An Ecological Analysis of a Sport Education Season

By P. Hastie. 2000

100 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/20cd749b51200209f5b04b1f7fe08215629ffca9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

In Sociology and Political Science

Citations in the corpus

The Ecology of Cooperative Learning in Elementary Physical Education Classes (2010, methodology): “OTRs were defined as student activity that was related to the unit content (Hastie, 2000), for example, in the kicking unit, kicking a ball.”
An Ecological Analysis of Middle School Misbehavior Through Student and Teacher Perspectives (2003, unknown): “Lack of explicitness in stated instructional and managerial tasks (i.e., RREs), and loose accountability much like the pseudo-accountability documented by Lund (1992), supported a PoA that in this instance became almost entirely social.”
Russian students’ participation in and perceptions of a season of Sport Education (2006, methodology): “…now has in its résumé a number of empirical studies that support its veracity as a legitimate and highly appreciated method of presenting PE for both students (Carlson, 1995; Hastie, 1996, 1998a, 2000; Pope and Grant, 1996) and teachers (Alexander and Luckman, 2001; Alexander et al., 1996).”
The influence of student status on student interactions and experiences during a sport education unit (2009, background): “…other physical education instructional units and participated more frequently (Alexander, Taggart, and Thorpe 1996; Bennet and Hastie 1997; Carlson 1995; Carlson and Hastie 1997; Hastie 1996, 1998b, 2000; Hastie and Trost 2002; Kinchin 2003; Pope and Grant 1996; Strikwerda-Brown and Taggart 2001).”
Learning to Teach Sport Education: Misunderstandings, Pedagogical Difficulties, and Resistance (2004, background): “…enjoy the model – possibly more than other models, they learn sport and motor skills through the model, they learn other features of sport, and it can offer more inclusive practices (Ennis et al., 1999; Grant, 1992; Hastie, 1996, 2000; Hastie and Buchanan, 2000; Taggart and Alexander, 1993).”
Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students (2006, methodology): “Based on previous research (Hastie, 2000), we realized how important establishing a rigorous managerial task system was if the students were to have a suc-”
A review of research on Sport Education: 2004 to the present (2011, background): “Nonetheless, this aspect of the model has been under-researched, a point first made by Hastie (2000), and then reinforced by Wallhead and O’Sullivan (2005) in their review.”
The impact of a hybrid Sport Education–Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance (2012, methodology): “The issues related to the social and affective outcomes have been focused by research on SE, in order to promote students’ personal/social development (Kinchin, Wardle, Roderick & Sprosen, 2004; Phil, 2008; Tjeerdsma, Rink & Graham, 1996; Wallhead & Ntoumanis, 2004); the students ́ attitudes (Carlso”
Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity (2013, methodology): “The early stages of the season were allocated to the development of team protocols, skills practices, and tactics, with the latter lessons being committed to scrimmage and formal game play situations (Hastie 2000).”
Sport Education: physical education for the new millennium? (2005, background): “Hastie (2000) proposed that the high level of student engagement observed within the SE season was a result of the managerial system being supported by the student social system and the tasks of the curriculum having inherent content-embedded accountability.”