Operationalizing physical literacy through sport education in a university physical education program

作者：Siu-Ming Choi, K. Sum, Tristan L. Wallhead, F. Leung, S. C. A. Ha, H. Sit · 发表于：Physical Education and Sport Pedagogy · 年份：2021 · DOI：10.1080/17408989.2021.1915266 · 被引用次数：23 · 研究领域：Psychology

ABSTRACT Background Sport Education (SE: Siedentop, D., P. A. Hastie, and H. Van der Mars. 2019. Complete Guide to Sport Education. 3rd ed. Champaign, IL: Human Kinetics) is a pedagogical model that has been espoused to develop physically literate students through more authentic sports experiences in physical education (Hastie, P. A., and T. Wallhead. 2015. “Operationalizing Physical Literacy Through Sport Education.” Journal of Sport and Health Science 4 (2): 132–138). Despite this proposition, there remains a void of research that has examined how in-service teachers operationalize physical literacy (PL) within their delivery of SE. The purpose of this qualitative study was to explore the perspectives of university physical education lecturers in attempting to operationalize PL outcomes through the implementation of the student-centered features of SE. Method Guided by a grounded theory constructivist approach, qualitative data were collected from lecturers through interviews following a SE continuing professional development (CPD) program that included a 12-hour workshop, staff development meetings, development of SE season plans, and the implementation of a 10-week SE curriculum intervention. Themes of lecturer perceptions of student PL and SE implementation were developed by open, axial, and selective coding techniques using a co-occurrence and c-coefficients table developed within the ATLAS.ti software. Trustworthiness criteria of credibility, transferability, dep...