A Study on Children's Cognitive Transfiguration toward Social Behavior in Physical Education Classes

- Through the Practice of the Sport Education Model -

Abstract

The purpose of this study is to examine the modes and degree of transfiguration of social behavior through cognitive alteration. The research was conducted in physical education classes at elementary schools by applying Sport Education Model (Siedentop, 1994), of which theoretical framework is characterized by enthroning the ethical aspect of P.E.
Two teachers at different elementary schools independently carried out the experimental instruction under the direction of the authors. The teaching plan had three distinct features to be noted: (1) the teachers try throughout the class to demonstrate fair play to the learners in the concrete; 2) the teachers assess and evaluate learners' acts of transaction using the fair play point system; and 3) the teachers encourage the learners to communicate each other and make a positive approach to interact in the P. E. class.
As a result of the experiment, we found that children evaluated the Sport Education Model positively, and that the children's consciousness about social behaviors changed affirmatively. The Pearson's coefficient correlation between the fair play points and the formative evaluation was significantly positive, and the correlation between the affirmative interpersonal behaviors and the formative evaluation was also positive.
In conclusion, we found that application of Sport Education Model to P.E. classes can enhance children's cognition concerning social behaviors.