Students’ verbal exchanges and dynamics during Sport Education

Abstract

In physical education (PE), children frequently participate in teams and the exchanges that transpire shape their perspectives and subsequently, influence learning. While Sport Education is one pedagogical model designed to enhance social exchanges through team membership, we previously identified the need for additional research to monitor these exchanges more closely. This study examined the verbal exchanges of students in two fourth grade PE classes participating in a season of team handball. One mixed-skill team from Class 1 (a heterogeneous skill league) and one low-skill team from Class 2 (a homogeneous skill league) were selected for in-depth study. Data collection included videotaped lessons from each team. Data analysis produced descriptive results of the frequency and focus of students’ individual exchanges. Our results indicated middle-to-high status students had higher rates of exchanges at the commencement of the season segments. Students in the homogeneous league had higher frequencies of exchanges than those in the heterogeneous league, and the focus of exchanges predominantly included on-task exchanges for the skill, in both skill leagues. This study highlights the potential for varied rates of exchange, based on student characteristics and unit design. Careful consideration for these factors should be employed to determine optimal learning environments for students.