Preservice teachers' conceptions of teaching within sport education and multi-activity units

By M. Curtner-Smith, S. Sofo. 2004

125 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/3dab92cec5d2c499610c06e79c9752a2a79865a1

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Sociology and Political Science

Citations in the corpus

The relationship between PE biographies and PE teaching practices of classroom teachers (2008, background): “Curtner-Smith and Sofo (2004) found that PE preservice teachers believed the Sport Education model was more appealing than traditional PE due to the similarities of Sport Education to their biographies.”
A review of research on Sport Education: 2004 to the present (2011, methodology): “European Journal of Sport Science USA Vidoni and Ward (2009) Examined the effects of fair play instruction on student social skills during SE.”
Sport Education as a pedagogical application for ethical development in physical education and youth sport (2014, background): “While excellent examples of developments including hybrids and combinations with other models exist, it has been argued (e.g. Curtner-Smith & Sofo, 2004) that physical education is still dominated by multiactivity teaching and that significant challenges are present for teachers in their attempts…”
Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students (2006, background): “, 2004 ) and, to a lesser extent, SE (Curtner-Smith & Sofo, 2004 ), it seems logical to ask them to practice and master each model in isolation before attempting to combine them.”
Influence of occupational socialization on beginning teachers’ interpretation and delivery of sport education (2008, background): “Etheridge (1989) explained that this process might begin with a period during which beginning teachers ‘strategically adjusted,’ that is, lowered their expectations and standards in order to survive.”
Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation and Delivery of the Sport Education Model (2009, methodology): “Like the studies conducted by Curtner-Smith and Sofo (2004), Sofo (2003), and Curtner-Smith et al. (2008), the main reason why Stuart, the moderately coaching-oriented PT, was committed to the model in the first place was its compatibility with his acculturation.”
Understanding the Realities of School Life: Recommendations for the Preparation of Physical Education Teachers (2013, background): “Curtner-Smith and Sofo (2004) noted the potential impact of sport education in this regard as it is research-based instructional model that tends to be embraced by recruits as it emulates the sport experiences that they have grown to value.”
Models-based practice: great white hope or white elephant? (2014, background): “Moreover, Curtner-Smith and Sofo’s (2004) US Sport Education study suggested that the model acted as a catalyst to spark the pre-service teachers’ interest in professional learning. In turn, this engendered a desire to engage in personal learning around innovative pedagogy rather than simply replica”