Recently, TEAM (i.e., Together, we can do more!) sport learning instructional model (Lee, 2013) has been developed in physical education in South Korea. The TEAM sport learning model emphasizes team belonging, team building, and team developing in physical education. The purpose of this study was to examine the effectiveness of the TEAM sport learning model using action research in one middle and one high schools in South Korea.
Method:
Using an action research methodology, two physical education teachers (i.e., James and Erin) participated in this study. First of all, James and Erin took a graduate school class that they learned the TEAM sport learning model for a semester. Then, James developed a soccer unit (15 lessons) that incorporated the TEAM sport learning model. He taught six eighth grade classes in middle school for a year. Erin developed four units (i.e., Kin-ball, netball, volleyball, and cooperative gymnastics) that incorporated the TEAM sport learning model. She taught eight ninth grade classes in high school for a year. Teachers’ lesson plans and their reflection notes, students’ interviews, and their daily logs, students’ formative and summative assessments were collected in both schools.
Analysis/Results:
Data were analyzed inductively and deductively. Teachers’ lesson plans and reflection notes showed that teachers followed seven key steps using the TEAM sport learning model. First, each team’s identity (e.g., team name) was formed followed by lead-up games. Second, each participant’s role was assigned. Third, each team’s goal was established. Fourth, team communications and interactions were facilitated. Fifth, team conflict resolution was practiced. Then, team reflection was conducted. Lastly, team festivity was emphasized. Furthermore, students’ interviews, daily logs, and assessments showed that students improved their communication skills, personal and social responsibilities, and life skills.
Conclusions:
Implementing TEAM sport learning model in physical education in K-12 school setting in South Korea seems to be an effective to teach students’ communication skills, personal and social responsibilities, and life skills.