Sport Education - Sport Education - Implementation Implementation 1) 1) Initial Planning: Initial Planning: 1) 1) Choose a sport you know well Choose a sport you know well 2) 2) Provide students opportunities Provide students opportunities for involvement for involvement 3) 3) Identifying and prepare materials Identifying and prepare materials 4) 4) Make the season festive Make the season festive 5) 5) Plan for “what ifs?” Plan for “what ifs?”
Transcript
Sport Education - ImplementationSport Education - Implementation
1)1) Initial Planning:Initial Planning:1)1) Choose a sport you know wellChoose a sport you know well
2)2) Provide students opportunities for Provide students opportunities for involvementinvolvement
3)3) Identifying and prepare materialsIdentifying and prepare materials
4)4) Make the season festiveMake the season festive
5)5) Plan for “what ifs?”Plan for “what ifs?”
1 - Choosing a Sport1 - Choosing a SportYounger children should experience a Younger children should experience a variety of sports – invasion, variety of sports – invasion, striking/fielding, target, net/wall games striking/fielding, target, net/wall games and form activitiesand form activitiesAllow older students to make choices, Allow older students to make choices, even if it is only once or twice a yeareven if it is only once or twice a yearNovel sports are usually well-received Novel sports are usually well-received (e.g., fencing)(e.g., fencing)In time, may add student sport councils or In time, may add student sport councils or governing boards to select sportgoverning boards to select sport
2 – Modifying the Sport2 – Modifying the Sport
MUST have FULL participation, so MUST have FULL participation, so make them developmentally make them developmentally appropriateappropriate
use small-sided games (1 vs. 1; use small-sided games (1 vs. 1; 2 vs. 2; 3 vs. 3)2 vs. 2; 3 vs. 3)– For elementary, keep team size equal to For elementary, keep team size equal to
or less than the grade level.or less than the grade level.– Even high school benefits from small-Even high school benefits from small-
sided gamessided games
2 – Modifying the Sport2 – Modifying the Sport
Modify to create friendly playing Modify to create friendly playing conditionsconditions– Size of court or fieldSize of court or field– Nature and size of equipmentNature and size of equipment– Rules should encourage continuous playRules should encourage continuous play– Smaller balls softer balls, shorter Smaller balls softer balls, shorter
equipment, nearer or lower targets and equipment, nearer or lower targets and larger goals all help make conditions larger goals all help make conditions friendlyfriendly
2 – Modifying the Sport2 – Modifying the Sport
Games should typically be of short Games should typically be of short durationduration– Helps to focus intensity and reduce Helps to focus intensity and reduce
lopsided scoreslopsided scores– Helpful if all games start and end at Helpful if all games start and end at
same timesame time
2- Modifying the Sport – sample 2- Modifying the Sport – sample formatformat
Might have 6-8 min., running time, Might have 6-8 min., running time, half-court 2 vs. 2 basketball games half-court 2 vs. 2 basketball games going on at 4 baskets.going on at 4 baskets.With one referee, one scorekeepers, With one referee, one scorekeepers, and one statistician at each court, and one statistician at each court, this keeps 28 students fully this keeps 28 students fully occupied.occupied.Add one coach per team and now 36 Add one coach per team and now 36 students are occupiedstudents are occupied
2- Modifying the Sport – sample 2- Modifying the Sport – sample formatformat
At the end of 6-8 minutes, games end.At the end of 6-8 minutes, games end.
In the 2-3 minute interim, captains get to In the 2-3 minute interim, captains get to their next assignments, and scorekeepers their next assignments, and scorekeepers from the first game turn in performance from the first game turn in performance records while scorekeepers for the next records while scorekeepers for the next game get the appropriate forms and go to game get the appropriate forms and go to their assigned places.their assigned places.
Elementary does well with 3 to 4 minute Elementary does well with 3 to 4 minute gamesgames
2 - Modifying the Sport2 - Modifying the Sport
The length of the game is partially a The length of the game is partially a function of length of teaching lesson.function of length of teaching lesson.
As games get more complex with As games get more complex with larger-sided teams, game length can larger-sided teams, game length can increase to ensure full participation increase to ensure full participation with the use of periodic substitution with the use of periodic substitution time-outstime-outs
3 – Length of Season3 – Length of Season
Everything is in seasons, so they last Everything is in seasons, so they last longer than regular unitslonger than regular units
Key determinant is how often Key determinant is how often students have physical educationstudents have physical education
Season must be longer to meet goals Season must be longer to meet goals of SEM – students learn to be of SEM – students learn to be competent games players, as well s competent games players, as well s serve as referees, scorekeepers, etc.serve as referees, scorekeepers, etc.
3 –Length of Season3 –Length of Season
Typically:Typically:– Elementary uses 8-12 lessons of 45 min. Elementary uses 8-12 lessons of 45 min.
in length or 10 to 14 lessons of 30 min. in length or 10 to 14 lessons of 30 min. length with classes meeting once every length with classes meeting once every 4 days or twice weekly.4 days or twice weekly.
– Secondary uses a minimum of 18 to 20 Secondary uses a minimum of 18 to 20 lessons, each lasting at least 45 min.lessons, each lasting at least 45 min.
4 – Selection of Teams4 – Selection of Teams
Students must become members of Students must become members of teams early in the season and stay teams early in the season and stay with that team throughout the with that team throughout the seasonseason
Team selection is critical to the Team selection is critical to the program’s successprogram’s success
Two considerations: size of team and Two considerations: size of team and selection methodselection method
4 – Selection of Teams -Team size4 – Selection of Teams -Team size
Team size relates to how you Team size relates to how you modified the sportmodified the sport
8-10 is usually about right8-10 is usually about right– Might have a game of 2 vs. 2 in soccer Might have a game of 2 vs. 2 in soccer
while at the same time are having a while at the same time are having a game of 6 vs. 6game of 6 vs. 6
4 – Selection of Teams -Team size4 – Selection of Teams -Team size
Embed small teams within larger Embed small teams within larger teamsteams– If you want more than one type of If you want more than one type of
competition (singles, doubles, mixed competition (singles, doubles, mixed doubles, or 4 vs. 4), need teams with doubles, or 4 vs. 4), need teams with enough studentsenough students
4 – Selection of Teams -Team size4 – Selection of Teams -Team sizeFactor predicted absences into the Factor predicted absences into the selection schemeselection scheme– If have just one format (3 vs. 3), then If have just one format (3 vs. 3), then
look only at skill level and projected look only at skill level and projected absencesabsences
– If have larger teams, can have graded If have larger teams, can have graded competition A vs. A; B vs. B or boys competition A vs. A; B vs. B or boys competition or girls competitioncompetition or girls competition
4 – Selection of Teams -Team size4 – Selection of Teams -Team size
Use uneven number of teams to Use uneven number of teams to create a duty team.create a duty team.– The duty team fills the roles of: referee, The duty team fills the roles of: referee,
scorekeeper, and statistician. For scorekeeper, and statistician. For example, if you have 3 teams, one team example, if you have 3 teams, one team can rotate into the duty team for each can rotate into the duty team for each series of contests.series of contests.
4 – Selection of Teams -Team size4 – Selection of Teams -Team size
Establish clear criteria for team selection.Establish clear criteria for team selection.
Selection panels should consider skill and Selection panels should consider skill and fitness levels, balancing gender and race fitness levels, balancing gender and race among teams, evenly dispersing students among teams, evenly dispersing students with leadership potential, balancing with leadership potential, balancing frequently absent students among teams, frequently absent students among teams, and separating students known to have and separating students known to have conflicts with one another.conflicts with one another.
4 – Selection of Teams - team 4 – Selection of Teams - team selectionselection
Consider time-resources trade-offs Consider time-resources trade-offs for objective selection. Should be for objective selection. Should be done quickly and fairly.done quickly and fairly.
Selection should take place when Selection should take place when students are reasonably familiar with students are reasonably familiar with the sport they will learn. If less the sport they will learn. If less familiar, selection is laterfamiliar, selection is later
4 – Selection of Teams - 5 4 – Selection of Teams - 5 methodsmethods
Five methods for selecting teams:Five methods for selecting teams:
1.1. Teachers select ahead of time Teachers select ahead of time based on their knowledge of based on their knowledge of students’ skills, attitudes, and students’ skills, attitudes, and attendanceattendance
2.2. Teacher can select (or students Teacher can select (or students elect) a Sports Council which, with elect) a Sports Council which, with the teacher selects teamsthe teacher selects teams
4 – Selection of Teams - 5 4 – Selection of Teams - 5 methods:methods:
3. Teacher can select or students 3. Teacher can select or students volunteer as captains. Teacher and volunteer as captains. Teacher and captains assign teams. Captains captains assign teams. Captains assigned team by lotteryassigned team by lottery
4. Students select a sports committee 4. Students select a sports committee that selects teams based on some that selects teams based on some performance measure or previous performance measure or previous knowledge of peers.knowledge of peers.
4 – Selection of Teams - 5 4 – Selection of Teams - 5 methods:methods:
5. A skills test, trials, or competition 5. A skills test, trials, or competition ladder can be used to rank players, ladder can be used to rank players, with the rankings used for team with the rankings used for team selection.selection.
5 – Student Roles Within the Team5 – Student Roles Within the Team
Traditional roles:Traditional roles:– Captain or coachCaptain or coach– RefereeReferee– ScorekeeperScorekeeper– StatisticianStatistician
Other roles:Other roles:– Publicist, trainer, sports council Publicist, trainer, sports council
member, broadcastermember, broadcaster
5 – Student Roles Within the Team5 – Student Roles Within the Team
Captains or coachesCaptains or coaches– Lead warm upsLead warm ups– Direct skill and strategy practiceDirect skill and strategy practice– Help make decisions about lineupsHelp make decisions about lineups– Turn in lineups to teachers or managersTurn in lineups to teachers or managers– In general, provide leadership for teamIn general, provide leadership for team
5 – Student Roles Within the Team5 – Student Roles Within the Team
Assistant coaches or captains:Assistant coaches or captains:– Help captains and take over their duties Help captains and take over their duties
in their absencein their absence
5 – Student Roles Within the Team5 – Student Roles Within the Team
RefereeReferee– Manage contestsManage contests– Makes rule decisionsMakes rule decisions– In general keeps contest moving without In general keeps contest moving without
undue interferenceundue interference
5 – Student Roles Within the Team5 – Student Roles Within the Team
ScorekeepersScorekeepers– Record scoring performance as it occursRecord scoring performance as it occurs– Keep a running account of the status of Keep a running account of the status of
ongoing competitionongoing competition– Compile scoresCompile scores– Turn over final records to the Turn over final records to the
appropriate person (teacher, manager, appropriate person (teacher, manager, or statistician)or statistician)
5 – Student Roles Within the Team5 – Student Roles Within the Team
Statisticians:Statisticians:– Record other pertinent dataRecord other pertinent data– Compile it when completeCompile it when complete– Summarize it across competitionsSummarize it across competitions– Turn the summarized data over to the Turn the summarized data over to the
appropriate person (teacher, publicist, appropriate person (teacher, publicist, or manager)or manager)
5 – Student Roles Within the Team5 – Student Roles Within the Team
Publicists (Sport Information Publicists (Sport Information Director)Director)– Takes compiles records and statistics Takes compiles records and statistics
and publicizes themand publicizes them– May be done:May be done:
Though weekly sport sheetsThough weekly sport sheetsThe school newspaperThe school newspaperPostersPostersOr a specially created sport education Or a specially created sport education newsletternewsletter
5 – Student Roles Within the Team5 – Student Roles Within the Team
ManagersManagers– Handle the team’s administrative dutiesHandle the team’s administrative duties– Turn in appropriate formsTurn in appropriate forms– Help get team embers to the Help get team embers to the
appropriate location for their roles as appropriate location for their roles as performers, referees, scorekeepers, etc.performers, referees, scorekeepers, etc.
5 – Student Roles Within the Team5 – Student Roles Within the Team
TrainersTrainers– Know the common injuries associated Know the common injuries associated
with a sportwith a sport– Have access to a first aid kitHave access to a first aid kit– Notify teacher of any injury problemsNotify teacher of any injury problems– May not give first aid, but may assist the May not give first aid, but may assist the
teacherteacher
5 – Student Roles Within the Team5 – Student Roles Within the Team
Sports Council MembersSports Council Members– Advise teachers on issues related to the Advise teachers on issues related to the
overall policies governing the sport overall policies governing the sport education season and can make final education season and can make final decisions concerning violations of fair decisions concerning violations of fair pay rules, competition schedules, etc.pay rules, competition schedules, etc.
5 – Student Roles Within the Team5 – Student Roles Within the Team
Broadcasters can introduce players Broadcasters can introduce players and describe play during competitionand describe play during competition
5 – Student Roles Within the Team5 – Student Roles Within the Team
How to teach role:How to teach role:– Create a booklet with all roles clearly Create a booklet with all roles clearly
defined – use your CDdefined – use your CD– Booklet should be returned at the end of Booklet should be returned at the end of
the season in good shapethe season in good shape
6 –Team Identity6 –Team IdentityTeam identity should be promotedTeam identity should be promotedTeams should have names, may create Teams should have names, may create their own uniforms, and may even have their own uniforms, and may even have team pictures made and placed on bulletin team pictures made and placed on bulletin boardsboardsTeams need a “home area” and should Teams need a “home area” and should report there for practice during class timereport there for practice during class timeTeams may also practice at recess, enter Teams may also practice at recess, enter intramural competitions, or local intramural competitions, or local recreational competitions.recreational competitions.
7 – Kinds of Competition and 7 – Kinds of Competition and SchedulesSchedules
Many types are acceptable, BUT Many types are acceptable, BUT elimination formats should be elimination formats should be avoided so that students continue to avoided so that students continue to participate regardless of competition participate regardless of competition outcome.outcome.Some formats follow:Some formats follow:– League round-robin format League round-robin format – Two leagues with play-offs following the Two leagues with play-offs following the
regular scheduleregular schedule
7 – Kinds of Competition and 7 – Kinds of Competition and SchedulesSchedules
Multiple competitions within an overall Multiple competitions within an overall league format, such as one would find in a league format, such as one would find in a tennis league where each team tennis league where each team completion consists of girls’ singles, boys’ completion consists of girls’ singles, boys’ singles, and mixed doubles.singles, and mixed doubles.
Successive round-robin competitions using Successive round-robin competitions using the same teams, such as one might find in the same teams, such as one might find in a soccer season that begins 1 vs. 1, a soccer season that begins 1 vs. 1, followed by 2 vs. 2, and culminating with a followed by 2 vs. 2, and culminating with a 4 vs. 4 competition.4 vs. 4 competition.
7 – Kinds of Competition and 7 – Kinds of Competition and SchedulesSchedules
Successive competitions using the Successive competitions using the same teams having different focuses, same teams having different focuses, such as a gymnastics season that such as a gymnastics season that begins with a compulsory begins with a compulsory competition, followed by an optional competition, followed by an optional competition, and culminating with an competition, and culminating with an acrosport competition.acrosport competition.
7- Kinds of Competition and 7- Kinds of Competition and SchedulesSchedules
A team competition in which A team competition in which individuals perform in different individuals perform in different events, such as a track and field events, such as a track and field round-robin of dual meets between round-robin of dual meets between teams in which team members teams in which team members specialize in one running event and specialize in one running event and one field eventone field event
7- Kinds of Competition and 7- Kinds of Competition and SchedulesSchedules
Competitions in which scoring is Competitions in which scoring is done by accumulating points based done by accumulating points based on performance standards rather on performance standards rather than direct competition against as than direct competition against as opponent, such as in archery, opponent, such as in archery, swimming, and track and field.swimming, and track and field.
8 -Culminating Events8 -Culminating Events
These mark the end of the seasonThese mark the end of the season
They serve as festivals, celebrating They serve as festivals, celebrating the sportthe sport
They determine champions and final They determine champions and final placementsplacements
They should add a special dimension They should add a special dimension to the sport, BUT also serve the to the sport, BUT also serve the educational purposes of the modeleducational purposes of the model
8 -Culminating Events8 -Culminating Events
Teachers must ensure that the Teachers must ensure that the festival aspect is emphasized as festival aspect is emphasized as much as the rivalry aspect.much as the rivalry aspect.
The event should be positive for the The event should be positive for the studentsstudents
Events may be within-class or within Events may be within-class or within grade levelsgrade levels
8 -Culminating Events8 -Culminating Events
Should be ceremonious, emphasizing Should be ceremonious, emphasizing the traditions and rituals of the sportthe traditions and rituals of the sport
May use music when teams enterMay use music when teams enter
Team banners can be placed in gymTeam banners can be placed in gym
Players and officials can take an oathPlayers and officials can take an oath
8 – Culminating Events8 – Culminating Events
Players can be introducedPlayers can be introduced
Special guests may be invitedSpecial guests may be invited
Competition video tapedCompetition video taped
End of eason awards presented.End of eason awards presented.
But how do they learn the skills?But how do they learn the skills?There are many roles to be learned, There are many roles to be learned, and each requires practice.and each requires practice.Teachers know how to teach skills, Teachers know how to teach skills, teaching roles will be newteaching roles will be newSport education proceeds like a sport Sport education proceeds like a sport seasonseason– Early season – practice skills and Early season – practice skills and
strategiesstrategies– A great deal of teaching occurs hereA great deal of teaching occurs here
But how do they learn the skills?But how do they learn the skills?
Captains can help with teachingCaptains can help with teaching
Teams practice together in their Teams practice together in their home spacehome space
As competition nears, practices As competition nears, practices become more specific to strategiesbecome more specific to strategies
Mid-season, there is a balance of Mid-season, there is a balance of practice and games, with practices practice and games, with practices more specific t upcoming gamesmore specific t upcoming games
But how do they learn the skills?But how do they learn the skills?
End of the season sessions are End of the season sessions are dominated by competitions with just dominated by competitions with just enough practice to prepare enough practice to prepare appropriately.appropriately.
May use progressively more complex May use progressively more complex competitions to introduce and competitions to introduce and practice skills -1 vs. 1; then 2 vs 2; practice skills -1 vs. 1; then 2 vs 2; then 4 vs. 4then 4 vs. 4
Designing Good Practice SessionsDesigning Good Practice Sessions
Parts of early season sessions should Parts of early season sessions should be devoted to learning non-be devoted to learning non-performer rolesperformer rolesPractice sessions are taken more Practice sessions are taken more seriously and are more efficient if seriously and are more efficient if specific goals are establishedspecific goals are established– Early practices will teacher-directedEarly practices will teacher-directed– As season progresses, sessions will be As season progresses, sessions will be
more team-specific. Teacher makes more team-specific. Teacher makes suggestions to captains/coaches suggestions to captains/coaches
Designing Good Practice SessionsDesigning Good Practice Sessions
Set specific goals with checklists for Set specific goals with checklists for practicespractices
Nonattached time can be used for Nonattached time can be used for team practice. May award extra team practice. May award extra points for this, but must have specific points for this, but must have specific goals and directiongoals and direction
Accountability SystemAccountability System
There is an over-all point system that There is an over-all point system that leads to end-of-season champions leads to end-of-season champions and awards.and awards.
These points are for ALL things that These points are for ALL things that they teacher holds the students they teacher holds the students accountable for:accountable for:– Teams earn points for winning games, Teams earn points for winning games,
and passing testsand passing tests
Accountability SystemAccountability SystemStudents earn points forStudents earn points for– Doing extra practicesDoing extra practices– Doing warm-ups appropriatelyDoing warm-ups appropriately– Playing fairlyPlaying fairly– Turning in bookletsTurning in booklets– Completing publicity assignments, etc.Completing publicity assignments, etc.
Accountability SystemAccountability System
From the over-all point system, many From the over-all point system, many individual and team awards can be individual and team awards can be mademade
The point system also determines The point system also determines the over-all champion of the seasonthe over-all champion of the season
