Positive Sporting Behaviours

Curriculum Area and Level

Course: Cambridge National OCR Sport Studies
Unit: R184 – Contemporary Issues in Sport
Topic: Sporting Behaviour
Level: Key Stage 4 (Year 10)

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Lesson Objectives

By the end of the lesson, students will be able to:

1. Define sporting behaviour and understand its significance in different sporting contexts.
2. Differentiate between sportsmanship, gamesmanship, and deviant behaviour in sport.
3. Analyse real-world sporting examples and apply their understanding to ethical decision-making.
4. Demonstrate positive sporting behaviours through practical application in a game scenario.

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Resources Required

• Projector and screen for video analysis
• Whiteboard & markers for brainstorming
• Scenario cards with real-life sporting incidents
• Cones, bibs, and a ball for a practical activity
• Paper and pens for group reflections

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Lesson Structure (60 minutes)

1. Introduction & Starter Activity (10 minutes)

Objective: Engage students by prompting them to think critically about sporting behaviour.

• Discussion starter: Display images of famous sporting moments (e.g., a footballer helping an injured opponent, an athlete diving to win by deceiving an official).
• Question: "Which of these images show good sporting behaviour—and which show bad? Why?"
• Pair and Share: Students discuss in pairs and feed back to the class.

Key Definitions Introduced:

• Sportsmanship – Playing fairly and respecting opponents, officials, and rules.
• Gamesmanship – Pushing the rules to gain an unfair advantage without breaking them.
• Deviant Behaviour – Breaking the rules or engaging in unethical actions, like doping or deliberate foul play.

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2. Main Lesson Activities (35 minutes)

2.1 Video Analysis – Sportsmanship vs. Gamesmanship (10 minutes)

Objective: Identify differences between sportsmanship and gamesmanship using real-life footage.

• Show short video clips:
  • Good example: A footballer kicking the ball out when an opponent is injured.
  • Bad example: A player faking an injury to waste time.
• Class Discussion: Students categorise the behaviour into "Sportsmanship" or "Gamesmanship".
• Challenge Question: "Is gamesmanship acceptable in professional sport? Why or why not?"

2.2 Group Work – Ethical Decisions in Sport (10 minutes)

Objective: Apply knowledge to ethical dilemmas.

• Scenario Cards: Groups of students receive different ethical dilemmas (e.g., A teammate admits to handling the ball in football – do you report it?)
• Debate & Decision: Each group has 2 minutes to discuss and must justify their answer to the class.

2.3 Practical Application – The Fair Play Challenge (15 minutes)

Objective: Embed learning through active participation.

• Activity: Students play a short, small-sided game (e.g., 5v5 football or netball).

  • Teams earn points for demonstrating positive sporting behaviour (e.g., encouraging teammates, helping opponents).
  • Points are deducted for poor behaviour.

• Post-Game Reflection (2 minutes):

  • What examples of sportsmanship were seen?
  • Did any players use gamesmanship? How did the group react?

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3. Plenary & Reflection (15 minutes)

3.1 Exit Ticket – Personal Reflection (5 minutes)

Each student writes down:

• One example of sporting behaviour they saw today.
• One way they could demonstrate good sportsmanship in school sport.

3.2 Whole-Class Discussion – Impact of Sporting Behaviour (10 minutes)

Discussion on how sporting behaviour impacts:

• The reputation of athletes (e.g., Why do some athletes become role models?)
• The integrity of sport (e.g., How can poor behaviour damage sport's reputation?)
• Their own attitudes towards competition

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Assessment Opportunities

• Formative Assessment: Teacher observation during pair discussions and practical tasks.
• Self-Assessment: Exit ticket reflection.
• Peer Assessment: Group debates – listening to justifications for decisions.

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Differentiation Strategies

• Higher-Ability Students: Encourage them to evaluate the grey areas in sporting behaviour (e.g., "Can you think of situations where gamesmanship might be seen as acceptable?")
• Lower-Ability Students: Provide sentence starters for discussion tasks.
• EAL Students: Use images and key vocab cards to support learning.

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Teacher Reflection Questions

1. Did students develop a clear understanding of sportsmanship, gamesmanship, and deviant behaviour?
2. Was the ethical decision-making task engaging and thought-provoking?
3. How successfully did students demonstrate sporting behaviour in the practical task?
4. What could be adapted for the next lesson to enhance learning further?

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Final Thought:
This lesson goes beyond textbook definitions and challenges students to think critically about ethics in sport. It blends discussion, video analysis, debates, and practical reinforcement to instil positive values, making it an unforgettable PE lesson! 🎯