Experiences of being a student and a teacher of sport education: a case study of sport education’s inclusion in a PETE programme

Sport Education (SE) (Siedentop, Hastie, & van der Mars, 2011) is a curriculum and instructional model for physical education that has received a wealth of research attention (Hastie, de Ojeda, & Luquin, 2011; Kinchin, 2006; Wallhead & O'Sullivan, 2005). However, little attention has been afforded as to how teachers learn to teach SE in a Physical Education Teacher Education (PETE) programme (Kinchin, Penney, & Clarke, 2005; McCaughtry, Sofo, Rovegno, & Curtner-Smith, 2004). The purpose of this project was to address this gap in the literature by examining a method of including SE in a PETE programme and investigate how pre-service teachers (PSTs) interpret and deliver SE as a result. To achieve these aims the research was conducted in four sequenced phases. Firstly, the effectiveness of a practical SE experience in PETE to prepare PSTs to teach SE was investigated. Secondly, one PST who completed this module had his delivery of SE observed on his teaching placement. Thirdly, the effectiveness of assessments within the practical SE experience in PETE were examined. Finally, a comprehensive analysis was conducted of seven PSTs’ interpretations and delivery of SE. Multiple methods of data collection were employed across all phases of the research including interviews, focus groups, observations and document analysis and investigated perceptions of the lecturer, PSTs and the researcher. Data were analysed using triangulation thematic coding and constant comparison. Results from all phases of the research highlighted the effectiveness of the practical SE experience in preparing PSTs to deliver SE effectively. Findings highlighted the shortcomings in the assessment methods used during the experience. It was also found that PSTs delivered SE in a variety of forms during their teaching placement due to various influences. It was concluded that amalgamating SE into an existing applied practical studies modules would provide effective educational experiences for PSTs.