Sports Education is not an alternative to the PE observed in schools at present, instead it should be viewed as an attribute of PE that can facilitate core classes in meeting educational goals and the needs of pupils. Sports Education is suited best to core PE as it focuses mainly on the affective domain and the social benefits, even though it covers a number of domains.

The Sports Education approach is aimed at getting pupils to freely participate in a variety of roles - more than just a performer. This allows less able and persistent non-participants to have an active (and important) part in class occupying roles they may enjoy more than that of performer. An aim of core PE is to promote life long learning. The fact that sports are often decontextualised (Sidentop) in PE means that chances of pupils developing understanding of the game are slim and therefore life long participation would be surprising. Sports Education not only covers objectives set out at government level, teaching pupils respect, co-operation and honesty, but also aims to give an inclusive picture of sports.

Rather than simply teaching the basic skills, Sport Education involves students in all aspects of their selected sport. They learn to play, coach, referee, and manage.

With the help of Sport Education, students:

• Develop skill and fitness specific to particular sports
• Experience the social and personal values playing a sport can provide
• Become full participants at an appropriate level
• Share in planning and sports administration
• Develop the capacity to make reasoned decisions about issues in sport
• Understand and value fair play issues
• Develop and apply knowledge in relation to skill learning, game tactics and strategies, umpiring or refereeing, injury prevention and first aid
• Decide voluntarily to become actively involved in sport outside school hours

Unfortunately Sports Education also has its negative aspects, one of which, concerning gender, is that girls are often placed in the less important roles. Additionally, once responsibility has been handed over to the pupils it may be hard for the teacher to intervene and help in skill development and differentiation.

Furthermore before implementing Sports Education the teacher will have to consider if the class will cope with the responsibility, and if they are capable of meeting aims and goals with such an indirect teaching style.