Background/Purpose Model-based instructional approaches have garnered significant empirical support in recent years (Metzler, 2005) which led to a majority of PETE programs emphasize specific curricular models in their instructions (Ayers & Housner, 2008). However, our understanding of how pre-service teachers (PTs) teach within these models remains limited. This study examined PTs' locus of foci during their first delivery of Sport Education (SE). Specifically, two research questions guided the study: (a) What were PT's main points of attention during instruction? (b) How did PTs' focus change, if it did?
Method Eighteen PTs taught a 16 lesson (50 min.) soccer season of SE to a group of 7th-8th graders (110). Data were collected through individual and group interviews, document analysis, observations, and critical incidences.
Analysis/Results A three-step process of open, axial and selective coding was used to analyze data. Overall, PTs focused their attention on three task systems: instructional, managerial, and student social. The PTs' focus shifted from managerial and instructional (skill practice) to managerial (pre-season). During competition phase, managerial locus of focus was evident. Moreover, PTs recognized the importance of the student social task system as it remained an important part of SE throughout all season phases.
Conclusions The results of the study demonstrated that learning how to teach within model-based instruction is a multifaceted and pedagogically complicated process. Similar to previous research, PTs in this study tended to focus their attention on managerial and behavioral indices. Further delineation of PTs' focus may help them appropriately balance each task systems' requirements.
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