Assessment of English language competence in sports education: a competency-based and authentic approach [Articol]

Abstract

This article examines competency-based and authentic assessment strategies for English language proficiency within sports education programs. Drawing on contemporary research in applied linguistics, sports pedagogy, and language evaluation, the study argues that traditional testing models are insufficient for capturing the communicative demands faced by athletes, coaches, and sports professionals in multilingual and international contexts. The article proposes an integrated assessment framework that combines task-based language assessment (TBLA), portfolio evaluation, and performance-based rubrics tailored to the sports domain. Examples from university-level physical education curricula, coach certification programs, and international sporting events illustrate how authentic contexts can inform valid, reliable, and fair language assessment. The findings suggest that competency-based approaches not only improve learner motivation but also align language development with real-world professional expectations in sport.