NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ909649
Record Type: Journal
Publication Date: 2004-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1356-336X
Learning to Teach Sport Education: Misunderstandings, Pedagogical Difficulties, and Resistance
McCaughtry, Nate; Sofo, Seidu; Rovegno, Inez; Curtner-Smith, Matthew
European Physical Education Review, v10 n2 p135-155 Jun 2004
This study used cognitive developmental theory to analyze how teachers learn to teach sport education. Two groups of undergraduate pre-service teachers were studied, one group during their secondary methods and corresponding field-teaching courses, the other during an independent teaching course. Data were collected through ethnographic observations and interviews, and analyzed using constant comparison. Findings revealed that the teachers encountered three pitfalls in learning to teach sport education. First, group one teachers struggled with the tactical instruction in sport education and, in response, retreated to the safety of decontextualized skill drills or non-instructional games. Second, group one teachers, in their descriptions of future pedagogical intentions, expressed resistance, for a number of reasons, to incorporating most of the unique characteristics of sport education into their future secondary classrooms. Third, group two teachers misunderstood the role of skill development in sport education. The discussion centers on mechanisms of knowledge acquisition related to learning sport education, and recommendations for teacher educators and future research.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://epe.sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Middle Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A