Background/Purpose
School reform designed to simply put the latest policy or educational initiative in place cannot bring about real systemic innovation. However, in spite of this series of effort educational innovations, educational reform has not led to significant improvements in our schools (Fullan, 2001). Currently, there are a number of curriculum and instructional models in physical education based upon different perspectives that can aid teachers in achieving the objective of providing quality physical education to their students. Siedentop (1982) introduced sport education model that Sport Education is a curriculum and instruction model created for boys and girls alike to authentically experience sport within the physical education environment. This study examines the status of the physical education reform movement in two PEP-grant schools within the context of reform-based curriculum development and identifies the factors that facilitate and hinder the change process.
Method
Through a three year, federally funded project grant, physical education teachers from the middle school (N=4), junior high school (N=4) levels participated in a two-day workshop that focused on Sport Education (Siedentop, Hastie, and van der Mars, 2004). Data were collected both quantitatively and qualitatively through psychometric instrumentation, field observation, and interviewing to assess teachers' receptivity and perceptions of the Sport Education model as well as teachers' attitudes toward change.
Analysis/Results
Major research findings for the study indicated: (a) Most teachers' differences in receptivity to the Sport Education model, all teachers attempted to adhere to the various elements of the model in their teaching. (b) All teachers were reflective about the utility of the model and its various elements. (c) In aggregate, some differences in levels of commitment, class behavior, and collegiality were found between the middle school teachers and junior high school teachers.
Conclusions
The research confirms that individual and group ownership in the reform process impacts the degree of success in changing the culture of a program. Overall, Sport Education model seem to be a practicable and motivating curriculum option for school reform. Moreover, given the professional development support and curriculum development physical education teachers are able to implement the model in their schools. Successful reform calls for active initiation and participation of all teachers in partnership with one another and with support groups (administrators, university partners, students) in order to bring about sustained commitment, behavior change, and a vision for the future.