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Abstract
The Sport Education Model (SEM) was designed by Siedentop to provide students with a holistic sport-based experience. As research on the SEM continues, an aspect that has gained interest is the influence on (a) students with low levels of motivation and (b) opportunities to engage in health-enhancing levels of physical activity. The purpose of this study was to examine the physical activity differences between amotivated students engaged in the SEM compared with a traditional sport-based physical education class. Sixty-nine amotivated students were engaged in a unit of basketball taught using the SEM or traditional (skill–drill–game) approach. Accelerometers were used to collect daily in-class physical activity levels. Physical activity data were averaged into three phases (five lessons per phase) and analysed using repeated measures ANOVAs. As a result engagement within the SEM provided amotivated students with an increased opportunity to engage in higher levels of physical activity.
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