Sport Education Model

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Sport Education Model

  1. 1. THE SPORTEDUCATION MODELCreated by: Daryl Siedentop
  2. 2. FEATURES OF SPORT EDUCATION 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?
  3. 3. POSSIBLE ACTIVITIES – MIDDLESCHOOL Basketball Field Hockey Fitness Football Hockey Lacrosse Soccer Softball Tennis Track & Field Volleyball Weight Training Wrestling
  4. 4. FEATURES OF SPORT EDUCATION1. 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.2. Affiliation  Students quickly become members of teams, the rosters for which are constant throughout a season.3. Formal Competition  Sports seasons include formal schedules. Typically, competitions are interspersed with practices.
  5. 5. FEATURES OF SPORT EDUCATION1. Culminating Event  A competitive event highlights the season and provides goals for players to work towards.2. Keeping Records  Records are publicized that provide feedback, define standards, and establish goals for players and teams.3. Festivity  The festive atmosphere of sport enhances its meaning and adds an important social element for participants.
  6. 6. ROLES OF STUDENT 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…
  7. 7. TEACHER ROLE 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.  Model works especially well in a team- teaching scenario
  8. 8. 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
  9. 9. Timeline of a Unit: Day 2 – 5 (Practice Only Days)Teacher: Captain:Explains practice Captains develop practice plansequence and activities at home. Plans are reviewed byat start of class which teacher prior to each class.captains them Teacher should provide materialsimplement. (books, internet addresses, handouts of Itis suggested that suggested activities). May provide a reward/incentive for teacher provide all directions at start captains (bonus points, free PE t-shirt, instead of providing release time to prepare, letter home) direction prior to each  Other incentives? practice activity. Teacher picks captain for each team Teacher rotates helping each team’s practice. ***May do a combination of the two – some portions of practice are teacher led, others are captain led
  10. 10. 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 1st day of competition. Day 8  Formal competition Day 9  Practice Day 10  Formal competition Day 11  Practice Day 12, 13  Formal competition
  11. 11. 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. Round-robin where all teams play one another in a tournament format.  May need two days to complete 2. All teams are assigned an opponent with the top two teams playing one another in the championship. 3. Just the top 2 teams play one another while the other teams watch. 1. May need to give assignment to spectators.
  12. 12. SCORING 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
  13. 13. CAPTAIN’S PACKETImportant Points Distributed the first day Teams cannot move to the next skill without being checked off by the teacher. Includes an advise sheet for captainsSAMPLE PAKCET
  14. 14. 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
  15. 15. 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.
  16. 16. 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.
  17. 17. BENEFITS 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
  18. 18. LIMITATIONS AND CAUTIONS Introducing the sport ed model for the 1st 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

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