THE SPORT EDUCATION MODEL IN ELEMENTARY AND SECONDARY EDUCATION: A SYSTEMATIC REVIEW

Evangelio, Carlos; Sierra-Díaz, Jacob; González-Víllora, Sixto; Fernández-Río, Javier

doi:10.22456/1982-8918.81689

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Artigos Originais • Movimento 24 (3) • Jul-Sep 2018 • https://doi.org/10.22456/1982-8918.81689 copy

THE SPORT EDUCATION MODEL IN ELEMENTARY AND SECONDARY EDUCATION: A SYSTEMATIC REVIEW

O MODELO DE SPORT EDUCATION NA EDUCAÇÃO PRIMÁRIA E SECUNDÁRIA: REVISÃO SISTEMÁTICA

EL MODELO DE SPORT EDUCATION EN LA EDUCACIÓN PRIMARIA Y SECUNDARIA: REVISIÓN SISTEMÁTICA

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study is an updated review of the most recent implementations of the Sport Education Model (SEM) from 1^st to 12^th grades (ages 6-18), including the newest research trends for future studies. A systematic review conducted from 2013 to 2017 used the main reference databases and original articles including information about instances of SEM implementation in any school grade. Results showed that SEM implementation has expanded enormously over the last five years to include all learning domains: physical, social, cognitive, and affective. However, such implementation is not easy and it demands specific teacher training. SEM seems to be a proper pedagogical approach for sports practice while developing motor skills, tactical-technical knowledge, and values.

Keywords
Models; Educational. Physical Education and Training. Education; Primary and Secondary

Author (s) (Year)	Country/ grade (s)/ length	Content (s)/Analysis (type)	Purpose (s)	Results	Learning Outcome (s)
Araújo et al.(2013)ARAÚJO, Rui et al. Content knowledge of the student-coach in peer teaching tasks in a hybrid SE-SGA volleyball unit. Revista Mineira de Educação Física, v. 9, p. 49-55, 2013.	Portugal	Volleyball	Assess the evolution of content knowledge from the teacher to student-coaches in a hybrid SEM-SGA season.	There was an evolution on the student-coaches to recognise the task but they misunderstood the aims of the tasks.	Cognitive
	7th grade	Qualitative
	20 lessons	Qualitative
Calderón, Martínez and Hastie (2013)CALDERÓN, Antonio; MARTÍNEZ, Diego; HASTIE, Peter Andrew. Students and teachers’ perception after practice with two pedagogical models in Physical Education. RICYDE. Revista Internacional de Ciencias del Deporte, v. 32, n. 9, p. 137-153, 2013.	Spain	Basketball, hockey	Compare SEM and Direct Instruction (DI) on students’ learning, implication and motivation during implementations.	Students preferred SEM because they became more enthusiastic and participative. They improved their sport knowledge, decision-making and skills with both models.	Cognitive and physical
	5th grade	Qualitative
	28 lessons	Qualitative
Calderón, Martínez and Martínez (2013)CALDERÓN, Antonio; MARTÍNEZ, Diego; HASTIE, Peter Andrew. Students and teachers’ perception after practice with two pedagogical models in Physical Education. RICYDE. Revista Internacional de Ciencias del Deporte, v. 32, n. 9, p. 137-153, 2013.	Spain	Badminton	Evaluate the effect of the physical skill perception on the students’ attitudes.	Students and teacher detected improvement in physical skill perceptions related to their implication in the game and their responsibility, specially, in high-skilled students.	Social
	10th grade	Qualitative and quantitative
	15 lessons	Qualitative and quantitative
Chong and Penney 2013CHONG, Swee; PENNEY, Dawn. Promoting social and emotional learning outcomes in physical education: Insights from a school-based research project in Singapore. Asia-Pacific Journal of Health, Sport and Physical Education, v. 4, n. 3, p. 267-286, 2013.	Singapore	Ultimate	Assess pupils’ ability to control failures in PE, and the development of social and emotional skills.	Positive social and emotional learning to copy with failure in PE.	Affective
	Primary School	Qualitative and quantitative
	15 lessons	Qualitative and quantitative
Fernández-Río, Méndez-Giménez and Méndez-Alonso (2013)FERNÁNDEZ-RÍO, Javier; MÉNDEZ-GIMÉNEZ, Antonio; MÉNDEZ-ALONSO, David. Effects of the three instructional approaches in adolescents’ physical self-concept. Cultura y Educación, v. 25, n. 4, p. 509-521, 2013.	Spain	Ultimate	Determine effects of three instructional models (DI, SEM and SEM-self-made material) on students’ physical self-concept.	SEM with self-made materials increased significantly students’ physical self-concept.	Affective
	8th -12th grades	Quantitative
	12 lessons	Quantitative
García-López and Gutiérrez (2013)GARCÍA-LÓPEZ, Luis Miguel; GUTIÉRREZ, David. The effects of a sport education season on empathy and assertiveness. Physical Education and Sport Pedagogy , v. 14, p. 355-375, 2013.	Spain	Handball	Assess the effects of a SEM season on students’ empathy and assertiveness.	Increased students’ empathy and aggressiveness. Decreased assertiveness and passivity.	Affective
	5th, 6th, 8th grade	Quantitative
	18 lessons	Quantitative
Gutiérrez et al. 2013GUTIÉRREZ, David et al. The responses of Spanish students’ to participation in seasons of sport education. The Global Journal of Health and Physical Education Pedagogy, v. 2, n. 2, p. 111-127, 2013.	Spain	Handball, basketball, badminton, dances.	Evaluate students’ perceptions on a SEM season.	Students perceived more learning when they had more playing time and games. They were more enthusiastic through affiliation, festivity and the final event. Higher level of improvement in girls.	Physical
	5th-11th grade	Qualitativeand quantitative
	Different lengths	Qualitativeand quantitative
Hastie et al. (2013)HASTIE, Peter Andrew et al. The development of skill and knowledge during a sport education season of track and field athletics. Research Quarterly for Exercise and Sport, v. 84, n. 3, p. 336-344, 2013.	Portugal	Track and field	Compare the effects between DI and SEM on skill and technical performance, and in content knowledge.	Both instructional models had improvements in technique and skill execution, with better results for SEM. In content knowledge, only SEM had improvements.	Cognitive and physical
	10th grade	Qualitative and quantitative
	10 lessons	Qualitative and quantitative
Hastie, Farias and Gutiérrez (2013)HASTIE, Peter Andrew; FARIAS, Claudio; GUTIÉRREZ, David. Students’ and teachers’ responses to a transatlantic sport education league. Journal of the International Society for Comparative Physical Education and Sport, v. 35, n. 2, p. 22-33, 2013.	USA, Spain, Portugal	Handball	Assess students and teachers’ reactions and perceptions on a SEM season.	SEM provided opportunities to develop international relations and increased students’ motivation.	Social
	5th-6th grade	Qualitative
	18-20 lessons	Qualitative
Layne and Hastie 2013LAYNE, Todd; HASTIE, Peter Andrew. A task analysis of a Sport Education physical education season for fourth grade students. Physical Education and Sport Pedagogy , v. 20, n. 3, p. 314-328, 2013.	USA	Swirl ball	Evaluate students’ ability to work independently and organize different tasks related to the SEM.	Students were able to work independently of the teacher and achieve the aims. They performed instructional tasks and managerial successfully.	Cognitive
	4th grade	Quantitative
	13 lessons	Quantitative
Gutiérrez et al.(2014)GUTIÉRREZ, David et al. Sport Education Model in second grade. Teachers and student’s perceptions. Cuadernos de Psicología del Deporte , v. 14, n. 2, p. 131-144, 2014.	Spain	Dodgeball	Assess students and teachers’ perceptions on the SEM.	Students learned SEM features and phases. It demanded greater implication from the teachers, specially, at the beginning of the season.	Cognitive
	2nd grade	Qualitative and quantitative
	10 lessons	Qualitative and quantitative
Hastie et al. 2014HASTIE, Peter Andrew et al. Perceived and actual motivational climate of a mastery-involving sport education season. European Physical Education Review , v. 20, n. 2, p. 215-228, 2014.	USA	Handball	Develop a SEM season designed to create a mastery-involving class climate and assess students’ perceptions of the importance of this motivational climate.	Students showed a consistent perception of a mastery climate. Teacher used performance-based task structures and competition to get a mastery climate based on recognition and evaluation.	Cognitive
	10th grade	Qualitativeand quantitative
	12 lessons	Qualitativeand quantitative
Layne and Hastie (2014a)LAYNE, Todd; HASTIE, Peter Andrew. Competition within Physical Education: using Sport Education and other recommendations to create a productive, competitive environment. Strategies, v. 27, n. 6, p. 3-7, 2014a.	USA	Throwing, and kicking at targets	Examine students, teachers and non-participants’ perceptions of a SEM season.	SEM could be applied in lower levels of primary and can help improve students’ learning. It is required more teacher preparation at the season start and at the beginning of SEM phases.	Cognitive
	2nd grade	Qualitative
	12 lessons	Qualitative
Layne and Hastie (2014b)LAYNE, Todd; HASTIE, Peter Andrew. Analysis of teaching Physical Education to second-grade students using Sport Education. International Journal of Primary, Elementary and Early Years Education, v. 44, n. 2, p. 226-240, 2014b.	USA	Swirl ball	Assess students’ ability to improve game play capabilities.	Students improved game performance: the length of the season provided the framework for students to improve skill competency.	Physical
	4th grade	Qualitative and quantitative
	13 lessons	Qualitative and quantitative
Cuevas, García-López and Contreras 2015CUEVAS, Ricardo; GARCÍA-LÓPEZ, Luis Miguel; CONTRERAS, Onofre. Influence of the Sport Education Model in the psychological basic needs. Cuadernos de Psicología del Deporte, v. 15, n. 2, p. 155-162, 2015.	Spain	Volleyball	Evaluate students’ basic psychological needs.	Students significantly improved competence.	Affective
	10th grade	Quantitative
	19 lessons	Quantitative
Farias, Mesquita and Hastie (2015)FARIAS, Claudio; MESQUITA, Isabel; HASTIE, Peter Andrew. Game Performance and Understanding within a hybrid Sport Education season. Journal of Teaching in Physical Education, v. 34, n. 3, p. 363-383, 2015.	Portugal	Soccer	Examine students’ understanding and game performance in a hybrid SEM-IGCM program.	Positive impact on students’ game performance and understanding.	Cognitive and physical
	5th grade	Qualitative and quantitative
	17 lessons	Qualitative and quantitative
Mahedero et al.(2015)MAHEDERO, Pilar et al. Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Journal of Teaching in Physical Education , v. 34, n. 4, p. 626-641, 2015.	Spain	Mini- volleyball	Examine performance outcomes and game knowledge.	Medium skill level students had bigger improvements than high and low skilled students in game play, skill execution and knowledge.	Cognitive and physical
	8th grade	Qualitative and quantitative
	12 lessons	Qualitative and quantitative
Méndez-Giménez, Fernández-Río and Méndez-Alonso 2015MÉNDEZ-GIMÉNEZ, Antonio; FERNÁNDEZ-RÍO, Javier; MÉNDEZ-ALONSO, David. Sport Education Model versus traditional model: effects on motivation and sportsmanship. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, v. 15, n. 59, p. 449-466, 2015.	Spain	Ultimate	Compare the effects of DI, SEM and SEM with self-made materials on students’ sportsmanship, friendship, basic psychological needs and achievement goals.	Significant improvements in sportsmanship, basic psychological needs, friendship goals and performance-avoidance goals with SEM and SEM with self-made materials.	Social and affective
	7th-12th grades	Quantitative
	12 lessons	Quantitative
Pereira et al. 2015PEREIRA, José et al. A Comparative Study of Students’ Track and field technical performance in Sport Education and in a Direct Instruction approach. Journal of Sports Science and Medicine , v. 14, n. 1, p. 118-127, 2015.	Portugal	Track and field	Compare students’ technical performance improvements in SEM and DI.	Boys and girls of all skill levels improved in all events with SEM, but only high-level males improved with DI for the approach features.	Physical
	6th grade	Qualitativeand quantitative
	20 lessons	Qualitativeand quantitative
Calderón et al. 2016CALDERÓN, Antonio et al. Now we help ourselves more: Team-teaching and social classroom climate. Experience with Sport Education. RICYDE. Revista Internacional de Ciencias del Deporte , v. 12, n. 44, p. 121-136, 2016.	Spain	Handball, pichi	Assess the effects of team-teaching (co-teaching) to create effective learning backgrounds using the SEM.	Teamwork and autonomy promoted effective teacher-student communication. Increased positive social climate. Co-assessment was another important factor.	Social
	3rd- 6th grade	Qualitative and quantitative
	10 lessons	Qualitative and quantitative
Cuevas, García-López and Serra-Olivares (2016)CUEVAS, Ricardo; GARCÍA-LÓPEZ, Luis Miguel; SERRA-OLIVARES, Jaime. Sport Education Model and self-determination theory: an intervention in secondary school children. Kineziologija, v. 48, n. 1, p. 30-38, 2016.	Spain	Volleyball	Assess the impact of SEM on motivational regulation, basic psychological needs, satisfaction-enjoyment, boredom and intention to be physically active.	Positive and significant impact on students’ intrinsic motivation. Small improvements were guessed for satisfaction-enjoyment, self-determination, identified regulation, and competence.	Affective
	10th grade	Quantitative
	19 lessons	Quantitative
Martínez, Méndez-Giménez and Valverde 2016MARTÍNEZ, Diego; MÉNDEZ-GIMÉNEZ, Antonio; VALVERDE, Juan José. Sport Education Model effects in the social climate classroom, perceived competence and intent to be physically active: an extended study in Primary Education. SPORT TK-Revista EuroAmericana de Ciencias del Deporte , v. 5, n. 2, p. 153-166, 2016.	Spain	Pichi, ultimate, indiaca	Examine the effects of the SEM on the classroom’s social climate, perceived competence and intention to be physically active.	Group cohesion encouraged fair play and motivation. Role-playing as a tool to learn the game. Significant impacts: social climate perception and intention to be physically active.	Social and affective
	3rd-4th grade	Qualitativeand quantitative
	10 lessons	Qualitativeand quantitative
Méndez-Giménez, Martínez and Valverde 2016MÉNDEZ-GIMÉNEZ, Antonio; MARTÍNEZ, Diego; VALVERDE, Juan José. Student and teachers’ assessment of conventional and self-made material: longitudinal crossover study in Physical Education. Retos , v. 30, p. 20-25, 2016.	Spain	Ultimate, indiaca	Compare teacher and students’ assessment procedures between a SEM/SEM-self-made materials approach.	A preference for self-made materials was observed, and a rise in physical activity practise. Pupils indicated that self-made materials could improve their skills.	Affective and physical
	3rd-4th grade	Qualitative
	20 lessons	Qualitative
Menéndez-Santurio and Fernández-Río (2016a)MENÉNDEZ-SANTURIO, José Ignacio; FERNÁNDEZ-RÍO, Javier. Hybridizing Sport Education and Teaching for Personal and Social Responsibility: an experience through an educational kickboxing program. Retos , v. 30, p. 113-121, 2016a.	Spain	Kickboxing	Introduce educational kickboxing through a hybrid SEM-TPSR season.	Kickboxing is an adequate content for PE; the hybridization helped develop a student-centred context.	Cognitive
	10th grade	Qualitative and quantitative
	16 lessons	Qualitative and quantitative
Menéndez-Santurio and Fernández-Río (2016b)MENÉNDEZ-SANTURIO, José Ignacio; FERNÁNDEZ-RÍO, Javier. Violencia, responsabilidad, amistad y necesidades psicológicas básicas: efectos de un programa de Educación Deportiva y Responsabilidad Personal y Social. Revista de Psicodidáctica, v. 21, n. 2, p. 245-260, 2016b.	Spain	Kickboxing	Evaluate the effects of a hybrid SEM-TPSR season on students’ friendship goals, responsibility, basic psychological needs and violence.	The hybridization had significant positive improvements in the relatedness, students’ violence, social responsibility and competence.	Social and affective
	12th grade	Quantitative
	16 lessons	Quantitative
Pereira et al. 2016PEREIRA, José et al. Sport Education and Direct Instruction Units: comparison of student knowledge development in athletics. Journal of Sports Science and Medicine , v. 15, n. 4, p. 569-577, 2016.	Portugal	Track and field	Contrast the effects of SEM and DI on students’ content knowledge, considering their sex and skill level.	Improvements: movement patterns, task organization and teacher’ feedback in DI; affective and cognitive implication, autonomy in the task transitions and taking decisions in SEM.	Affective
	6th grade	Qualitative and quantitative
	20 lessons	Qualitative and quantitative
Romar, Sarén, and Hastie (2016)ROMAR, Jan Erik; SARÉN, Jani; HASTIE, Peter Andrew. Athlete-Centred coaching using the Sport Education Model in youth soccer. Journal of Physical Education and Sport, v. 16, n. 2, p. 380-391, 2016.	Finland	Soccer	Examine students, coaches and parents’ perceptions and experiences on the SEM.	Students enjoyed rolesand tasks in a student-centred context. There was a positive teams’ atmosphere.	Social
	6th grade	Qualitativeand quantitative
	11 lessons	Qualitativeand quantitative
Wahl-Alexander,Sinelnikov and Curtner-Smith (2016)WAHL-ALEXANDER, Zachary; SINELNIKOV, Oleg; CURTNER-SMITH, Matthew. A longitudinal analysis of students’ autobiographical memories of participation in multiple Sport Education seasons. European Physical Education Review , v. 23, n. 1, p. 25-40, 2016.	USA	Different team sports	Examine the participation in a significant number of SEM seasons over a period of five years.	The students’ prolonged participation in SEM seasons developed roles, fair play and SEM goals: enthusiastic, competent and literate pupils.	Social and cognitive
	8th grade	Qualitative
	18-21 lessons	Qualitative
Araújo et al. 2017ARAÚJO, Rui et al. The evolution of student-coach’s pedagogical content knowledge in a combined use of Sport Education and the Step-Game-Approach model. Physical Education and Sport Pedagogy, v. 22, n. 5, p. 518-535, 2017.	Portugal	Volleyball	Examine the evolution of students and coaches’ Pedagogical Content Knowledge (PCK) with a SEM-SGA hybridization.	Interventions were effective in developing student-coaches’ PCK, allowing a more complete transfer of the responsibility to the students.	Cognitive and social
	7th-9th grade	Qualitative
	Three seasons (20- 25 lessons)	Qualitative
Fernández-Río, Méndez-Giménez and Méndez-Alonso (2017)FERNÁNDEZ-RÍO, Javier, MÉNDEZ-GIMÉNEZ, Antonio and MÉNDEZ-ALONSO, David. Effects of two instructional approaches, Sport Education and Direct Instruction, on secondary education students’ psychological response. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, v. 6, n. 2, 9-20, 2017.	Spain	Ultimate	Compare the effects of two instructional approaches (SEM and DI), on students’ psychological response.	SEM significantly improved intrinsic motivation, social responsibility, cooperative learning, boredom, autonomy, relationship and competence.	Social
	8th-11th grades	Quantitative
	12 lessons	Quantitative
Fernández-Río and Menéndez-Santurio 2017FERNÁNDEZ-RÍO, Javier; MENÉNDEZ-SANTURIO, José Ignacio. Teachers and students’ perceptions of a hybrid Sport Education and Teaching for Personal and Social Responsibility learning unit. Journal of Teaching in Physical Education , v. 36, n. 2, p. 185-196, 2017.	Spain	Kickboxing	Assess students and teachers’ perceptions of a hybrid SEM-TPSR season.	Students develop enjoyment cooperation,responsibility, and increase their learning for the autonomy and roles.	Social
	9th grade	Qualitative
	16 lessons	Qualitative
Ginciene and Matthiesen (2017)GINCIENE, Guy; MATTHIESEN, Sara Quenzer. The Sport Education Model on the teaching of track and field in school. Movimento, v. 23, n. 2, p. 729-742, 2017.	Brasil	Track and field	Examine the effects of SEM with track and field teaching, in the Brazilian educative context.	SEM was an effective tool to develop the three dimensions of PE contents: conceptual, procedural and attitudinal.	Cognitive and affective
	6th grade	Qualitative
	6 lessons	Qualitative
Gil-Arias et al. 2017GIL-ARIAS, Alexander et al. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS ONE, v. 12, n. 6, p. 1-17, 2017.	Spain	Volleyball, ultimate	Investigate the effect a hybrid TGfU-SEMunit vs. DI, on pupils’ motivation to engage in PE.	Students’ autonomy, competence and enjoyment raised when they were taught using the hybrid model.	Social
	12th grade	Quantitative
	16 lessons	Quantitative
Hastie, Ward and Brock(2017)HASTIE, Peter Andrew; WARD, Kurt; BROCK, Sheri. Effect of graded competition on student opportunities for participation and success rates during a season of Sport Education. Physical Education and Sport Pedagogy , v. 22, n. 3, p. 316-327, 2017.	USA	Mini-handball	Assess whether using rated competition can rise students’ opportunities for game involvement and success rates.	Regarding efficiency and success, high-skilled players showed advantages against low-skilled players. Girls had less involvement than boys.	Physical
	4th grade	Qualitative and quantitative
	4 lessons	Qualitative and quantitative
Méndez-Giménez and Martínez 2017MÉNDEZ-GIMÉNEZ, Antonio; MARTÍNEZ, Diego; VALVERDE, Juan José. Inteligencia emocional y mediadores motivacionales en una temporada de Educación Deportiva sobre mimo. Ágora para la Educación Física y el Deporte, v. 19, n. 1, p. 52-72, 2017.	Spain	Mime	Assess students’ perceptions.	Students’ increased their competence and sport culture and highly valued the model’s main features.	Cognitive
	6th grade	Qualitative and quantitative
	12 lessons	Qualitative and quantitative
Méndez-Giménez, Martínez and Valverde 2017MÉNDEZ-GIMÉNEZ, Antonio; MARTÍNEZ, Diego; VALVERDE, Juan José. Inteligencia emocional y mediadores motivacionales en una temporada de Educación Deportiva sobre mimo. Ágora para la Educación Física y el Deporte, v. 19, n. 1, p. 52-72, 2017.	Spain	Mime	Examine the effects on students’ emotional intelligence and motivational mediators.	Students’ increased attention, clarity and repair (emotional intelligence), and autonomy competence and relatedness (basic psychological needs).	Cognitive
	6th grade	Qualitative and quantitative
	12 lessons	Qualitative and quantitative
Menéndez-Santurio and Fernández-Río (2017)MENÉNDEZ-SANTURIO, José Ignacio; FERNÁNDEZ-RÍO, Javier. Hybridizing Sport Education and Teaching for Personal and Social Responsibility to include students with disabilities. European Journal of Special Needs Education, v. 34, n. 2, p. 508-524, 2017.	Spain	Kickboxing	Explore the impact of the combination of SEM-TPSR for learners with disabilities.	SE-TPSR promotes educative inclusion (increases learning enjoyment and membership): students’ role, cooperation, transference andfriendship.	Social
	12th grade	Qualitative
	16 lessons	Qualitative
Ward et al. 2017WARD, Kurt et al. A Sport Education Fitness Season's impact on students' fitness levels, knowledge, and in-class physical activity. Research Quarterly for Exercise and Sport , v. 88, n. 3, p. 346-351, 2017.	USA	Cross-fit	Assess if SEM provides levels of physical activity and increase their fitness knowledge and attainment.	Significant improvements in knowledge and fitness tests. 54.5% of the lesson were at moderate-to-vigorous physical activity level.	Cognitive and physical
	5th grade	Quantitative
	20 lessons	Quantitative

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