A Study Of The Theoretical Origins And Practical Characteristics Of Daryl Siedentop’s Sport Education

In 1982,after the American educator Daryl Siedentop proposed the Sport Education,it was extended to North America,Australia,Europe and some Asian countries.Since the beginning of the 21 st century,scholars in China have explored the Sport Education by means of theoretical point analysis and experimental research.Unfortunately,these initiatives have not substantially touched the physical education curriculum reform in China,which is related to the lack of systematic research on the theoretical origins of Sport Education and other aspects in China.Thus,this study uses research methods such as literature method and interview method to sort out the contemporary background and theoretical origin of the idea of Sport Education,explore the core content of the model,analyze the practical characteristics of the model,and put forward the revelation to the reform of physical education curriculum in China.The relevant conclusions are as follows.(一)Siedentop’s idea of Sport Education was first proposed in 1982,but its ideological gestation began in the 1960 s.During this period,the United States was economically and technologically advanced,but technocracy and meritocracy exacerbated the alienation of people and society.Under the dominant concept of pragmatic education,school physical education attaches more importance to the means value of competitive sports,while its inherent cultural value is seriously weakened,making it difficult for students to get meaningful sports experience.Sidentop began his research by gazing at the phenomenon of social alienation,reflecting on pragmatic education and criticizing the sport of means.In order to highlight the main status of athletes,the inherent value of sport,to realize the unification of sports needs and inherent value of sports,and to highlight the humanistic care and cultural inheritance of sports,Sidentop proposed Sport Education.(二)With the Play Theory of Huizinga and Caillois as the theoretical foundation,and existential and progressive educational theory as the basis of philosophical orientation,Siedentop proposed the theory of Play Education in 1968.As an educational philosophy,this theory is the ideological basis of Sport Education.It maintains that play is the creation force of human civilization and an important category of human life.As an institutionalized play form,sport itself has unique significance.Accordingly,he defines physical education as an educational process that increases a person’s tendencies and abilities to play competitive and expressive motor activities,with the overall goal of increasing a student’s tendencies and abilities to play competitive and expressive motor activities.(三)Sport Education was established from 1982 to 1994,which was based on the observation and analysis of a large number of teaching practices.It upholds the humanistic concern and cultural pursuit of game education theory,and as a kind of physical education curriculum and teaching mode,it is both an extension of Play Education and its practical concretization.Sport Education is closely related to the inherent cultural value of sports,aiming to provide students with real and valuable sports experience,and to cultivate sports persons with competent,literate and enthusiastic.Its practical characteristics can be summarized as follows: 1.Taking sports season as the teaching organization unit;2.Taking sports competition as the main line of teaching process;3.Focus on the role participation of learning subjects;4.Taking diverse points system as the teaching evaluation method;5.Taking inheriting sports culture as the purpose of the course.(四)Sport Education closely related to the inherent cultural value of competitive sports,aiming to provide students with real and valuable sports experiences,and to cultivate Sports Persons with sports skills,cultural literacy and sports enthusiasm.The teaching process is based on sports competition;3.students’ participation is based on role-playing;4.the purpose of teaching is based on the transmission of sports culture.(五)Consider the practical significance of the Sport Education for China’s physical education curriculum,including the following five aspects of revelation: 1.Using the sports season as a teaching unit helps optimize the logic of the teaching content system and expands the depth of the teaching content;2.With the competition as the main line,it provides a reference for the current teaching idea of integrating learning,practice and competition,which is in line with the idea of situated learning that has received more and more attention in recent years;3.Using a variety of roles as a platform helps motivate students to learn,which is in line with today’s educational philosophy of focusing on student subjectivity;4.With competition and cooperation as the tone of the classroom,it helps cultivate students’ team consciousness and fighting spirit,which fits the dimension of physical education character in the core qualities of physical education;5.With the aim of passing on the culture of sport,physical education is returned to the curriculum education track,which helps to implement the dimension of motor ability in the core literacy of physical education discipline.