Does Sport Education promote equitable game-play participation? Effects of learning context and students’ sex and skill-level

Bibliographic Data

ID12565693
AuthorsClaudio Farias (0000-0002-1364-0539, Universidade do Porto, corresponding author), Yessica Segovia (0000-0001-6856-0598, University of Castilla-La Mancha), Carla Valério (0000-0002-2199-4695, Universidade do Porto), Ivo Mesquita (0000-0001-5985-9686, Universidade do Porto)
Year2021
Volume28
Issue1
Pages20-39
Publication date2021-05-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Physical Education Review (JOURNAL)
Journal identifiersISSN: 1356-336X • E-ISSN: 1741-2749
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1356336x211013832
OpenAlexW3161505928
LanguageEN
Citations received4
References cited18

This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; M age 12.9±1.3) were affiliated in three teams of eight players (five boys and three girls per team) to participate in two consecutive SE seasons (handball: 12×45-min lessons; football: 12×45-min lessons). Students’ participation time in identical small-sided game forms was measured in team practice and competition contexts and analysed through four participation indicators (total, mean, structural, and intra-team participation). T-Test analysis examined differences between girls/boys and lower-skilled/higher-skilled students, in each season. Repeated measures T-Test analysed differences between the two seasons, for each variable and group and each participation context. Overall, although there was a relatively equitable participation of students in the game-play activities of the two seasons, the students’ ‘skill-level’ was a more influential variable in their participation than the variable ‘sex’. The higher-skilled students had higher total participation time than lower-skilled students in the second season (football). There was a more balanced interplay in girls’ and boys’ time of participation in the activities, although boys showed higher participation than girls (mean participation and intra-team participation) in the competition context of football. Teachers who seek equitable participation of students in learning activities should consider the social and cultural context of students and the situated effect of SE implementation, balancing team practice with competition activities

Athletes · Competition (biology · Context (archaeology · Football · Geography · Mathematics education · Physical education · Physical therapy · Political science · Team sport · Test (biology · Inclusion and Disability in Education and Sport · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology

Tools

Open DOIOpen Access