Operationalizing Physical Literacy Through Sport Education in Elementary Physical Education
Abstract
This study compared the effectiveness of two pedagogical models in physical education for enhancing physical literacy. Grades 3-5 students participated in a 10-session team handball module. Classes were randomly allocated to one of two instructional conditions: a direct instruction model (n = 22) focused on skill acquisition through introductory activities, skill/drill practices, and subsequent gameplay, and the Sport Education Model (n = 40), that incorporated skill-focused practice, strategy and rules learning, team practice sessions, and formal and informal inter-team games. Using a quasi-experimental design with pre- and post-measures, the Sport Education group gained more motivation and confidence compared to the Direct Instruction group post-intervention. Compared to the Direct Instruction group, the Sport Education group demonstrated enhanced skill improvement, superior team handball literacy, and increased enjoyment. These findings underscore the added value of the Sport Education Model in fostering positive physical literacy outcomes in physical education.
Keywords: Keywords: Handball, Direct instruction, Sport Education, Canadian Assessment of Physical Literacy
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