ABSTRACT
Later chapters of this book give considerable credibility to the view that Sport Education experiences can be regarded as some of the most educationally worthwhile in physical education. They demonstrate that engagement in physical activity can provide students with feelings of affiliation and see them taking considerable responsibility for learning, cooperating, exercising leadership, and supporting others’ participation and achievement. The detailed accounts of Sport Education in key stages 2, 3 and 4 that follow in Chapters 9-14 make explicit many of these outcomes. We are of the view, however, that it is possible to direct students towards these benefits at earlier stages of their formal education. Ultimately, the interests are in providing a foundation that will enable and encourage students to ‘extend their participation and involvement beyond the physical education program’ (Metzler, 2000: 256). With Sport Education in mind as an important element of the key stage 2, 3 and 4 physical education curriculum, it would appear sensible to develop positive dispositions towards both the concept of and conduct of sport at the earliest possible stage. Developing the necessary attitudes and personal, social, emotional and physical skills which Sport Education demands will prepare students for experience of fuller versions of Sport Education in later years and should also accelerate their readiness to engage with its expectations in terms of participation and learning.
