Complete Guide to Sport Education 3rd Edition With Web Resource

Complete Guide to Sport Education, Third Edition, offers a thoroughly updated version of the evidence-based curriculum and instruction model pioneered by Daryl Siedentop, universally acknowledged as the Father of Sport Education.

Lead author Siedentop first articulated his Sport Education model back in the late 1970s; it has evolved ever since and has been expressed through three editions of this book. This third edition is backed by substantial research that supports the idea that Sport Education is a valuable and motivating approach to delivering quality physical education experiences for students from the early elementary grades through the university years.

New and Revised Material
Complete Guide to Sport Education, Third Edition, offers readers a significant amount of revised and new material, including enhanced guidance for Sport Education programming across a year. Also noteworthy is the updated alignment of Sport Education’s goals and objectives with the SHAPE America standards and the national learning objectives from other countries.

In addition, the text provides six brand-new chapters on the following topics:

• Including students with special needs
• Implementing Sport Education beyond physical education (e.g., school-based after-school programs, intramurals, community-based programs, and university basic instruction programs)
• Evidence-based research on Sport Education
• Developing effective program-level policies and procedures
• Managing equipment, facilities, and supplies
• Sport Education’s link with international objectives

Unique Approach to Sport Education
Complete Guide to Sport Education represents a departure from traditional curriculum and instruction (C&I) models because it takes an effective student-centered approach, providing students with opportunities to take ownership and responsibility for various aspects of their class experiences. This approach better prepares students to be lifelong participants in healthy physical activity and sport—and to be more engaged in class.

The text targets more in-depth and authentic learning experiences than most C&I models, giving students time to develop the skills they need and to learn to fulfill the team roles required for successful seasons. This latest edition introduces new readers to the idea of Sport Education and gives previous users of the model some fresh ways to expand their seasons and make them even more engaging and attractive to their students. Through Sport Education, students are shown effective and meaningful ways to learn about sport, to take part in sport, and to view sport as something they can connect with and find meaning in.

Updated Ancillaries
Complete Guide to Sport Education comes with several useful and updated ancillaries:

• A web resource that provides a wealth of examples to support the book content; this resource includes forms, charts, assessments, and other tools
• A test package that houses 447 multiple-choice and short-answer questions
• A presentation package with 225 slides outlining the book’s content, including select tables and illustrations from the book
• An instructor guide that includes course syllabus templates for instructors of undergraduate and graduate students, and provides core course assignments, optional course assignments, graduate student course assignments, and signature assignments

Book Organization
The text is organized into three parts, with part I outlining the essential features of the Sport Education model and identifying the key aspects upon which the model is based. The importance of sport as a cultural phenomenon is then introduced to explain why it should be a part of school physical education programs. This part also addresses how to identify and select season outcomes, how to use instructional alignment to gain quality season experiences, and how to promote physical activity beyond physical education.

Part II explores all the important considerations in designing and implementing Sport Education seasons. This includes modifying games and activities, designing competition formats, selecting teams and roles, teaching fair play, developing competent players, and more.

Part III delves into key program design considerations, showing the links between Sport Education and U.S. content standards as well as learning objectives from a number of other countries, guiding readers through the assessment process, and examining the various aspects involved in managing a physical education program based on Sport Education. It also shows how to integrate classroom content with Sport Education.

Authoritative and Affordable
This popular text, whose first edition was published in 1994, is very affordable compared to similar texts. But the greatest benefit is the enduring quality of an evidence-based, student-centered text that has proven to be of high value to instructors and students alike. Through the book’s Sport Education model, students develop sport skills, grow in leadership and responsibility, and learn about the nonplaying roles of the sport experience (e.g., coach, trainer, publicist, equipment manager, choreographer). All of this leads to being more engaged in class—and to continuing a healthy physical activity engagement beyond the school years.

Audience

Undergraduate text for curriculum and teaching methods courses. Resource for physical education teachers as well as community recreational sport coaches and directors.

Part I. The What and Why of Sport Education

Chapter 1. Key Features of the Sport Education Model
What Sport Education Looks Like
The Sport in Sport Education
How Sport Education Differs From Youth or Interscholastic Sport
The Goal of Sport Education
The Nature of Competition in Sport Education
Getting Started With Sport Education

Chapter 2. Curriculum and Instruction Foundations of Sport Education
How Sport Education Fits With Current Educational Thought
The Curricular Role of the Teacher in Sport Education
The Instructional Role of the Teacher in Sport Education
Summary

Chapter 3. Why Sport Education in Today’s Context
Sport as a Form of Play
The Evolution and Dominance of Sport
Problems and Critical Issues in Sport
Why Sport Should Be Central in School Physical Education
Technology and Developing Play Behavior
Summary

Chapter 4. Identifying and Selecting Season Outcomes
First Steps in Season Design
Selecting Season Outcomes
Sport Education’s Competence Objectives
Sport Education’s Literacy Objectives
Sport Education’s Enthusiasm Objectives
Summary

Chapter 5. Instructional Alignment as the Road Map to Quality Season Experiences
Alignment Across Levels
Season-Level Instructional Alignment
Lesson-Level Instructional Alignment
Additional Considerations for Establishing Instructional Alignment
Identifying Weak or Absent Instructional Alignment
Summary

Chapter 6. Promoting Physical Activity Beyond Physical Education
Comprehensive Physical Activity Programs in Schools
The National Focus on Promoting Physical Activity
Physical Activity Beyond Physical Education
Sport Education in Settings Other Than Physical Education and Schools
Summary

Part II. The How of Sport Education

Chapter 7. Modifying Games and Activities
Key Strategies for Modifying Games
Game Modifications: Event and Performance Sports
Game Modifications: Target Games
Game Modifications: Wall and Net Court Games
Game Modifications: Striking and Fielding Games
Game Modifications: Invasion Games
Student-Designed Modifications
Modifications to Include Students With Disabilities
Graded Competition
Summary

Chapter 8. Designing Competition Formats
Progressive Competition
Event Model
Setting Up a League Scoring System
Summary

Chapter 9. Selecting Teams and Roles
Deciding on the Number of Teams and Team Size
Selecting Students for Teams
Placing Students Into Teams
Student Roles
Important Considerations When Using Roles
Summary

Chapter 10. Teaching Protocols and Building Fair Play
Class Entry and First Activity
From Practice to Games
End of Games
Class Closure
Developing Positive Behavior Within a Culture of Fair Play
Strategies for Teaching Fair Play and Responsibility
Summary

Chapter 11. Developing Competent Players
The Teacher: Early Lessons
The Student Coach: Early Lessons
The Teacher: Early Independent Team Practices
The Student Coach: Early Independent Team Practices
The Teacher: Later Lessons
The Student Coach: Later Lessons
Summary

Chapter 12. Learning to Officiate, Keep Score, and Assess Fair Play
Developing Quality Officials
Practicing Duty Roles
Assessing Fair Play
Summary

Chapter 13. Making Sport Education Festive
Teams
Team Portfolios
Awards
Culminating Events
Developing Culminating Events
Summary

Chapter 14. Meaningful Inclusion of Students With Special Needs
Access to Education for Students With Disabilities
The Use of IEPs and the Role That Physical Educators Play
The Role of Paraeducators
Knowing the Disabilities
Facilitating an Inclusive Sport Education Setting
Behavior Management Considerations
Meaningful Participation in Sport Education for Students With Disabilities
The Role of Typically Developing Peers Within Sport Education
Adapted Sport
Summary

Chapter 15. Promoting Student Voice and Choice
Sport Board
A Sport Education Season Developed by Committees
A Sport Education Season Created Exclusively by Students
The Teacher’s Role in Creating Autonomy-Supportive Environments
Summary

Part III. Key Program Design Considerations

Chapter 16. Sport Education’s Link With U.S. Content Standards
How Sport Education’s Objectives Link With U.S. Content Standards
Standard 1: Demonstrates Competency in a Variety of Motor Skills and Movement Patterns
Standard 2: Applies Knowledge of Concepts, Principles, Strategies, and Tactics Related to Movement and Performance
Standard 3: Demonstrates the Knowledge and Skills to Achieve and Maintain a Health-Enhancing Level of Physical Activity and Fitness
Standard 4: Exhibits Responsible Personal and Social Behavior That Respects Self and Others
Standard 5: Recognizes the Value of Physical Activity for Health, Enjoyment, Challenge, Self-Expression, and Social Interaction
Sport Education’s Objectives and Grade-Level Outcomes
How Important Is the Link Between Content Standards and Sport Education’s Objectives?
Summary

Chapter 17. Sport Education’s Link With International Outcomes
Australia
England
Ireland
New Zealand
Portugal
Scotland
Spain
Summary

Chapter 18. Building Program Credibility and Legitimacy Through Assessment
Assessment Defined
Assessment in Sport Education
Infusing Authentic and Workable Assessments Into Seasons
Types of Assessment Tools
Assessing In-Class Physical Activity
Assessing Out-of-Class Physical Activity
Making a Case for Your Program
Summary

Chapter 19. Organizing a Sport Education-Themed Physical Education Program
Developing a Program Mission Statement
Establishing a Distinct Program Theme
Selecting and Organizing the Program Content
Developing a Yearly Block Plan
Summary

Chapter 20. Managing a Sport Education Program
Developing Program Policies and Procedures
Management of Equipment, Facilities, and Supplies
Program Budgeting
Supervision, Safety, and Liability
Summary

Chapter 21. Integrating Classroom Content With Sport Education
The Concept of Parallel Design
A School-Wide Parallel Sport Education Season
An Olympic Values Curriculum
Using Sport Education Resources to Enhance Classroom Learning
Summary

Daryl Siedentop, PED, is a professor emeritus at The Ohio State University. He created the Sport Education model in the 1980s and published his first book on the subject, Sport Education, in 1994. He is also the author of several books on physical education, curriculum planning, and sport coaching. Dr. Siedentop earned the 1984 International Olympic Committee President’s Award (Samaranch Award), which is the highest honor for work in sport pedagogy. He is a fellow in the National Academy of Kinesiology and has received numerous awards, including the Distinguished Alumni Award from Hope College in 1991; the Alliance Scholar Award from American Alliance for Physical Education, Recreation and Dance (AAHPERD) in 1994; the Curriculum and Instruction Academy Honor Award from the National Association for Sport and Physical Education (NASPE) in 1994; the School of HPER Distinguished Alumni Award from Indiana University in 1996; and the McCloy Award from the AAHPERD Research Consortium in 1998.

Peter A. Hastie, PhD, is a professor at Auburn University and has conducted numerous seasons of Sport Education in schools. He also has published more than 40 papers on the topic. He completed the first series of empirical studies on the Sport Education model and has presented keynote speeches on the topic at the conferences in the United States and throughout the world. Dr. Hastie is a fellow in the National Academy of Kinesiology as well as the International Association for Physical Education in Higher Education (AIESEP).

Hans van der Mars, PhD, is a professor of physical education at Arizona State University. He also taught at the University of Maine and Oregon State University. He has published extensively on teaching and teacher education in physical education, coauthoring 100 research and professional papers, books, and book chapters. He also has made over 220 invited, keynote, research, and professional development presentations at international-, national-, regional-, and state-level conferences. Dr. van der Mars is a fellow of the National Academy of Kinesiology and a research fellow of SHAPE America.

Developing Positive Behavior Within a Culture of Fair Play
Establishing a Distinct Program Theme
Physical Activity Beyond Physical Education

All ancillaries are free to adopting instructors and available online.

Test Package. Houses 447 multiple-choice and short-answer questions.

Instructor Guide. Includes course syllabus templates for undergraduate and graduate students and provides core course assignments, graduate student course assignments, and a signature assignment.

Presentation Package. Features 225 slides outlining the book’s content, including select tables and illustrations from the book.

Web Resource. Provides a wealth of examples to support the book content; this resource includes forms, charts, assessments, and other tools.
The web resource is also available for purchase separately • ISBN 978-1-4925-8987-7