ABSTRACT
The major learning outcomes in sport-centered programs involve the development of skills, knowledge, and tactics needed for proficiency in a given game form. The content of any such program is the list of sports to be taught during the school year. Teachers instruct by showing and telling students how to be proficient performers and then giving students time to practice under the teacher’s supervision. Like the Inquiry Teaching model, those models use problem-solving teaching strategies. Inquiry Teaching uses many kinds of structures, but most often it relies on individual student thinking. Inquiry Teaching can allow students to explore a wide range of acceptable answers , especially creative ones that are “not obvious.” The roles of teacher-as-question-asker and student-as-problem-solver are central in these programs, making Inquiry Teaching an effective model for them. The Inquiry Teaching model described in this chapter is based on a number of recognizable cognitive learning theories.
