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Created by: Daryl Siedentop

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EATURES OF

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DUCATION

 Basic Premise:  Instruction is carried out in a way which simulates an athletic team and season.  Timing – this model is utilized at both the middle and high school level.  West Hartford, SSW  Middle school sport ed mostly focuses on traditional team sports which are less lifetime oriented. Lifetime activities are typically taught in high school.  What are some examples of non-lifetime activities, focusing on team sports?

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OSSIBLE

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CTIVITIES

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IDDLE

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CHOOL

             Basketball Field Hockey Fitness Football Hockey Lacrosse Soccer Softball Tennis Track & Field Volleyball Weight Training Wrestling

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EATURES OF

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    Seasons (not units) Seasons typically last a minimum of 12 lessons. This promotes more in-depth understanding of the material (more depth, less breadth). Teacher selects sport/activity. May also have students vote on choices. Affiliation Students quickly become members of teams, the rosters for which are constant throughout a season. Formal Competition Sports seasons include formal schedules. Typically, competitions are interspersed with practices.

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EATURES OF

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 Culminating Event A competitive event highlights the season and provides goals for players to work towards.

 Keeping Records Records are publicized that provide feedback, define standards, and establish goals for players and teams.

 Festivity The festive atmosphere of sport enhances its meaning and adds an important social element for participants.

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OLES OF

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TUDENT

  Students are increasingly responsible for leadership, instruction, assessing, and performing.

Potential student roles (all students practice and play in competitions)         Captain – functions as coach, runs practice/games Statistician – record and post team and individual results on bulletin boards Fitness Instructor – leads warm-up and possibly cool down (should be specific to the activity) Manager – distributes and collects equipment, sets up playing field/court, arranges substitute for absent players Referee – Referees games and is acquainted with rules and etiquette of the sport/activity.  Several team members are assigned the role of referee which trades-off throughout the season.

Player – no assigned role, participating member of team.

Scorekeeper – may designate to unprepared students Other roles: assistant captain, reporter…

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EACHER

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OLE

 Teachers shift from teacher-centered to student-centered instruction.

 Teacher must establish strong managerial system with rules and routines.

 Teacher then has time to instruct, facilitate, and assess student learning more effectively.

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Model works especially well in a team teaching scenario

TIMELINE OF A SAMPLE UNIT

  Day 1  Awarding of the captain’s position      Festive – announce with clapping Team roster is announced for each captain  Captains and team members are selected in advance by teacher. May also have captains select in private. Class breaks into teams and fills out captain’s packet Instruct/remind students of behavioral expectations and responsibilities for each role. Discussion of sport’s rules, etiquette, etc by teacher(s) Day 2 – 5 (5 is used for this example, may be > or < days)  Each team practices separately (teacher checks off each skill once it has been satisfactorily completed) 

Who leads practice? – two choices

Timeline of a Unit: Day 2 – 5 (Practice Only Days) Teacher:  Explains practice sequence and activities at start of class which captains them implement.  It is suggested that teacher provide all directions at start instead of providing direction prior to each practice activity.

 Teacher rotates helping each team’s practice. Captain:  Captains develop practice plan at home. Plans are reviewed by teacher prior to each class .

 Teacher should provide materials (books, internet addresses, handouts of suggested activities).

 May provide a reward/incentive for captains (bonus points, free PE t-shirt, release time to prepare, letter home)  Other incentives?

 Teacher picks captain for each team ***May do a combination of the two – some portions of practice are teacher led, others are captain led

Timeline of a Unit: Day 6-11        Day 6   Written assessment of rules, etiquette, and strategies (may include other elements) Formal competition  Competition schedule is set by teacher Day 7  Practice  Captains focus on deficiencies identified by the 1 st competition.

day of Day 8  Formal competition Day 9  Practice Day 10  Formal competition Day 11  Practice Day 12, 13  Formal competition

Timeline of a Unit: Day 14    Day 14 Culminating Event    Should be festive and fun. Announce the championship over the school PA, Ss can bring in food/drinks, teacher distributes awards (most improved, coach of the unit…) May include rewards such as a T-shirt May invite students from around school to attend Competition  Three options: 1.

2.

Round-robin where all teams play one another in a tournament format.

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May need two days to complete All teams are assigned an opponent with the top two teams playing one another in the championship.

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Just the top 2 teams play one another while the other teams watch.

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May need to give assignment to spectators.

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CORING

 Teams with most points play in the championship (depending on how you structure the culminating event). Points are based upon the following:   Motor skill performance of team members   Based upon psychomotor assessments of students Great model for authentic assessment (more time for assessment in this model) Competition performance (wins v. losses)    Sportsmanship Attendance Proper warm-up

CAPTAIN’S PACKET

Important Points    Distributed the first day Teams cannot move to the next skill without being checked off by the teacher. Includes an advise sheet for captains SAMPLE PAKCET

OCCURENCE

   Within individual classes (just your class) Within a class period (classes from multiple teachers) Across classes (your classes, different periods)  Can only compete outside of class during lunch, intramurals, before/after school. The usual scenario is to have a competition between the champions from each class.

MODIFIED SPORTS

 Competition/sport rules may be modified to promote participation. You do not need to play the “full” sport using all rules and regulations. Some modifications include:     6 vs. 6 soccer 3 vs. 3 volleyball 3 vs. 3 basketball Team tennis

SETTING UP THE MODEL

   Teach students about the roles prior to start of each season.

  Can invite guest speakers such as a “real” coach, AT, referee, etc. Address handling conflicts between students Teacher should conduct mini-workshops for jobs needed during team practices or another appropriate time  Trainings might include rules for referees, field/court set up for managers, score keeping for statisticians Amount of teacher direct instruction will vary depending on grade level (older students may get more autonomy)  The more ownership students have in the season’s success, the more they will be motivated to achieve their goals.

SETTING UP THE MODEL

      Make necessary modifications to rules and competition format Teacher may want to write a “job description” for each role Equity – all team members get to play the same amount of time. Balance make-up of teams by gender, ability, behavior, & others May preview teams with captains and allow for limited “trading” Identify what skills each team must check off.

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ENEFITS

   Allows students to be a part of a team (makes team membership more likely as adults) Captains get to develop leadership skills and experience the role of being a coach.

Inclusive learning environment (everyone participates, not just highly skilled)    More student centered, utilizes different “voice” besides the teacher. Better avenue for monitoring and promoting personal growth among all players. Teachers and student enjoy this model

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IMITATIONS AND

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AUTIONS

 Introducing the sport ed model for the 1 st   time Start with a highly popular sport/activity to get the model rolling Start with one class instead of all classes to get your feet wet  Class management skills needed  Use caution when implementing with a “difficult” class.  Interpersonal conflict  Conflict among students is the greatest danger to effective implementation.  Don’t allow students to focus on what they lack, focus on each team’s unique abilities.