The sport education model

The sport education model offers ākonga the opportunity to experience and develop skills and social relationships through sport and being part of a team.

A teacher smiling and giving a thumbs up gesture

The sport education model has several distinctive characteristics:

  • Seasons – A season involves a series of consecutive lessons (for example, 14 to 20), and involves pre-season activities, practice and competition.
  • Team affiliation – Students become members of teams for the duration of the season and assume roles of coach, manager, and so on, as well as being players.
  • Formal competition – The competition involves pre-season preparation, in-season competition, and a culminating event or festival that provides an appropriate climax to the end of the competitive season.
  • Keeping records – Records may include outcomes of matches and player performance.
  • Festivity – The festivity of sport can be encouraged through a sports notice board, team photos, uniforms, and honouring the rituals and traditions of the particular sport.

The sport education model provides students opportunities to:

  • participate in a realistic context
  • explore ideas in, through, and about sport
  • develop knowledge and skills, team identity, and social interaction skills
  • take ownership and responsibility for their learning
  • plan and implement the programme
  • be challenged through peer support, peer encouragement, and trust
  • value their contribution to the team
  • receive personal and specialised skill and behavioural learning programme due to the teacher being free from full class direct instruction.

Siedentop, D. (1994). Sport education: Quality physical education through positive sport experiences. Champaign, IL: Human Kinetics.

This approach is incorporated in the sport studies units:

Rugby in the media

Netball invasion

Learning team roles through padder tennis

Cooperative sport