Abstract
Why Choose the Sport Education Model?
The Sport Education Model (SEM) was developed by Daryl Siedentop in the 1980s and gained wider recognition in physical education with the publication of Sport Education: Quality PE Through Positive Sport Experiences in 1994. Siedentop's critique of traditional physical education highlighted that it often failed to provide students with authentic and meaningful sport experiences. Specifically, he observed that sport instruction in PE lacked several key features commonly found in both school and club sports. Here is how:
Short Units: Physical education units are typically much shorter than a full sport season, meaning students do not have enough time to develop a deep understanding of the game or hone their skills.
Isolated Skills: Traditional PE often focuses on practicing isolated techniques through drills, without the context of regular gameplay.
Lack of Culmination: Unlike club sports, which often culminate in tournaments or competitions, PE lacks a sense of achievement or climax.
As a result, traditional PE often does not provide students with a meaningful understanding of sport or help them appreciate its cultural significance. Siedentop argued that the common “drill to skill” approach in physical education failed to foster lasting interest in sports or promote the transfer of learning to real-world sports participation “beyond the school gate” (Siedentop, 2002; Drummond & Pill, 2011).
The Sport Education Model (SEM) was developed by Daryl Siedentop in the 1980s and gained wider recognition in physical education with the publication of Sport Education: Quality PE Through Positive Sport Experiences in 1994. Siedentop's critique of traditional physical education highlighted that it often failed to provide students with authentic and meaningful sport experiences. Specifically, he observed that sport instruction in PE lacked several key features commonly found in both school and club sports. Here is how:
Short Units: Physical education units are typically much shorter than a full sport season, meaning students do not have enough time to develop a deep understanding of the game or hone their skills.
Isolated Skills: Traditional PE often focuses on practicing isolated techniques through drills, without the context of regular gameplay.
Lack of Culmination: Unlike club sports, which often culminate in tournaments or competitions, PE lacks a sense of achievement or climax.
As a result, traditional PE often does not provide students with a meaningful understanding of sport or help them appreciate its cultural significance. Siedentop argued that the common “drill to skill” approach in physical education failed to foster lasting interest in sports or promote the transfer of learning to real-world sports participation “beyond the school gate” (Siedentop, 2002; Drummond & Pill, 2011).
| Original language | English |
|---|---|
| Number of pages | 6 |
| Journal | PHE Journal |
| Publication status | E-pub ahead of print - 16 Apr 2025 |
Keywords
- Sport Education Model (SEM)
- physical education
- isolated skills
- Sport education
