Critical Constructivist Teaching in Good Sportsmanship Through Olympism Education: An Action Based Teacher Education Program Conducted in Sri Lanka

Abstract

This article explores how action research practice is used to empower teachers in critical constructivist teaching in Sri Lanka. The study that informs the article aimed to provide a broader understanding of how to empower teachers by providing opportunities to create their own teaching methods, and to disseminate the findings of teaching good sportsmanship through Olympism education. This study combined the Year Five primary teacher and the physical education teacher in the same school for the purpose of teaching good sportsmanship through Olympism for primary students. The study population comprised a representative sample of five primary and five physical education teachers. The intervention was carried out for a six-month period. Three action cycles were planned throughout the program and later modified with various strategies, according to teachers’ self and interaction assessments. Data were collected through a base line survey, teachers’ reflective diaries, and focus group discussions. Results revealed that once the action based Olympism education teacher training was introduced, there was a dramatic increase in the outcome of teachers’ knowledge, attitudes and skills required for teaching good sportsmanship through the concept of Olympism at primary schools. Teachers were also able to reflect on their own practice and come up with useful strategies to overcome their problems. This research concluded that strategically designed and carefully managed action research programs are useful for developing and enhancing competencies in teachers in order to teach concepts of Olympism effectively.