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This is an excerpt from Complete Guide to Sport Education 3rd Edition With Web Resource by Daryl Siedentop,Peter Hastie & Hans Van Der Mars.
The promotion of physical activity in physical education has become a major focus nationally and globally over the past three decades. As noted in chapter 3, the historic dominance of sport in the physical education curriculum has been pointed to as one of the main causes for many of the field's problems. This resulted in efforts to de-emphasize this focus on sport and increase the focus on fitness-related content. But there is no evidence that sport as program content in itself is the problem. Rather, we regard the manner in which sports have been taught in school physical education as the central cause. In this section, we show how Sport Education, if delivered effectively, can help students seek physical activity opportunities beyond the regular physical education lessons.
The ultimate goal for physical educators is to have their students seek out opportunities to engage in activities practiced (and learned) in physical education at times and in settings beyond the physical education lessons. For example, if students who learn to play badminton in physical education through Sport Education then go and seek out badminton before or during school (or at home), we can say that transfer has occurred.
Such transfer, however, does not happen automatically; it needs to be planned deliberately. That is, conditions need to be arranged so that when students are not in physical education lessons, they can still seek out needed equipment, find an appropriate location, and participate in activities taught in physical education lessons. Before school as well as during recess and lunch breaks are prime campus-based times when opportunities for physical activity can be created. In the next section, we provide various strategies that can help create the conditions for transfer from activity engagement in physical education lessons to other times on campus and beyond.