Developing Assessment within the Sports Education Model

I am a huge fan of the Sports Education model. As a teacher it enthuses me to see students taking on roles of responsibility and leading the learning of the lesson.

As teacher and facilitator my role has primarily revolved around guidance, feedback and the ongoing assessment of individuals.

After reviewing a recent season I felt that students could take more of an active role in the assessment process and that by doing so, they could deepen their own learning and the learning of those around them.

Assessment is only worth doing if it has impact on the learning. My own self review highlighted some key questions of my delivery;

  1. How much student self-review is going on? Could improvements lead to greater self-responsibility for learning?
  2. How could peer assessment of skill development and of student roles be developed further?
  3. How can learning be deepened?

In order to explore these questions further, I have experimented and developed some Sport Education Lanyard cards in the hope of improving my work.

Each team consists of a number of roles that students fulfil during the lesson that contributes to their teams performance; Team Manager, Skills Coach, Equipment Manager, Team Referee and Media Manager. Student understanding of each role and its requirements are crucial to the success of the sessions.



To ensure that all students within the team consider their own performance I have created ‘Role’ Cards. The idea of the cards is twofold (excuse the pun there!);

  1. A job specification for each role provides guidance for their job
  2. Each card has three statements in a pyramid fashion that allows students to make self-reviewing judgements on how they performed in the session. The pyramid statements are based on blooms taxonomy of learning and represented on the rating scale by;

Red (for copying and replicating), Bottom statement

Yellow (for applying and analysing) Middle statement

and Green (for evaluating, adapting and creating) Top statement

During the plenary student’s mark on their card a self-review of their own performance in that role. (Popper buttons/board pens/stickers – all work well!)

Then once each player has completed their own self review all team roles are handed to the team manager. They then complete a managers’ review of each role making judgements against the job specifications. So by the time the lanyards are handed back -you have a self-review, a peer review and your own observations with which to make judgements about assessment and progress.

This process crucially gives students the opportunity to reflect on their own performance and opens up opportunity for discussion and specific feedback.

Peer assessment from the team manager not only elevates their role but again can provide opportunity for high quality discussion within each small team.


Please find Role cards below for:




Each team member also has a player card; the card is divided into a skills profile and a character profile.

At the beginning of the season players indicate current skill levels on their card – the skills listed should tie into each focus for each lesson. You can see from the card above that dribbling, shooting, passing, body shape, positioning and tackling were the focus for the module. This gives a base point from which to work from and can provide valuable information to skills coaches in preparation for their sessions and being aware of the different starting levels and needs within their team.


(Example of a completed Skills Profile review)

In order to fill in their profiles Skill cards can be used to assist players deciding on their current stage of learning and provide statements that students can check against. The scale on both the player profile and skills card is again based on; Red for copying and replicating skills, Yellow for applying and analysing and Green for creating and adapting skills.


For clear PDF version please click heresport-education-football-dribbling

At the end of each session the player cards are then handed to the skills coach who marks on progress made within that skill for that lesson. This ensures that skills coaches also observe carefully the transfer of skills from practice into the context of the game situation. It again allows for valuable feedback and planning for skills coaches to assist the learning within their team.


Team members also fill in the character profiles during session one. The scale is six, with each side of the Hexagon representing one point. Students draw a line from the character value to the outside line of the hexagon.


(Example of a player self review)

During the plenary of each session these are then handed to the team referee who will mark on (out of six) how they rated in a particular value that was the focus for that session.

The assessment of character is important; being aware that you require these skills to be part of a functioning team is important to all concerned and a system for highlighting this helps deepen connections and promotes greater self-awareness of how you must behave within team environs. Self reviewing and peer review allows for different perspectives to be shared and discussed.

In Summary….

I have found that the cards help focus learning; provide guidance to students and promote deeper self-reflection and have been a good addition to this excellent model in my classes.

If anyone would like to collaborate to produce more resources for this model and for different sports, please do get in touch. Also if you would like any copies of the editable versions again don’t hesitate to message me.

If you haven’t checked out my other Sport Education Posts please do;

Support Cards; Sport Education Football

Ideas and experiences; Sports Education


Wishing my blog visitors, a very happy New Year



Kevin Peake

Founder of PESA; The PE and Sports Assessment Tool


Get it on Google Play








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