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Abstract
The purpose of this paper is to consider four pedagogical applications within the Sport Education model to examine the ways in which a young person can become a literate sports person and develop ethical behaviour through engagement in physical education and youth sport. Through a systematic review of the Sport Education research literature we present evidence to suggest that although notions such as inclusion, responsibility and ownership, personal and social development and social justice are part of the architecture of this pedagogical model, our findings show that rather than simply being caught, ethical conduct must be taught. Consequently, in the final part of the paper, we present four pedagogical applications within Sport Education that physical education teachers as well as youth sport practitioners and administrators may find useful to promote ethical development: (1) ethical contracts; (2) sports panels; (3) modified games; and (4) awards and rewards.
Notes
1. Character has been defined as having both social (perseverance, loyalty and teamwork) and moral (honesty, sportspersonship and respect) properties—see Camiré and Trudel (Citation2010).
2. We define a literate sports person using the definition provided by Siedentop et al. (Citation2004), p. 8) as someone who ‘understands and values the rules, rituals, and traditions of sports and activities and can distinguish between good and bad practices in those activities'.