Chapters 1-3
Chapters 4-5
Chapters 6-7
Chapters 8-9
Chapters 10-12
100
Other than scorekeeper and referee, list four nonplayer roles that teachers can incorporate into a Sport Education season.
Team roles may include coach, publicist, scout, fitness trainer, and manager. Specialist roles may include safety judge, place judge, and course marshal.
100
Why is it important to schedule a specific amount of time between sets of games or contests within one lesson?
A number of tasks have to be completed. Examples include teams switching, a competing team switching to duty team (and vice versa), and recording scores and game statistics.
100
What is a primary rule for the sport of soccer?
No use of hands by field players when the ball is in play.
100
According to the authors, how does Sport Education create situations where responsibility and personal growth can take place?
Sport Education creates these situations by placing students in teams (i.e., small learning groups) and having them stay in those groups for extended periods of time.
100
How is festivity present in typical events in youth sport and high school sport?
Examples include a captive audience, teams in their uniforms, national anthem played before the contest, introduction of players, a band playing, spirit squads, and cheerleaders.
200
What are two purposes of the "practice rounds" that occur before the start of the formal competition?
For teams to scrimmage and practice their technical and tactical moves; for students to practice scorekeeping and officiating
200
Complete the following statement: "The first design step is to decide on ________________."
a limited set of season outcomes
200
List two sports or activities that lend themselves very well to using the event model of competition.
Swimming; track and field; dance; strength conditioning
200
When it comes to team selection, what do students find most important?
Students want fairness, they want to be sure that they have a legitimate chance to be successful, and they want to have good contests (i.e., contests in which the outcomes are uncertain).
200
What constitutes an integrated curriculum?
It is not organized around traditional school subjects but rather around themes (sometimes called "big ideas"). This type of curriculum has more blurred subject boundaries.
300
Explain what the authors meant when they noted the following: " . . . do not assume that teachers do not teach in Sport Education. In fact, they teach more!"
Teachers still have to create appropriate situations where students can learn the various roles.
300
Explain why developing the knowledge and skills of officiating and scorekeeping is critical to having good sport experiences.
Without these, the experiences would be of less quality, be less complete and authentic, and most likely be less enjoyable.
300
List two ways that scoring can be made easier in racket games.
using lighter rackets, rackets with shorter handles, bigger racket heads, or bigger courts in terms of either depth or width.
300
List two examples of specialist roles in track and field.
Examples include starter, place judge, and timer.
300
What do physical education teachers need to do to bring about more interdisciplinary or integrated seasons?
They have to connect with teachers of classroom subjects, learn about each other's course objectives, plan together, and so on.
400
Explain what the authors meant by the following: "The class management strategies suggested for use in Sport Education allow lessons to maintain flow and have momentum."
When students know and execute the various managerial routines, lessons are less likely to have the kind of slowdowns where teachers would have to step in to get the class back on track.
400
Give two examples of what teachers should focus on during lesson closures.
Examples include recognizing what was accomplished during the lesson, recognizing performance, reviewing expectations, handing out daily fair play awards, providing verbal feedback on duty-team and fair play performance, and providing reminders and suggestions for improvement.
400
How can Sport Education help engage students with disabilities more?
These students can actively participate in the various nonplaying roles. In addition, rule modifications can be put in place to accommodate the students, such as allowing more time, modifying equipment, changing the scoring rules or defending rules, or equalizing teams by putting a restriction on an able-bodied opponent.
400
According to the authors, what are 3 appropriate strategies for selecting team coaches for a season?
a) The teacher assigns coaches; (b) students apply for the coach position; and (c) the class as a whole votes on who should be the coaches by way of secret ballots.
400
Why is it important to take photos and videos of end-of-season culminating events?
Photos and videos are excellent program promotion and advocacy tools. They give meaningful visibility to the programs' constituents (i.e., school administrators, parents).
500
List the three overarching goals of Sport Education.
Competency in participation, literacy about the activity, and enthusiasm for the activity
500
Explain what the authors meant by this statement: "Devote more time to teaching the model as well as the content when first doing Sport Education."
Students have to develop the skills, knowledge, and understanding needed to perform the various nonplaying roles. This requires time as well. (As they gain experience with Sport Education, the presence of nonplaying roles will be seen as a regular part of classes.)
500
Explain what is meant by "the need for successful repetition in a relevant context."
For beginners to become more skillful in game play, they need maximum opportunity to practice; however, the practice also needs to be successful and appropriate, and it should occur in situations that mirror the actual game.
500
Explain the use of a sports board.
Examples include addressing game protests or other disputes, serving as positive role models, monitoring fair play, setting game rules, and organizing culminating events.
500
Describe the main focus of "assessment of learning" and how it is different from "assessment for learning."
Assessment OF learning is typically associated with determining what students have learned (e.g., a score on a test or whether they met a standard) at the end of a grading period; thus, it involves the formal testing of students. It differs from assessment FOR learning, which is used to aid students in the process of learning (it occurs throughout the learning process).
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