Sports Education and Participation (PAMIN07.20232024.1)
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Slides & notes Sports Education and Participation (PAMIN07..1)
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Sports Education and Participation (PAMIN07.20232024.1)
Institution
Rijksuniversiteit Groningen (RuG)
All lecture slides given in the course Sports Education and Participation, part of the minor Sport Science.
Also includes personal notes, further explanations of the theory, and information about informative articles to the theory.
Sports Education and Participation (PAMIN07.20232024.1)
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Sport Education & Participation
HC 1 (14/11)
Physical Education versus sport experience; how are they alike and how are they different?
Mandatory vs. voluntary
Broad orientation in movement skill vs. more specific
Several sports vs. sport specialization
Group learning vs. more individual
What did you learn/develop?
What did you aim for?
What was the role of the teacher/coach?
What was the role of classmates/team?
Why is PE in the educational curriculum?
Early mastery of basic motor skills
Understand and value physical activity
Later participation in physical activity and sport / reduce sedentary behaviour
Knowledge and insight on principles such as rules of the game, fair play
Tactical awareness
Awareness of the body
Social awareness and team work
Physical education changed along with how sport context changed.
Sport context since 1900
Beginning 20th century Post war (1960) 2000 until the current time
From mid 19th Dominated by More variety in types of activities
century first sport competition organizations, suppliers
clubs and amongst sports (commercial), own rules
associations clubs More participation in different
o Start of Selection, training groups
championship and competition o Male and female
s Male dominated o Young and old
o Links with Youth sports very o Able and disabled
obligatory similar to adult Differentiation within sports
military sports o Special adaptations for
service children and disabled
o Example: peanutbal
1
,Claims of PE since 1900
Beginning 20th century Post war (1960) 2000 until the current time
Physical: Physical: Physical:
Functioning of the Physical fitness (e.g., Physical fitness (e.g.,
body performance based, ameliorating effects of
Posture endurance, flexibility, sedentary lifestyles,
strength) cardiovascular
Skill development endurance, body
composition)
Skill development
Social: Social: Social
Social order, Also working class Social good for all (e.g.,
preventing delinquent children a common
behavior denominator)
Affective: Affective: Affective:
Cheerful and joyous Emotional growth, Motivation, anxiety,
spirit, expression of expression confidence
emotion
Educational: Educational: Educational:
Mental (e.g., Academic scores (not Positive effects on
development of harm cognition) cogniton
memory, habits of self-
discipline and order,
concentration,
determination)
Claims of PE: Physical development
Fitness:
Limited evidence of PE effects
o Bone strength (+)
o Cardiovascular diseases, blood pressure (?)
o Childhood obesity (?)
Time in PE usually not sufficient for substantial health effects
o One hour per day MVPA
Focus PE on physical fitness not sufficient for active lifestyle
o Need to gain appropriate knowledge, understanding and behavioural skills
Fundamental movement skills (FMS) are skills that you need to teach, it will not develop naturally
through maturation.
o Locomotor (skipping, hopping, jumping)
o Manipulative (throwing, catching, striking)
o Body-management (balancing, rolling)
Proficiency barrier:
o Level necessary to access a wide range of physical activities
o Necessary for development of sport specific skills
A common misconception is that FMS will develop naturally through maturation
Influence by environmental factors: equipment, cues and feedback, …
o More in lecture 2
2
,Claims of PE: social
PE as a suitable vehicle for promoting personal and social responsibility and social skills
o Trust, sense of community, empathy, cooperation, ….
Role of the teacher central (respectful, honest, fair, act a s role model)
Some evidence for the development of…
o Skills such as cooperation, teamwork, empathy, and personal responsibility
o Improve attendance, behaviour and attitudes within schools
o Reduction of anti-social behaviour
Uncertainty of the extent of the impact (lack of well-designed studies)
Need for a greater understanding of the mechanism (change process)
Claims of PE: Affective
Synonymous with psychological and emotional well-being
o Mental health, self-esteem, coping skills, intrinsic motivation, sense of autonomy,
preference, choice, aspirations, attitudes, identity…
Strong evidence:
o Positive effect of sport on self-esteem and enjoyment
o However, strong individual differences (peer of family influences, lack of
opportunities, individual experiences)
o Key elements: experiences of personal success/development,rich variety of activities,
sufficient opportunity to practice, motivational climate towards task mastery
Less evidence for the other outcomes
o Mechanisms unclear
o Questions for pedagogy within activities
More in lecture 5!
Claims of PE: cognitive
No reduction (sometime small improvement) in academic performance of more PE-time in
the curriculum
Various mechanisms possible
o Increased energy generation, concentration, increased arousal, brain development
More in lecture 3!
Effective instruction
Much practice/movement time (ALT-PE)
o Much time is spend on waiting, instruction, setting-up
arrangements
o Managing people, equipment, space and time (standardized
routines)
o Experienced teacher are able to double the ALT-PE
Clear expectations and enforcing and maintaining behavior
o behavioral rules, consequences, explicit instruction,
monitoring/ visual scanning
Engaging students at a high level
o Not just time but also quality of practice
o Task level, challenging but appropriate
o Task orientation to motivate students
focus on how the self progresses in mastery of the
task
o Differentiation
3
, E.g., changes in equipment, distance (lecture 2)
o Offer choice
E.g., Work with partner, task difficulty (lecture 5)
Clear communication
o Provide clear task descriptions
General reflection on level of evidence
Often evidence stems from the association between physical activity and physical, social,
affective or cognitive outcomes
Only few robust, large scale, longitudinal studies
o Not possible to have a relevant control group with no PE
Teaching methods often assessed by means of single case studies
o Interviews with teachers applying the new methods
4
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