Australian Teachersí Perceptions and Uses of the Sport Education Curriculum Model

By K. Alexander, J. Luckman. 2001

145 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c4df83b7dbb91f7010d5c275cf5d843d3e7169f7

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In Physical Therapy, Sports Therapy and Rehabilitation

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Citations in the corpus

A review of research on Sport Education: 2004 to the present (2011, background): “…content standards (i.e. motor skill development, tactical knowledge and performance, fitness, social development, and student attitudes and values; Alexander and Luckman 2001), ISSN 1740-8989 print/ISSN 1742-5786 online # 2011 Association for Physical Education DOI: 10.1080/17408989.2010.535202…”
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).”
Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model. (2010, background): “The effect of the SEM on student enjoyment is well documented (Alexander & Luckman, 2001; Carlson & Hastie, 1997; Grant, 1992; Wallhead & Ntoumanis, 2004).”
Models-based practice: great white hope or white elephant? (2014, background): “…‘not easy’ (Casey, Dyson, and Campbell 2009) and prior teaching experience was ‘of little initial use’ (Barrett and Turner 2000) in ‘stopping mistakes’ (Cruz 2008), it was an ‘overwhelmingly positive experience’ and engendered a ‘shift in [teachers’] goal orientation’ (Alexander and Luckman 2001).”
Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education (2004, background): “Much of this research on changes in student affective outcomes with the Sport Education model has been based on teachers’ anecdotal accounts (e.g., Alexander & Luckman, 2001; Grant, 1992) reporting their impressions of student enthusiasm.”
Sport Education as a pedagogical application for ethical development in physical education and youth sport (2014, background): “Equality between male and female students has been investigated (i.e. Alexander et al., 1993; Alexander & Luckman, 2001), opportunities to respond in game play (Carlson, 1995; Curnow & Mcdonald, 1995; Hastie, 1998b; Hastie & Sinelnikov, 2006), as well as involvement in social interaction and…”
Preservice teachers' conceptions of teaching within sport education and multi-activity units (2004, methodology): “Instead, as Alexander and Luckman (2001) suggested, it could permit ‘teachers to withdraw from any serious attempt to promote learning’ (p. 263).”
A review of the game-centred approaches to teaching and coaching literature since 2006 (2014, background): “In contrast to Oslin and Mitchell’s previous review, the current review was organised into the ‘5 big aims of PE’ (Alexander and Luckman 2001, 255): (a) motor skill development, (b) tactical knowledge and game performance, (c) ﬁtness, (d) personal and social development, and (e) students’ attitudes…”
The influence of student status on student interactions and experiences during a sport education unit (2009, background): “A few studies have reported positive student attitudes towards inclusion based on gender (Alexander 1994; Alexander and Luckman 2001; Clarke and Quill 2003; Kinchin 2001).”
Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students (2006, methodology): “Similarly, drawing from the work of Seashore-Louis and Smith (1990) and Macdonald (1999), Alexander and Luckman (2001) suggested that SE appealed to teachers because it was empowering and led to improved relationships with students.”
The development of skill and tactical competencies during a season of badminton (2009, background): “For teachers, one of the major attractions of Sport Education is that it frees the teacher from much of the formal instructional demands of lessons (Alexander & Luckman, 2001), allowing them to attend to more pressing needs which otherwise do not receive attention.”
Sport Education: physical education for the new millennium? (2005, methodology): “Over 90 percent of elementary teachers and 70 percent of secondary teachers agreed or strongly agreed that that the model catered for the inclusion of girls (Alexander & Luckman, 2001).”
Situated Learning as a Theoretical Framework for Sport Education (2003, background): “• Teachers are supportive of the model (Alexander and Luckman, 2001; Grant, 1992).”
Sport education: promoting team affiliation through physical education (2004, background): “Cooperation among students and the development of interpersonal skills have been reported as important outcomes of participation in a season of SE (Alexander & Luckman, 1998).”