Learning to teach through the Sport Education model in special schools: from theory to practice
DOI:
https://doi.org/10.47197/retos.v59.106909Keywords:
intellectual disability, pedagogical models, equity, equal opportunities, universal design for learningAbstract
This work aims to present a pedagogical approach to applying Sport Education model in a curricular context as unique as Special School. With this purpose, this paper has three aims: (i) show a didactic proposal aimed at a Special School, using an intervention developed through the Sport Education model; (ii) expose the facilitators and barriers to its implementation, and (iii) offer improvement proposals for future applications. The pedagogical proposal of this work was developed in a Special School where all enrolled students (12 students between 14 and 23 years old) and a physical education teacher participated. The program was co-designed between the teacher at the Special School and the researchers-authors of this work. The applicability and viability of the program was assessed from a qualitative approach. The main results showed the applicability and potential of the Sport Education model in the context of the Special Schools when it is co-designed with all students in mind. As facilitators they highlighted the essential elements of the model (team, season, game-based and student-centered teaching, and roles). The main barriers detected were mainly associated with the programming of elements of the model to promote equitable and inclusive participation of students (roles, sport or team), time and motivation towards competition. Additionally, improvement proposals are outlined based on identified barriers encountered during implementation.
Key-words: intellectual disability, pedagogical models, equity, equal opportunities, universal design for learning.
References
Abellán, J. & Sáez-Gallego, N. M. (2014). Justificación de las pruebas motrices en el deporte para personas con discapaci-dad intelectual. Revista Iberoamericana de psicología del ejercicio y del deporte, 9, 143-153. https://doi.org/10.4321/S1578-84232015000200016
Abellán, J. & González-Martí, I. (2020). Explorando las posibilidades de aplicación del modelo de educación deportiva para alumnado con discapacidad intelectual. Revista Española de Educación Física y Deportes, 428, 35-46. https://doi.org/10.55166/reefd.vi428.880
Abellán, J. & Segovia, Y. (2021). Educación deportiva y alumnado con discapacidad intelectual: un estudio de cuatro casos. RICYDE. Revista Internacional de Ciencias del Deporte, 63(17), 38-55. https://10.5232/ricyde2021.06304
Abellán, J., Segovia, Y., Gutiérrez, D. & García López, L. M. (2022). Sensibilización hacia la discapacidad a través de un programa integrado de educación deportiva y aprendizaje-servicio. Retos, 43, 477-487. https://doi.org/10.47197/retos. v43i0.86625
Block, M. E., Haegele, J., Kelly, L. & Obrusnikova, I. (2021). Exploring Future Research in Adapted Physical Education. Research Quarterly for Exercise and Sport, 92(3), 429-442. https://doi.org/10.1080/02701367.2020.1741500
Casey, A. & Kirk, D. (2021). Models-Based Practice in Physical Education. Routledge. https://doi.org/10.4324/9780429319259
Farias, C., Hastie, P. A. & Mesquita, I. (2017). Towards a more equitable and inclusive learning environment in sport edu-cation: results of an action research-based intervention. Sport, Education and Society, 22(4), 460-476. https://doi.org/10.1 080/13573322.2015.1040752
Fernández-Río, J, García López, L. M. & Gil-Arias, A. (2021). Los modelos pedagógicos y su efecto sobre la motivación del alumnado. En L. García-González (2021), Cómo motivar en Educación Física. Aplicaciones prácticas para el profesorado desde la evidencia científica (pp. 41-57). Servicio de publicaciones. Universidad de Zaragoza. https://doi.org/10.26754/uz.978-84-18321-22-1
Fernández-Río, J. & Iglesias, D. (2024). What do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy, 29(2), 190-205. https://doi.org/10.1080/17408989.2022.2039615
Fittipaldi-Wert, J., Brock, S. J., Hastie, E. A., Arnold, J. B. & Guarino, A. J. (2009). Effects of a sport education curricu-lum model on the experiences of students with visual impairments. Palaestra, 24(3), 6-10.
Foley, J.T., Tindall, D., Lieberman, L. & Kim, S.Y. (2009). How to develop disability awareness using the sport education model. Journal of Physical Education. Recreation y Dance, 78(9), 32-36. https://doi.org/10.1080/07303084.2007.10598096
García López, L. M. & Calderón, A. (2021). Educación Deportiva. En A. Pérez-Pueyo, D. Hortigüela-Alcalá, y J. Fernán-dez-Río (Eds.). Modelos pedagógicos en Educación Física: qué, cómo, por qué y para qué (pp. 94-121). Universidad de León: Servicio de Publicaciones.
García López, L. M. & Gutiérrez, D. (2017). Aprendiendo a Enseñar Deporte. Modelos de Enseñanza Comprensiva y Educación Deportiva (2ª ed.). INDE.
García López, L. M., & Gutiérrez, D. (2013). The effects of a sport education season on empathy and assertiveness. Physi-cal Education & Sport Pedagogy, 20(1), 1-16. https://doi.org/10.1080/17408989.2013.780592
Grenier, M., Collins, K., Wright, S. & Kearns, C. (2014). Perceptions of a Disability Sport Unit in General Physical Edu-cation, Adapted Physical Activity Quarterly, 31(1), 49-66. https://doi.org/10.1123/apaq.2013-0006
Gutiérrez, D. (2017). El modelo de Educación Deportiva como ejemplo de enseñanza por proyectos. En O.R. Contreras, y D. Gutiérrez (Coords.), El aprendizaje basado en proyectos en Educación Física (pp.29-36). INDE.
Hastie, P. A. & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investi-gations. Journal of Teaching in Physical Education, 33(3), 422-431. https://doi.org/10.1123/jtpe.2013-0141
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOMLOE). https://www.boe.es/eli/es/lo/2020/12/29/3
Lieberman, L. J., Grenier, M., Brian, A., & Arndt, K. (2020). Universal design for learning in physical education. Human Kinetics. https://doi.org/10.5040/9781718235199
Méndez-Giménez, A. (2006). Los juegos de diana desde un modelo comprensivo-estructural basado en la autoconstruc-ción de materiales. Tándem: Didáctica de la educación física, 20, 101-112.
Menéndez, J. I. & Fernández-Río, J. (2017). Hybridising Sport Education and Teaching for Personal and Social Responsi-bility to include students with disabilities. European Journal of Special Needs Education, 32(4), 508-524. https://doi.org/10.1080/08856257.2016.1267943
Ministerio de Educación y Formación Profesional (2024). Estadística de las Enseñanzas no universitarias. Alumnado con necesidad específica de apoyo educativo. Curso 2022-2023. https://www.educacionfpydeportes.gob.es/dam/jcr:fd110b44-403b-426b-a1ba-aa8e0b357abe/notaresumen-2023.pdf
Mitchell, S. A., Oslin, J. L. & Griffin, L. (2006). Teaching sport concepts and skillls. A tactical approach (2 ed.). Human Kinet-ics.
Molina, M., Gutiérrez, D., Segovia, Y. & Hopper, T. (2020). El modelo de educación deportiva en la escuela rural: amistad, responsabilidad y necesidades psicológicas básicas. Retos, 38, 291-299. https://doi.org/10.47197/retos. v38i38.73685
Molina, M., Segovia, Y., Gutiérrez, D. & Van Hilvoorde, I. (2023). Propuesta de una temporada de Educación Deportiva multinivel: Aplicación en la escuela rural. Journal of Sport and Health Research. 15(1), 131-150. https://doi.org/10.58727/jshr.88745
Núñez, C. M., Segovia, Y. & Gutiérrez, D. (2020). Aplicación de un enfoque educativo e integral en el deporte extraesco-lar mediante el modelo de educación deportiva. E-balonmano.com: Revista de Ciencias del Deporte, 16(3), 167-178.
Orden de 25/07/2016, de la Consejería de Educación, Cultura y Deportes, por la que se regula la organización y el funcionamiento de los centros y unidades de educación especial en Castilla-La Mancha. https://www.educa.jccm.es/es/normativa/orden-25-07-2016-organizacion-funcionamiento-centros-unidad
Organización de las Naciones Unidas (2015). Transformar nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible. https://internacional.umh.es/files/2018/11/resolucion-NU-ODS.pdf
Pérez-Pueyo, Á. L., Hortigüela-Alcalá, D. & Fernández-Río, J. (2021). Los modelos pedagógicos en educación física: qué, cómo, por qué y para qué. Universidad de León: Servicio de Publicaciones. https://buleria.unileon.es/handle/10612/13251
Pressé, C., Horton, M., Block, M. E. & Harvey, W. J. (2011). Adapting the sport education model for children with disa-bilities. Journal of Physical Education, Recreation y Dance, 82(3), 32–39. https://doi.org/10.1080/073030 84.2011.10598595
Pritchard, T. T. & McCollum, S. J. (2008). Bowling for a lifetime using Sport Education, Journal of Physical Education, Rec-reation & Dance, 79, 17-23. https://doi.org/10.1080/07303084.2008.10598144
Segovia, Y. (2021). Difusión y expansión del modelo de Educación Deportiva (Tesis doctoral). Universidad de Castilla-La Man-cha, Ciudad Real.
Siedentop, D. (1994). Sport Education: Quality PE through positive sport experiences. Human Kinetics.
Siedentop, D. (2002). Sport Education: A retrospective. Journal of Teaching in Physical Education, 21(4), 409-418. https://doi.org/10.1123/jtpe.21.4.409
Siedentop, D., Hastie, P.A. & van der Mars, H. (2020). Complete guide to sport education (3 ed). Human Kinetics.
Sinelnikov, O. A. (2009). Sport education for teachers: professional development when introducing a novel curriculum model. European Physical Education Review, 15(1), 91-114. https://doi.org/10.1177/1356336X09105213
Tindall, D. (2013). Creating disability awareness through sport: exploring the participation, attitudes and perceptions of post-primary female students in Ireland. Irish Educational Studies, 32 (4), 457-475. https://doi.org/10.1080/03323315.2013.859339
Tindall, D., Foley, J. & Lieberman, L. J. (2016). Incorporating sport education roles for students with visual impairments and blindness as part of a sport camp experience. Palaestra, 30, 31–36.
Wahl-Alexander, Z. & Morehead, C. A. (2017). Comparing Campers’ Physical Activity Levels Between Sport Education and Traditional Instruction in a Residential Summer Camp. Journal of Physical Activity and Health, 14, 665-670. https://doi.org/10.1123/jpah.2017-0039
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
