Sunday, June 29, 2008

Sport Education Curriculum model of the experience students

The impact of Sport Education Curriculum model of the experience students with visual impairments
Jeanine Fittipaldi-Wert, Sheri J. Brock, Peter A. Hastie, Jennifer B. Arnold and Anthony Guarino, Auburn University, Auburn, AL

Sport Education is a curriculum model is designed to provide authentic sports experience for all students through the six key features of the seasons, the team has been insured, the official competition, record-keeping, a festival, and the culminating events (Siedentop, 1994). Sport Education and Training has proved very successful in increasing the commitment, effort, enjoyment, independence, motivation, physical skill, the decision-making, tactical understanding and cooperative behaviors of students with disabilities without (Wallhead & O'Sullivan, 2005). Although these increases are evident, as examined through the grounds of race, gender, socio-economic status and age, no investigation has so far examined the impact of Sport Education is for students with disabilities. In addition, Ponchillia, Armbruster, and Wiebold (2005) stresses the commitment of opportunities for sport and physical activity is particularly limited individuals with visual impairments. In this study, was intended to define the impact of the Sport Education and Training curriculum to individuals with visual impairments to participate in sports camps. The participants were 28 individuals ages 10-22 years. The collection of data included in the pre-and post-questionnaires, individual and group interviews, and field observations. A modified version of The Sports Camp Evaluation Instrument (SCEI) was used prior to a questionnaire to measure sports knowledge, skills, attitudes and the degree of participation in sports activities (Ponchillia, Armbruster, & Wiebold, 2005). The Physical Education Season Survey, as modified by Hastie and Sinelnikov (in press) used to post the questionnaire to measure the participants' perceptions of Sport Education. Efficiencies to assess the Sport Education model, a series of one-way repeated measure analysis of variance (ANOVA) was taken. The interviews were tape-recorded, transcribed, and analyzed qualitatively, using inductive analytical strategy. Several researchers independently encoded in an interview with the domestic data integrity. The results showed that statistically significant increases occurred. In particular, participants' awareness of their sports knowledge and skills, increased by 69%, enjoyment and participation increased by 14%, and the team is insured grew by 30%. The results showed that the implementation of Sport Education model was to provide an effective authentic sports experience for students with visual impairments. This was evident through the increase participants' self-perception of their knowledge and skills in a variety of sports, their willingness to participate, the team has been insured, and enjoyment, parties and ending event. The findings suggest that the Sport Education and Training has been possible to facilitate the successful inclusion by providing opportunities for individuals with visual impairments and children with disabilities receive the positive benefits of Sport Education.

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