Physical Education and Coaching
4/1/13
Sport Pedagogy
Definition
• Sport pedagogy is concerned with the study of teaching
and learning processes of physical activity.
• Emphasis is placed on curriculum and instruction (i.e.,
teaching) and teacher education .
• Quality physical education programs focus on increasing
physical competence, health-related fitness, selfresponsibility, and enjoyment of physical activity for all
students so that they can be physically active for a
lifetime.
• Sport pedagogy – is it the overarching field of physical
movement or one of the subdisciplines?
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Historical Development
•
Sport pedagogy emerged as a specialized area of study
in the 1960s.
•
Sport pedagogy traces its roots from the prehistoric
times of Ancient Greece and Rome (B.C.) and the early
modern European ‘gymnastics’ programs of Germany,
Sweden, and Great Britain in the 1700s and 1800s.
•
1970s - doctoral programs were established and began
to produce teacher educators in physical education .
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Historical Development
•
Scholars such as William Anderson, Daryl Siedentop, Ann Jewett,
John Cheffers, and Larry Locke conducted descriptive-analytic
research that used systematic observation instruments to
describe events and the interactions between teachers and
students PE classes.
•
In 1975, the American Alliance for Health, Physical Education,
Recreation, and Dance (AAHPERD) created the National
Association for Sport and Physical Education (NASPE) and
formulated the Curriculum and Instruction Academy.
•
1980s - research articles were being published in journals such
as Research Quarterly for Exercise and Sport, Quest, and the
Journal of Teaching in Physical Education.
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Standards-based Education
• The national standards movement was not a quest to
develop a national curriculum; rather, the charge was
to formulate educational goals for the nation on ‘what
students should know and be able to do’.
• Goal: decrease the achievement gap between the
economically advantaged and disadvantaged, whites
and minority students, immigrant children, and
students with disabilities.
• In 2001, federal legislation proposed a new
educational initiative, No Child Left Behind (NCLB) Act,
to narrow the achievement gap .
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No Child Left Behind Act
• Mandates for greater accountability for
student learning.
• Goal: to have every child attain proficiency
in reading and mathematics.
• Four principles:
– Stronger accountability for results
– More freedom for states and
communities
– Proven education methods
– More choices for parents
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NASPE Standards in Physical Education
• Moving into the Future: National
Standards for Physical Education: A Guide
to Content and Assessment (1995, 2004).
• Provide a framework for student learning “what a student should know and be able
to do as a result of a quality physical
education program”.
• Assessment – PE Metrics, NASPE
Assessment Series.
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Curriculum Development
• A PE curriculum “includes all knowledge, skills, and learning
experiences that are provided to students within the school
program”.
• National standards is the focal point and the activity the
medium through which instruction was delivered for students
to achieve performance outcomes.
• What were your physical education programs like at the
elementary, middle, and high school levels?
• How did your teacher deliver the instruction?
• What did you learn in physical education, and how do you
know if you learned?
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Curriculum Development
• Unit of instruction (e.g.,
basketball, dance)
incorporates all of the goals,
objectives, content (i.e.,
tasks, activities, key terms
and concepts), instructional
materials, and individual
lessons.
• Lesson plan is a specific
outline of all of the
objectives, tasks, and
assessments that will be
included for one particular
lesson.
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Changes in Physical Education Content
•
Standards
•
Teachers’ philosophies of
PE
•
Geographic location
•
School and program
context (e.g., facilities,
equipment, class size)
•
Time
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Curriculum Models
• A teacher’s philosophy along with program goals and
objectives, influence the focus of instruction.
• Curriculum models are focused, theme-based, and
represent a particular philosophy.
• There is not a ‘one size fits all’ model for all content
taught in physical education.
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Skill-Themes Approach
• 4 phases in the skill themes
• Developmental model that
approach:
originates from Great Britain;
– Basic Skill – mastery and achievement
based on Ralph Laban’s movement
of the critical elements of the skill
according to the age and
analysis framework from the
developmental level of the students.
1940s.
• 1980, Graham, Holt/Hale, McEwen
and Parker, modified the
framework and developed the skill
themes approach.
• Movement skills and concepts in
games, sports, gymnastics, and
dance are the basis of this model.
– Combinations – once the basic skills
and critical elements are mastered,
other skills and movement concepts
can be added.
– Skill in Contexts – Skills, movements,
and combinations are performed in a
variety of contexts.
– Culminating Activity – As skills and
concepts progress through phases 1, 2,
and 3, the application of the skill occurs
in different content areas within
games, sports, gymnastics, and dance.
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Personal & Social Responsibility Model (PSRM)
• Focuses on the development of • Teachers and students can
the whole student, including
assess their personal and
how students think, feel, and
social responsibility based
interact with others.
• Embraces students as
individuals, provides them with
a voice, allows them to make
decisions on their own, and
places less emphasis on skill
development and academic
achievement.
on five different levels:
– Level I – Respecting the
rights and feelings of others
– Level II – Participation and
effort
– Level III – Self-direction
– Level IV – Caring about and
helping others
– Level V – Outside of the
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gym
Teaching Games for Understanding (TGfU)
Tactical Games Model (TGM)
•
Problem-based approach to
games teaching.
•
1980’s - Thorpe and Bunker
developed TGfU; based on
modified game play that set up
tactical problems for students to
solve.
•
1997, Griffin, Mitchell, and Oslin
revised TGfU into the Tactical
Games Model (TGM).
•
Goal of TGM - improve students’
game performance by combining
tactical awareness with skill
execution and increase students’
interest and excitement about
games.
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Sport Education Model (SEM)
• Developed by Daryl Siedentop
in 1984.
• Purpose - create an authentic
sport experience and educate
and develop students to be
competent, literate, and
enthusiastic sportspersons.
• The main features of the model
include: seasons, team
affiliation, formal competition,
record keeping, culminating
event, and festivity.
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Fitness Education
• Can include units on the healthrelated components of fitness,
walking or hiking, or weight
training.
• Concepts-based Fitness and
Wellness Model
– Students engage in classroom
discussions, laboratory activities,
and physical activity experiences.
– Goal - for students to learn how to
develop and execute their own
physical activity programs that they
can participate in and out of
school.
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Adventure Education
• Allows students to learn about
themselves and their peers as
they take on individual and
group tasks and challenges.
• Teachers act as facilitators as
students collaborate and
problem-solve with one
another to accomplish a task.
• 3 Essential Practices:
– Experiential Learning Cycle
– Full Value Contract
– Challenge by Choice
• Project Adventure - based on 5
philosophical concepts, which
include: challenge,
cooperation, risk, trust, and
problem-solving.
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Outdoor Education
• What activities come to mind
when you think of outdoor
education?
• Occurs in the natural setting,
where teachers and students
have little to no control over
the environment and
potential hazards that may
arise.
• Emphasis placed on skill
development.
• Cost can be a factor for
equipment.
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Cultural Studies Curriculum in Physical Activity and
Sport
• Emphasizes students’ development as “literate and
critical consumers of sport, physical activity, and the
movement culture”.
• Goal - for students to be able to observe, analyze, and
critique physical activity and sport issues and topics in a
variety of contexts.
• Learning experiences occur both in the classroom and
the gymnasium.
• Mostly implemented in New Zealand, Australia,
England.
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Assessment & Accountability
• Salient component needed to measure whether
students have learned and are achieving the
national standards.
• Holds physical education programs and
teachers accountable for student achievement.
• Instructional Alignment - connecting the
standards, instruction, and assessment
components of physical education curricular
and units of instruction.
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Characteristics of Effective Teaching
• Use a variety of pedagogical skills and
strategies to:
– Ensure that their students are appropriately
engaged in relevant activities a high percentage
of the time
– Hold positive expectations for their students
– Create and maintain a classroom climate that is
warm and nurturing.
• Salient teacher behaviors can be
divided into several broad areas:
organization, communication,
instruction, motivation, and human
relations.
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Student Perspectives
• Voice
• Choice
• Responsibility
• Goal – for students to feel
a sense of ownership and
empowerment in their
learning experiences.
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Differences & Diversity in Physical
Education
• Thinking back to your K-12 physical education
classes, reflect upon the following questions:
– Were athletes and higher skilled students given special
privileges?
– Did students with disabilities participate with the rest of the class
or were they off to the side, away from the action?
– Were girls and boys treated the same?
– Did teachers have high expectations for all students, regardless
of race?
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The ‘Hidden Curriculum’
• Based on unintended and implicit messages that
are inferred by teachers and learned by students.
• Few PE teachers explicitly educate their students
about gender, sexuality, race, and class issues.
• Many students and teachers feeling isolated,
oppressed, and marginalized.
• Physical educators have the potential to introduce
and educate students to the ideas of privilege,
oppression, and power relations.
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Social Identities in Physical
Education
• (Dis)ability
• Gender
• Body issues
• Race
• Class
• Sexuality
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Teaching and Coaching Careers in
Physical Education and Sport
Chapter 12
Teaching and Coaching Careers
• What are the advantages and disadvantages of
pursuing a teaching career?
• What are the similarities and differences
between teaching and coaching?
• What is the effect of burnout on teachers and
coaches?
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Benefits & Drawbacks
Drawbacks
Benefits




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Salary
Teach diverse activities
Offers job tenure
Intrinsic rewards
Opportunity to coach

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


Lack of financial support
Inadequate facilities
Discipline problems
Overpopulated classes
Non-subject related
duties (lunch duty, etc.)
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Benefits & Drawbacks
Non-school Setting
Benefits
 Clients are voluntary
 Opportunity to
specialize in an area
 Variety of settings
Drawbacks
 Lack job security
 Various work hours
 Salary could be
dependent on number
of clients
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NASPE Beginning Teacher Standards
• Content knowledge
• Growth and
development
• Diverse learners
• Management and
Motivation
• Communication
•
•
•
•
•
Planning and Instruction
Learner Assessment
Reflection
Collaboration
Technology
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High Quality Programs (NASPE)
• Help students develop health-related fitness, physical
competence, and cognitive understanding of the many different
facets of physical activity.
• Focus on meeting the developmental needs of students and
developing the skills, knowledge, and attitudes essential to
adopting a healthy and physically active lifestyle
• Essential features
– opportunity to learn
– incorporation of meaningful content
– appropriate instruction.
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Conducting Quality Programs
• Opportunity to learn
– Qualified, physical education specialists who can skillfully
implement developmentally appropriate physical education
program
– Sufficient instruction time
• 150 minutes/week elementary level
• 225 minutes/week middle and high school level
– Adequate facilities and equipment
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Conducting Quality Programs
 Meaningful content
sequenced and
organized
Variety of motor skills
Fitness education
Enhancement of learning
in three domains
Helps students
incorporate regular
physical activity into their
lives
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Conducting Quality Programs
• Provision of appropriate instruction
• Inclusion of all students in developmentally
appropriate physical activity
• Physical activity is valued for it’s contribution to health
and life
• Assessment of student learning conducted on a regular
basis
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Developmentally Appropriate Physical Activity
Experiences
• Curriculum
• Development of movement
concepts and fundamental
skills
• Cognitive development
• Affective development
• Concepts of fitness
• Physical fitness tests
• Calisthenics
• Fitness
•
•
•
•
•
•
•
•
•
Assessment
Regular involvement
Active participation
Activities
Equity
Success rate
Time
Facilities
Equipment
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Teaching Responsibilities
• Instructional Tasks (related directly to teaching)
– Explaining or performing a skill, or strategy, and
evaluating students’ performances.
• Managerial Tasks (related to the administration of class)
– Taking attendance, dealing with discipline
problems, supervising the locker room, handling
equipment.
• Institutional Tasks (related to the setting in which teaching
occurs)
– Hall duty, lunch room supervision, attend
curriculum and department meetings, conduct
parent-teacher conferences.
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Teaching Careers
School Setting
• PreK-12 (public or
private)
• Higher education
– Basic instruction
– Professional
Preparation
• Adapted physical
education
Non-School Setting
• Clubs
• Community
organizations
• Centers for the elderly
• Resorts
• Military
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Teaching Certification
• Each state has minimum requirements that
prospective teachers must reach before they
become legally certified to teach.
• Complete standardized tests
– general knowledge
– communication skills
– professional knowledge
– specialty area (physical education or health, etc.)
• Public schools require certification, but private
and non-school settings may not.
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Adapted Physical Education
National Standards
•
•
•
•
•
•
Human development
Motor behavior
Exercise science
Measurement & evaluation
History & philosophy
Unique attributes of
learners
• Curriculum theory and
development
• Instructional design &
planning
• Teaching
• Consultation & staff
development
• Student & program
evaluation
• Continuing education
• Ethics
• Communication
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Coaching Responsibilities
 Instructional: conducting practice, coaching a game
 Managerial: recording statistics, dealing with
equipment, giving interviews, recruiting
 Institutional: teaching or department duties/meetings
 Represent organization
 Counseling athletes
 Professional development at clinics/conventions
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Benefits and Drawbacks of Coaching
Drawbacks
Benefits




Intrinsic rewards
Excitement of winning
Respect
Satisfaction of giving
one’s best
 Help athletes learn

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



Long hours
Salaries vary greatly
High turnover rate
Pressure to win
Role conflict
Burnout
Security
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Securing a Coaching Position
• Requires expertise gained through:
– Playing experience
– Attending clinics and workshops
– Being an official in your sport
– Taking advantage of certification/licensing programs
• May require teaching certificate or master’s degree
• Consider gaining expertise in a second sport to increase
marketability.
• Gain practical experience.
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NASPE Domains of Coaching Competency
 Philosophy and ethics
 Safety and injury
prevention
 Physical conditioning
 Growth and development
 Teaching and
communication
 Sports skills and tactics
 Organization and
communication
 Evaluation
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Coaching Certification Programs
• American Sport Education Program (ASEP)
– Training in coaching the young athlete, coaching
principles, sports first aid, drugs and sport, and
teaching sport skills.
• National Youth Sport Coaches Association (NYSCA)
• Program for Athletic Coaches Education (PACE)
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Burnout
• Defined: Overwhelming exhaustion, feelings of cynicism and
detachment from the job, and a sense of ineffectiveness and
lack of accomplishment.
• Causes:
– Lack of administrative and community support
– Lack of input
– Inadequate salaries for large teaching loads
– Large classes, discipline problems
– Absence of opportunities for professional and personal
growth
– Teacher-coach role conflict
– Professional and personal problem interaction
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Burnout
• Prevention and remediation
– Provide meaningful in-service programs
– Increased feedback about performance by
administration
– Participation in professional organizations
– Revitalize oneself on time off with hobbies or nonwork related activities
– Maintain good health
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Increasing Professional Marketability

Build on skills and talents
Need for bilingual educators.
 Additional coursework
Adapted physical education
 Dual certification
Become certified to teach more than one subject or
even driver education.
 Practical experience
Join professional organizations and network.
 Demonstrate use of technology
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Presentation Pointers
Basic suggestions
http://www.youtube.com/watch?v=AykYRO5d_l
I
Rubric
• Dress
– Dress how you want to be perceived
– If you want to be perceived as an individual that is
intelligent, and knowledgeable on the subject,
dress professionally.
Rubric
• Preparation/Understanding
– The more you prepare, the better you will
understand the material
– Remember if you rehearse the presentation, you
will likely be faster when you actually do it
– With proper preparation and understanding of the
material, delivery will be improved
Rubric
• Delivery
– SPEAK CLEARLY, and PROJECT!!!
– Say what you mean, and mean what you say, if
you make a mistake, move on
Rubric
• Power Point
– Golden Rule: One slide per minute (on average)
– This can very greatly based on
• Individual
• Topic
• How much is on each slide
– Try to limit the number of words on your slides,
they can be distracting
Rubric
• Questions
– Have a broad understanding of the topic, beyond
what your focus entails to properly handle and
answer questions.
• Time
– 15-20 minutes
– This is a rather wide range, be sure you stay inside
of it
Rubric
• Power Point Citations
– This are inside the presentation itself
– Must include the author, title, journal and year
• Works Cited Page
– Use the JSCR guidelines for citations
– http://edmgr.ovid.com/jscr/accounts/ifauth.htm
Citations
• Journal Article
– Hartung, GH, Blancq, RJ, Lally, DA, and Krock, LP. Estimation of aerobic
capacity from submaximal cycle ergometry in women. Med Sci Sports
Exerc 27: 452–457, 1995.
• Book
– Lohman, TG. Advances in Body Composition Assessment. Champaign,
IL: Human Kinetics, 1992.
• Chapter in an edited book
– Yahara, ML. The shoulder. In: Clinical Orthopedic Physical Therapy. J.K.
Richardson and Z.A. Iglarsh, eds. Philadelphia: Saunders, 1994. pp.
159–199.
Questions?
This is your time to work, first groups
present next week, make sure you
and your group are ready…