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Physical activity is not an activity itself anymore.
It is very well know that exercise and all other sport activities
provides not only a healthy life style but also psychosocial development
and benefits for all ages as well. Considering the changing context
of schools with many challenges such as student drug use, violence
and gangs, physical activity can be a guide and an alternative choice
to promote social issues and character development in the society.
I would like to provide some information and examples about Hellison's
Personal and Social Responsibility model and Sport Education model
in this coaching section. I believe that not only these two models
but also other approaches could promote to all youngsters for character
development.
Ferman
Konukman
Coaching Section Editor
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"Physical Activity & Character Development:
A Key Role to Teach"
Dr. Ferman Konukman, Abant Izzet Baysal University,
School of PE & Sports, Bolu, TURKEY
E-mail: ferman@vt.edu
Hellison's teaching personal and social responsibility model
is an alternative program that can be applied in school physical
education and extended day or youth activity programs. This model
goes far beyond from physical activity and emphasizes on affective
development and puts kids first as objectives. Teaching personal
and social responsibility model empowers behaviors such as attitudes,
beliefs, values, and intentions
This model has five cumulative levels and teachers create some
ideas of using the levels for goal setting and self evaluation
(Hellison, 2003).
THE CUMULATIVE LEVELS
Level 0-Irresponsibility: In this level, students deny
personal responsibility and make excuses to blame others.
Level 1-Respect: Students at this level may not participate
to activities or show some mastery in the skills without interfering
the others right to learn. In addition, they do this without supervision
of their teachers.
Level 2-Participation: Students show not only respect
to others but also participate enthusiastically to play under
the teachers supervision.
Level 3-Self-Direction: Students show not only respect
and participation but also work without supervision of teacher.
Level 4-Caring: Students at this level, in addition to
respecting each others, full participation, and self responsibility,
they cooperate with others and show concerns and help.
As you see in this model, teachers can post these levels with
colors and photos on the walls. Teachers use specific instructional
formats to intervene such as counseling time, awareness talk,
physical activity (lesson), group meeting, reflection time, and
final counseling. Besides, Teachers can assess this model using
rubrics as in-school assessment tools using some categories such
as consistently, sometimes, seldom, and never.
Finally, research shows some empirical data that support this
model. Cummings (1998) found that subjects in a responsibility-based
coaching club dropped out of high school less often than students
who did not participate in the club. In addition, Martinek et
al. (2001) extended-day program study demonstrated the role of
this model on students. Moreover, If you would like to apply this
model into your teaching and get more detailed information, I
recommend to you Dr. Don Hellison's book Teaching responsibility
through physical activity from Human Kinetics Publisher.
References
Cummings, T.K.(1998). Testing the effectiveness of Hellison's
personal and social responsibility model: A drop out, repeated
grade and absentee rate comparison. Unpublished master's thesis,
California State University, Chico.
Hellison, D. (2003). Teaching personal and social responsibility
in physical education In S. Silverman & C. Ennis (Ed), Student
learning in physical education: Applying research to enhance instruction.
(pp. 254-241). Champaign, IL: Human Kinetics.
Martinek, T., Schilling, T., Johnson D. (2001). Transferring
personal and social responsibility of underserved youth to the
classroom. Urban Review, 33, 29-45.
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Sport Education: An Alternative to Teach Fair-Play
and Authentic Sport Experience within Physical Education & Sports
Dr. Ferman Konukman, Abant Izzet Baysal University,
School of PE & Sports, Bolu, TURKEY
E-mail: ferman@vt.edu
Sport education is a curriculum and instruction model designed
to provide authentic, educationally reach sport experiences for
girls and boys in the context of school physical education (Hastie,
2003; Siedentop, 1994).
There are three aims in this model: First, is to develop
a competent sport person
who is skilled, knowledgeable and able to play game strategies in
real setting and thus he or she can participate successfully in
a game setting. Second, a literate sport person who
understands and values the rules, traditions, and the rituals of
the game. This means that he or she can differentiate between good
and bad sport practice. Third, an enthusiastic sport person
who uses sport to promote a physically active life style and becomes
a contemporary member of sport culture.
The traditional model for teaching games in any multiactivity curriculum
can be explained in four sequences: teacher explanation, teacher
demonstration, drills and, full game play (Hastie, 2003). In addition,
this model criticized in many ways: lack of content mastery using
short and different sport units in couple of weeks, abusive practices:
discrimination of lower-skilled students and girls during games.
MAJOR FEATURES OF SPORT EDUCATION
The Sport education model has six important features (Siedentop,
1994):
- SEASONS: All activities are done by in season. This long
term involvement provides significant experience to practice and
play
- AFFILIATION: Students or players are active members of
teams or clubs. Teams has T-shirts, jerseys, boards with photos,
and mascots.
- FORMAL COMPETITION: Sport activities are performed in
a competition format such as dual meets, round-robins, and league.
- CULMINATING EVENT: The culminating nature of competition
provides a goal for participants. This can be a factor for motivational
purposes.
- KEEPING RECORDS: Record keeping take places in many ways.
For example: shot on goals, number of assists, unforced errors,
and kills etc.
- FESTIVITY: All events are performed in a festive environment.
Such as openings, ceremonies, medals, fair play awards, and special
themes.
Consequently, as seen above sport education is very different than
traditional physical education and sport activities in many ways.
First, sport education demands full participation to all activities
in different roles such as players, managers, referees during season.
Second, a developmentally appropriate involvement is the key feature.
This means that all tournaments are performed in short time periods
and different number of participants according to the grade level.
RESEARCH IN SPORT EDUCATION
Research in sport education has provided many results us to understand
this model in a different perspective. Research in sport education
showed that students improved their skills and lower-skilled students
perception was really strong toward sport education (Hastie and
Carlson, 1998). Moreover, Ennis (1999) reported that both low and
high-skilled females felt successful and had positive attitudes
toward this model. Finally, although sport education model frees
teachers time via transfer of many roles and responsibilities to
students, teachers figured out that they need to monitor all tasks
very carefully for accountability (Hastie, 2000).
As a concluding thought, the following links will provide you a
kind of guide for sport education model in different activities
via lesson plans and alternative formats.
A Sport Education Model: Application of Tennis into Secondary
School Physical Education Curriculum. (By Ferman Konukman &
Elizabeth Petrakis)
www.cwu.edu/~konukmaf/SPORT
ED FINAL.htm
Central Washington University, Physical Education Majors' Soccer
Sport Education Unit
www.cwu.edu/~jefferis/unitplans/
sportedsoccer/soccertc.html
References
Ennis, C. D. (1999). Creating a culturally relevant curriculum
for disengaged girls. Sport, Education and Society, 4, 31-49
Hastie, P. A. (2003). Teaching sport within physical education.
In S. Silverman & C. Ennis (Ed), Student learning in physical
education: Applying research to enhance instruction. (Pp. 227-240).
Champaign, IL: Human Kinetics.
Hastie, P. A. (2000). An ecological analysis of sport education
season. Research Quarterly for Exercise & Sport, 69, 368-379.
Hastie, P. A. , & Carlson, T. B. (1998). Sport Education: A
cross cultural comparison. Journal of Comparative Sport Physical
Education Sport, 20(2), 36-43.
Siedentop, D. (1994). Sport Education: Quality PE through positive
sport experiences. Champaign, IL: Human Kinetics.
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Teaching Cooperation and Fair-Play in Artistic
Gymnastics
Dr. Hakki Coknaz, Abant Izzet Baysal University,
School of Physical Education & Sports, Bolu, TURKEY
E-Mail: coknaz_h@ibu.edu.tr
Artistic Gymnastics is one the most popular sports in the world
today. Viet, Guts Muths and Jahn were founders of this sport in
the 19th Century. Jahn developed parallel bars, barfics and, special
terminology in gymnastics. First, Artistic Gymnastics used to perform
in the nature as free activities. Later, transformed in to the gym
(Uberhorst, 1980). Recently, this sport has been classified as floor
exercises, ring, vaulting horse, parallel, barfics, and pommel horse
for men and asymmetric parallel bars, balance beam, vaulting horse,
and floor exercises for women.
Artistic Gymnastics has a social meaning for all athletes during
training. Especially, this easily can be seen in noncompetitive
practices. One of the ways of doing this is the critical inquiry
method. In this method, coaches ask questions and students response
to these questions about the form of movement and support techniques.
As soon as the best support techniques found or discovered, coaches
encourage athletes to practice and apply this techniques in a cooperative
learning via peer tutoring. These methods provide an educational
and social environment for all athletes.
Group practices can create a positive climate for coaches and athletes
and this can lead to a social support network. If athletes become
very positive and supportive during the training, a solid foundation
of good character development and fair-play can be promoted. A well-organized
training environment under peer tutoring and fair-play athletes
respect each other very well although they have been opponents for
each other in a team or club. Coaches should recognize that cooperative
learning, fair play as important as winning a gold medal during
competitions. Therefore, coaches must work very hard to establish
a supportive and positive climate during training and tournaments
as well.
References
Ueberhorst H. (1980). Geshichte der Leibesübungen (History
of Physical Education) Berlin-München-Frankfurt: Bartels &
Wernitz.
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Here are some helpful web pages that I would like
to recommend you about character development. You can check them
and have different views.
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