Background/Purpose Hybrid curriculum models allow innovative physical educators to add new strategies to a curriculum model or to combine two models. While initial responses to such hybrids were positive, little is known how pre-service teachers (PTs) learn to teach using them. The purpose of the study was to (a) examine PTs' perceptions on teaching a Sport Education/Games for Understanding (SE/GfU) hybrid curriculum and (b) to identify facilitators/inhibitors in its implementation.
Method Twenty-two PTs (14 men and 9 women) taught a SE/GfU hybrid model of ultimate Frisbee (21 lessons) to 161 5th graders. The season fidelity was established. Data were collected through semi-structured group interviews (2 – 90 min.), informal interviews (44 – 10 min.), content analysis of lesson plans (462), observations, and critical incidences (308).
Analysis/Results The data were organized using NVivo 8 and analyzed using thematic analysis. The results suggest that PTs enjoyed teaching the hybrid model which was facilitated by: SE model structure, especially teams and team affiliation, roles, and competition; tactic and strategy focus, which allowed PTs and students to make connections and engage in a deeper understanding of the game. Inhibitors to model implementation were: school factors; PTs unwillingness to move off the center stage; and teams and competition.
Conclusions Teaching using a hybrid model is a pedagogically complex endeavor. It requires a prerequisite set of knowledge about each model and prior experience in teaching both. However, in this case, GfU provided a set of teaching strategies within the structure and organization of SE.