Sport Education (SE) is a new experience for the
teacher who plans and delivers physical education using this approach and for
the learner who takes on new and extended learning roles. Teachers face
numerous challenges when attempting to implement the student-led instructional
approach encouraged by SE. Siedentop, Hastie and van der Mars (2004) describe a
new role for the teacher as an ‘instructional engineer’ who teaches,
facilitates and assesses learning, and shares both the teaching and managerial
tasks with learners. This shift from the more traditional teacher led approach
to one where the learner takes centre stage with responsibility for their own
learning can be difficult for both the teacher and the learner (Penney, Clarke,
Quill & Kinchin, 2005). As this process evolves, learners become active in
assuming leadership, making decisions, cooperating effectively with their team,
and developing skills beyond that of a player.