team affiliation while promoting affective and social development objectives common to physical education. This paper reports on a sixteen week SE unit with just over 70 Year 5 students (9 to 10 year olds) in one UK school during the spring and summer terms of 2001 and discusses the notion of team affiliation. Related issues include relations to others, communication with peers, investing in the team and working together. SE’s application in primary school and within the National Curriculum Physical Education is raised.
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