ICC Teams


In order to achieve these goals, students need to develop a set of objectives which Siedentop (1994) has identified as the following ten items.

  • Develop skills and fitness specific to particular sports.
  • Appreciate and be able to execute strategic play in sports.
  • Participate at a level appropriate to their stage of development.
  • Share in the planning and administration of sport experiences.
  • Provide responsible leadership.
  • Work effectively within a group toward 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 after-school sport.

Sportsmanship comes in many forms and helps make competitive games fun and enjoyable. Being a good sport fosters good habits and positive life skills both in and out of sports games, and is an important life skill for people of all ages.

Sports Introduction

Sport Education is a curriculum and instruction model designed for delivery within physical education. Modifications can be made to suit each age category, activity or setting. It is most effective with games based activities and with participants who have a good base level of competence.

It is intended to provide children and youth with more authentic and enjoyable sport experiences than what we typically see in traditional physical education lessons. This model was developed and introduced by Daryl Siedentop in 1984 and has since be adapted and successfully implemented across physical education programs nationally and internationally. Students participate as members of teams in seasons that are longer than the usual physical education unit (normally longer than six weeks). They take an active role in their own sport and physical activity experience by serving in varied and realistic roles that are evident in authentic sport settings such as captains, coaches, trainers, statisticians, officials, publicists, and members of a sports council. Teams develop camaraderie through team uniforms, names, and develop strong affiliations with their teams as they work together to learn and develop their skills and tactical play.


There are three major goals that guide program development in Sport Education. These serve as a guide to ensure students to become competent, literate, and enthusiastic players (Siedentop, 1994). This means that teachers must design learning experiences that facilitate students learning (not just supervised matches). According to Siedentop (1994);

A competent player has sufficient skills to participate satisfactorily, can execute strategies that are appropriate for the complexity of the game being played, and is a knowledgeable player.
A literate player understands and values the rules, rituals, and traditions of sport, and is able to distinguish between good and bad sport practices in a variety of sport settings.
An enthusiastic player is one who preserves, protects, and enhances the sport culture through participation, involvement, and appropriate behavior