Background/Purpose
There has been a lack of research regarding sport education as a curriculum model at the collegiate level. In particular, investigations that have examined preservice physical educators' perceptions of sport education are lacking. The purpose of the study was to examine preservice physical educators' perceptions of sport education in a collegiate advanced basketball class.
Method
Participants included 38 students enrolled in an advanced basketball class and a novice instructor. Data were collected through formal interviews with 10 preservice physical education teachers (70% male) and the course instructor. In addition, document data in the form of lesson plans and written assessments were also collected. Data were analyzed by developing categories and examining them for common elements that ran throughout and tied them together. Themes were then extracted from these categories. Data were then selectively coded for examples that illustrated the themes.
Analysis/Results
Three main findings were drawn from the analysis. First, results indicated that students were empowered in the class because they directed their learning and got to do many tasks that a “teacher” would typically perform. Secondly, students perceived they would be evaluated on effort, although it was communicated they would be evaluated on performance. Third, students' perceptions in regard to how the class was taught with the model differed from their basketball experiences in high school physical education.
Conclusions
In light of the students' perceptions, it would be valuable for teacher educators to use sport education in collegiate activity classes as a vehicle to challenge preservice teachers' beliefs about teaching physical education.