The SEPEP model

 SEPEP stands for Sport Education in Physical Education Program.

 The SEPEP model differs from other teaching strategies as the main objectives
are for students to become competent, literate and an enthusiastic
sportsperson and opposed to just teaching skills and rules of sports (Kulinna
2008).
 A typical SEPEP unit is organised the concepts of the natural sport system
including pre-season, formal competition and a final festivity (Kulinna 2008).
 SEPEP encourages students to be engaged in the whole organisation of the
sport system by taking on extra responsibilities such as coach, captain,
manager, trainer, publicist, statistician, scorer and referee (Metzler 2012). It’s a
student driven model where students can even be responsible for running
drills and team practice (Metzler 2012).
 SEPEP is a very team driven model where within their teams students develop
interpersonal and intrapersonal skills (Kulinna 2008)..
 SEPEP has six key features that need to be included when running a unit
based on this model (Metzler 2012).
1. Sports board
2. Records
3. Festivities
4. Publicity
5. Fixtures
6. Selection
 Seasons: students learn that seasons in sport involve an organisational
structure, including a pre-season, a regular season and a post-season or
culminating event.
 Affiliation: Students remain members of the same team throughout the whole
season
 Formal competition: Students are in control of the running of the competition
and are able to decide on the game rules to promote fairness and better
participation
 Record keeping: Students have the opportunity to record of their
performance to determine their strengths and weaknesses, which can then
build on team strategies and tactics during competition.
  Festivity: Students gain a sense of achievement and festivity through a sports
notice board, team photos, uniforms, and honouring the rituals and traditions
of the particular sport. (Metzer, 2011)

Learning objectives

• Develop skills and fitness specific to particular sports

• Appreciate and be able to execute strategic plays in sport
• Participate at a level appropriate to student’s development
• Share in the planning and administration of sport experience
• Provide responsible leadership
• Work effectively within a group towards common goals
• Appreciate the rituals and conventions that give particular sports their unique
meanings
• Develop the capacity to make reasoned decisions about sport issues
• Develop and apply knowledge about umpiring, refereeing and training
• Decide voluntarily to become involved in sport

(Metzler, 2011; Siedentop, 1994)

Learning domains and outcomes

• Sport Education aims for student learning outcomes across all three major
learning domains. As the Sport Education seasons go from beginning to end
there will be from time to time learning in one domain as the primary
objective, however there will usually be a balance that spans across all three
domains. The three part theme of the model makes the point clearly:
competence refers to ability to discern and execute strategic moves
(psychomotor, with strong cognitive support); literateness refers to one’s
ability to comprehend and appreciate a sport form and culture (cognitive
and affective); enthusiasm refers to making sport a central part of one’s life
and daily activity (affective) (Metzler, 2011; Siedentop, 1994).