ABSTRACT
Sport Education is now a firmly established curriculum ‘model’ or ‘approach’ used within the physical education curriculum setting internationally. The work of Daryl Siedentop (1994) at Ohio State University in the United States of America (USA) has provided the impetus for the development of Sport Education in the USA, New Zealand and Australia particularly. By comparison many teachers and teacher educators in the United Kingdom (UK) are relatively unfamiliar with the term ‘Sport Education’ and the developments in physical education teaching that it is linked with. In some respects this is surprising. Invariably in recent years the talk (particularly amongst politicians and in government policy documents) has been of ‘physical education and sport in schools’. While increasing linkages have long been sought between developments in education and those relating to efforts to enhance participation and achievements in sport, it is only recently that attention has turned to the specific potential of Sport Education to facilitate these linkages.
