Koh, Koon Teck

Physical education and sports (PES) are included in many school curricula across the globe. Students come from diverse age groups, and thus, coaches and teachers play a crucial role in delivering age-appropriate content to educate their students. Prior research has highlighted that learners of different ages respond to instructions differently, presenting the need to differentiate the teaching approaches adopted. This chapter begins by explaining the “anatomy” of a typical physical education lesson or sports coaching session. The chapter then further extends the key ideas discussed in Chapter 6 with the aim of illustrating a range of research-driven strategies that can be incorporated in a practical manner for both primary (age 7–12) and secondary school (age 13–17) levels while emphasising the need for student-centricity, autonomy, and physicality.

Many studies in recent years have shown the effectiveness of physical education and sports (PES) as a vehicle for teaching values and personal development among youth. However, despite research showing values transference is crucial for optimal learning, a gap in the literature remains regarding the strategies and methods underlying values transference beyond the PES context. This chapter will identify the strategies and methods that facilitate the transfer of values learned in physical education (PE) to the classroom and home settings. Based on empirical evidence, we found that the collaborative work between the stakeholders within a school’s setting through a whole-school approach was an important strategy in teaching and transferring values beyond PE. Practical strategies will be provided to enhance the learning and transfer of values in PE to the classroom and home settings.

This impactful resource guide is for international educators and practitioners involved in physical education and sports (PES) who want to learn evidence-based approaches to the teaching of values and char acter education.

Through a systematic approach to teaching and evaluating values and character education, this book bridges the gap between theory and practice. It offers empirical evidence and strategies to show how values and character can be internalised through carefully designed experiences, active participation, and regular reinforcement, without compromising the time needed to learn sports skills – a common concern raised by PE teachers and sports coaches. Results from case studies have also revealed that values can be transferred beyond the context of physical education lessons and sports through a collaborative approach and effective communication between teachers, coaches, and parents. Key strategies based on empirical evidence are highlighted in this book. It also highlights an Asian perspective on values and life skills training through physical education and provides readers with step-by-step implementation guidelines to simplify some complex strategies in developing values and life skills through PES seamlessly.

The book provides useful information to anyone engaged in devel oping young people in, and through, sports. In particular, it will be of great value to pre-service and in-service teachers and coaches for implementing effective strategies to balance teaching sports skills, values, and life skills effectively in PES.