(Metzler, 2011; Siedentop, 1994)

ROLE OF THE TEACHER

The SEPEP model gives teachers an opportunity to take a step back from the traditional ‘direct
instruction’ method and allow for students to guide their own learning with their peers.

How the teachers role changes in the SEPEP Model. Teachers believe:

Good teaching and planning result in effective and smoothly run programs
Planning should start before the season
The first few lessons should be managed by the teacher to ensure that students have
an understanding what is expected of them throughout the program
Coaching and umpiring duties should be closely monitored
Once the lessons become purely student-run, it is important that the teacher then
works with the students on strategy development, coaching effectively, team play
etc.
Teacher should step in if the class begins to divert from the lesson objectives
During the competition phase, teachers are free to assess, and observe student
outcomes

**When using the SEPEP model the teacher needs to be skilled in a variety of styles of teaching.
There is a definite transition from a direct – instructional approach to a more facilitated role as
the students become more confident in running the sessions.**

The Teacher as the Architect
The teacher is the ‘architect’ of the educational
environment, and is the person who is ultimately
accountable for the educational value, efficiency and
vivacity of the lesson, even though the student will
gradually take more and more responsibility over the
class.
Planning Good teacher planning and classroom management will
be the outcome for effective and smoothly run programs,
in this program planning for and developing resources for
the diverse student roles is vital behind-the-scenes work
for the teacher.

Stepping Back It is important that teachers execute the ‘stepping back’

stage of the program to allow students to take
responsibility to run the class. It can be hard to know
when to ‘step back’ and experience will tell you, therefore
for the first few seasons the ‘stepping back’ stage may
come later than in subsequent seasons.

Teaching In early session’s, teachers will spend time defining roles

and arranging learning tasks for students, and gradually
this role will switch. In the SEPEP model, good sporting
behaviour is central for its success. Teachers must explain,
model, and provide purposeful practices in which fair play
and equal competition is at the forefront for participation.

Teaching and learning in sport education

Sport education program within a physical education curriculum aims to equip students to pursue
a physical activity lifestyle.

Each learning sequence or unit of work should seek to develop:

The technical skills for the sport

An understanding of game skills and strategies

An understanding of the rules and code of behaviour

Experience in game situations

An understanding of training and preparation for the sport

Each student should have the opportunity to:

Develop and execute strategic play

Participate at a level appropriate to their stage of development

 Share in the planning and administration of the sport

Be provided with responsible leadership opportunities

Work effectively with the group towards common goals

(ACHPER, 2008)

An effective sport education program will consist of a structured sequential sports skill experience
as well as the development of appropriate cognitive and social skills. For example it will include:

appropriate attitude to physical activity

participation with others

codes of behaviour

understanding of strategies

compliance with rules

appropriate attitude to competitiveness

ROLE OF THE STUDENT

One of the crucial aspects of SEPEP is the varying roles that students assume in addition to the
traditional roles as a player. Here shows the great potential for SEPEP to be a truly developmental
model of physical education. As well as being active participants students can assume a variety of
roles that require a wide range of skills and abilities. This level of involvement provides opportunities
for meaningful participation in physical education. (__). Metzler (2011) shows how students
participating in the SEPEP model are able to take active roles in making decisions that establish the
organisation and processes of the season – “they are not just passive participants” (pg 265)

Student roles in the SEPEP model include:

Player Captain Coach

Sports Board Member Scorer Duty Team

Umpire/Referee Public Relations

Description of Roles

Player