It is well established that appropriate grouping strategies in physical education can enhance students’ learning. Recently, physical education researchers in South Korea have developed an innovative instructional model, TEAM Sport Learning that is focus on students’ social skills and responsibility in physical education. The acronym TEAM means “Together we can achieve more.” The purpose of this research was to develop a rationale for TEAM Sport Learning model and examine effectiveness of it.
An extensive literature review was conducted to capture current trends and characteristics of grouping strategies in physical education and education in general. Specifically, whole-group instruction grouping, within-class grouping, ability grouping, flexible groping, homogeneous grouping and mixed ability grouping were reviewed. Based on the literature review, the theory of team dynamics were chosen to create a rationale of TEAM Sport Learning.
Literature review results showed that concepts such as effective communication skills, conflict resolution skills and team interventions are rarely integrated into lessons in physical education in South Korea. The team dynamic theory suggests that the team is viewed as a living unit so that individuals must help each other. Based on the team dynamic theory, the TEAM Sport Learning model focus on students learning in communication, conflict management, self-control and care for others. As a result, four rationales were developed in the TEAM Sport Learning model. First, grouping should represent the reality of the world in which the participants live in. Second, team must be stable. Then, a conscious effort must be made to group for instruction, not individuals. Lastly, social learning should be in the center of student learning objectives.
Incorporating concepts and ideas of social learning into physical education curriculum creates a bridge for learning social responsibility. The TEAM Sport Learning model can be an effective instructional model to teach social skills and social responsibility in physical education.