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1. Do you use the Sport Education Model for the teaching of sports and games? |
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2. Throughout the unit, do you plan an initial phase of organization and directed teaching, followed by another in which participatory styles predominate (micro-teaching and reciprocal teaching)? |
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3. Throughout the unit, do you plan an initial or pre-season phase where students learn sports content and develop the responsibilities assigned to each of them? |
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4. Are students grouped into teams that stay together throughout the unit? |
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5. Do students participate in the team building process? |
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6. In the unit, are there specific lessons dedicated to competition? |
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7. In the unit, is a formal competition schedule established and published for the students to see and follow? |
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8. Is the format of the game used in the competition designed so that there is maximum participation (small games without substitutes)? |
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9. Is there a culminating event of a festive nature at the end of the unit (celebrations such as an awards ceremony, contests, a banquet, invitations to other members of the educational community, etc.)? |
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10. Are individual and group performance published on a regular basis (e.g., a league table showing team scores, fair play points, etc.)? |
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11. Do you incorporate peer evaluations? |
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12. Do teams have some form of identity? (e.g., name, shirt, colour). |
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13. Are there formal positive reinforcements (e.g., public assessments, points in the classification, reflections, etc.) for fair play behaviours and sportsmanship? |
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14. Does each student take upon two roles: one as a player and a second associated with the learning process and/or management of competitions? |
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15. Are the roles taken by students continuous throughout the unit? |
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16. Are learning contracts or other means established that allow students to fully understand their responsibilities? |
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17. Do lessons include activities in which the students carry out their assigned roles? |
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18. Does the teacher adopt the role of facilitator in interactions with students and encourage them to resolve conflicts within their groups? |
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19. Are micro-teaching and/or reciprocal teaching used as the usual teaching style? |
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20. The unit lasts: ·Less than 7 lessons · From 7 to 10 lessons · From 11 to 14 lessons · More than 14 lessons |
APLICACIÓN DEL MODELO DE EDUCACIÓN DEPORTIVA EN EDUCACIÓN FÍSICA: EL CASO DE LOS MAESTROS ESPAÑOLES