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The influence of the sport education model on amotivated students’ in-class physical activity

Journal Article


Abstract


  • The Sport Education Model (SEM) was designed by Siedentop to provide students with a holistic

    sport-based experience. As research on the SEM continues, an aspect that has gained interest is the influence on (a) students with low levels of motivation and (b) opportunities to engage in healthenhancing levels of physical activity. The purpose of this study was to examine the physical activity differences between amotivated students engaged in the SEM compared with a traditional sportbased physical education class. Sixty-nine amotivated students were engaged in a unit of basketball taught using the SEM or traditional (skill–drill–game) approach. Accelerometers were used to collect daily in-class physical activity levels. Physical activity data were averaged into three phases (five lessons per phase) and analysed using repeated measures ANOVAs. As a result engagement within the SEM provided amotivated students with an increased opportunity to engage in higher levels of physical activity.

Publication Date


  • 2012

Citation


  • Perlman, D. J. (2012). The influence of the sport education model on amotivated students’ in-class physical activity. European Physical Education Review, 18 (3), 335-345.

Scopus Eid


  • 2-s2.0-84866903623

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1127

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 335

End Page


  • 345

Volume


  • 18

Issue


  • 3

Place Of Publication


  • United Kingdom

Abstract


  • The Sport Education Model (SEM) was designed by Siedentop to provide students with a holistic

    sport-based experience. As research on the SEM continues, an aspect that has gained interest is the influence on (a) students with low levels of motivation and (b) opportunities to engage in healthenhancing levels of physical activity. The purpose of this study was to examine the physical activity differences between amotivated students engaged in the SEM compared with a traditional sportbased physical education class. Sixty-nine amotivated students were engaged in a unit of basketball taught using the SEM or traditional (skill–drill–game) approach. Accelerometers were used to collect daily in-class physical activity levels. Physical activity data were averaged into three phases (five lessons per phase) and analysed using repeated measures ANOVAs. As a result engagement within the SEM provided amotivated students with an increased opportunity to engage in higher levels of physical activity.

Publication Date


  • 2012

Citation


  • Perlman, D. J. (2012). The influence of the sport education model on amotivated students’ in-class physical activity. European Physical Education Review, 18 (3), 335-345.

Scopus Eid


  • 2-s2.0-84866903623

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1127

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 335

End Page


  • 345

Volume


  • 18

Issue


  • 3

Place Of Publication


  • United Kingdom