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900196054 – ESH 455
YEAR 9
SEPEP HOCKEY RESOURCE
KIT ESH 455 – APPROACHES TO TEACHING HEALTH AND PHYSICAL
EDUCATION
CASEY MORRIS
Contents
Rationale Key Features of Sport Education
Role of the Teacher
Role of the Student
Safety
Learning domains and interactions
VELS Level 6 Standards
Assessment
Unit Outline
RATIONALE
The basis of the sport education model (SEPEP) is to educate and facilitate students “learning
to become competent, literate, and enthusiastic sportspersons” (Metzler, 2011). The idea of
the Sport Education Model in schools is to promote sports culture through participation in
sport within the school, but also into the external youth sports culture.
Siedentop (1994) cites 3 major goals for Sport Education Model
1. A competent sportsperson has sufficient skills to participate in games satisfactorily,
understands and can execute strategies appropriate to the complexity of play, and is a
knowledgeable games player
2. A literate sportsperson understands and values the rules, rituals, and traditions of
sport and distinguishes between good and bad sport practices, whether in children’s
or professional sport. A literate sportsperson is both a more able participant and a
more discerning consumer, whether fan or spectator.
3. An enthusiastic sportsperson participates and behaves in ways that preserve, protect,
and enhance the sport culture, whether it is in local youth sport culture or a national
sport culture. As members of sporting groups, such enthusiasts are involved,
participating in further developing sport at the local, national, or international levels.
In 1998 the Sport Education Model was designed by Daryl Siedentop (1998),its purpose is to
‘provide authentic educationally rich, sport experience for girls and boys in the context of
physical education.’ (Metzler, 2000 pg 197). The model, characteristically known as the SEPEP
Model, educates students on the concepts of conduct in sport in a vastly wider sense that
includes team affiliation, fairness, etiquette, traditions, appreciation, strategy, values,
structure and movement patterns that are part of every sport (Metzler, 2000; Siedentop,
1994).
This Sport Education Model has been developed for the hockey unit this term. It will comprise
of 12 lessons over 4 weeks, to be held at the school grounds. The model has been developed
for year nine physical education classes (VELS level 6), and will have approximately 26
students per class.
The reason of developing the Sport Education Model at a Year Nine level is to ensure that
both boys and girls have equal opportunity to participate in physical education classes. Year
Nine is a critical time in an adolescent’s development and maturation, therefore the SEPEP
model will allow students to “become competent, literate and enthusiastic sportspersons”
(Metzler, 2011), and will assist in their development of individual skills to facilitate each
student to become an engaged and active member of the community. Hockey is a sport that is
widely unknown to most students therefore it is unlikely that most of the “sporty” students
will dominate and it can also be easily modified to promote activity levels and skills and
strategy development.
KEY FEATURES OF SPORT EDUCATION
Seasons students learn that seasons in sport involve an organisational
structure, including a pre-season, a regular season and a post-season
or culminating event.
Affiliation Students remain members of the same team throughout the whole
season
Formal competition Students are in control of the running of the competition and are able
to decide on the game rules to promote fairness and better
participation
Record keeping Students have the opportunity to record of their performance to
determine their strengths and weaknesses, which can then build on
team strategies and tactics during competition.
Festivity Students gain a sense of achievement and festivity through a sports
notice board, team photos, uniforms, and honouring the rituals and
traditions of the particular sport.
(Metzer, 2011)
Specific learning objectives of sport education model in physical education program
• Develop skills and fitness specific to particular sports
• Appreciate and be able to execute strategic plays in sport
• Participate at a level appropriate to student’s development
• Share in the planning and administration of sport experience
• Provide responsible leadership
• Work effectively within a group towards common goals
• Appreciate the rituals and conventions that give particular sports their unique
meanings
• Develop the capacity to make reasoned decisions about sport issues
• Develop and apply knowledge about umpiring, refereeing and training
• Decide voluntarily to become involved in sport
(Metzler, 2011; Siedentop, 1994)
How does sport education attempt to reduce the negative characteristics often associated
with sport in the community?
Competition
The concept of competition is utilised as an educational tool, to allow students to
develop their skill, knowledge and strategy.
Everyone participates
All students have the opportunity to participate both as a player and in a nominated
role.
SEPEP encourages all levels of skill and ability to be given an equal chance to participate.
Students are given active roles
Students discover how to make decisions that would usually be left up to the educator
to put together.
Students have the ability to control the level and the degree that the sport is played,
students are encouraged to devise developmentally appropriate versions of the sport to
suit the students’ needs.
Teacher maintains the conduct of the sport
The teacher is an overseer in the development process of the program; however has the
final say to ensure the safety of the students. This is to ensure that students do not
digress into the negative experiences of sport, which some may have witnessed in
interscholastic and youth league sport.
(Metzler, 2011; Siedentop, 1994)
ROLE OF THE TEACHER
The SEPEP model gives teachers an opportunity to take a step back from the traditional ‘direct
instruction’ method and allow for students to guide their own learning with their peers.
How the teachers role changes in the SEPEP Model. Teachers believe:
Good teaching and planning result in effective and smoothly run programs
Planning should start before the season
The first few lessons should be managed by the teacher to ensure that students have
an understanding what is expected of them throughout the program
Coaching and umpiring duties should be closely monitored
Once the lessons become purely student-run, it is important that the teacher then
works with the students on strategy development, coaching effectively, team play
etc.
Teacher should step in if the class begins to divert from the lesson objectives
During the competition phase, teachers are free to assess, and observe student
outcomes
**When using the SEPEP model the teacher needs to be skilled in a variety of styles of teaching.
There is a definite transition from a direct – instructional approach to a more facilitated role as
the students become more confident in running the sessions.**
The Teacher as the Architect The teacher is the ‘architect’ of the educational
environment, and is the person who is ultimately
accountable for the educational value, efficiency and
vivacity of the lesson, even though the student will
gradually take more and more responsibility over the
class.
Planning Good teacher planning and classroom management will
be the outcome for effective and smoothly run programs,
in this program planning for and developing resources for
the diverse student roles is vital behind-the-scenes work
for the teacher.
Stepping Back It is important that teachers execute the ‘stepping back’
stage of the program to allow students to take
responsibility to run the class. It can be hard to know
when to ‘step back’ and experience will tell you, therefore
for the first few seasons the ‘stepping back’ stage may
come later than in subsequent seasons.
Teaching In early session’s, teachers will spend time defining roles
and arranging learning tasks for students, and gradually
this role will switch. In the SEPEP model, good sporting
behaviour is central for its success. Teachers must explain,
model, and provide purposeful practices in which fair play
and equal competition is at the forefront for participation.
Teaching and learning in sport education
Sport education program within a physical education curriculum aims to equip students to pursue
a physical activity lifestyle.
Each learning sequence or unit of work should seek to develop:
The technical skills for the sport
An understanding of game skills and strategies
An understanding of the rules and code of behaviour
Experience in game situations
An understanding of training and preparation for the sport
Each student should have the opportunity to:
Develop and execute strategic play
Participate at a level appropriate to their stage of development
Share in the planning and administration of the sport
Be provided with responsible leadership opportunities
Work effectively with the group towards common goals
(ACHPER, 2008)
An effective sport education program will consist of a structured sequential sports skill experience
as well as the development of appropriate cognitive and social skills. For example it will include:
appropriate attitude to physical activity
participation with others
codes of behaviour
understanding of strategies
compliance with rules
appropriate attitude to competitiveness
ROLE OF THE STUDENT
One of the crucial aspects of SEPEP is the varying roles that students assume in addition to the
traditional roles as a player. Here shows the great potential for SEPEP to be a truly developmental
model of physical education. As well as being active participants students can assume a variety of
roles that require a wide range of skills and abilities. This level of involvement provides opportunities
for meaningful participation in physical education. (__). Metzler (2011) shows how students
participating in the SEPEP model are able to take active roles in making decisions that establish the
organisation and processes of the season – “they are not just passive participants” (pg 265)
Student roles in the SEPEP model include:
Player Captain Coach
Sports Board Member Scorer Duty Team
Umpire/Referee Public Relations
Description of Roles
Player
Everyone is a player
Specific Duties
Turn up for every lesson and remember to bring any equipment needed (eg SEPEP uniform,
game strategy cards)
Participate to the best of your ability
Work to involve other students in the season at all times
Play fairly and be a good sportsperson
Skills you will need
The ability and desire to try your hardest, regardless of how good you are
The ability to take responsibility for your own actions and behaviour
A desire to promote participation and enjoyment for all students, not just the best players
The ability to cooperate with team members
Time and effort to develop your own skills for the good of the team
Captain
Captains are responsible for directing their team in games
Specific Duties
Toss the coin before the game
The captain is the only player allowed to discuss decisions with the referee/umpire
Lead their team in games by setting an example
Be responsible for after match cheers, hand-shaking and/or speeches
Thank the referee, scorers and opposition after the game
Listen to all team members when making decisions
Skills you will need
Leadership qualities
Able to be fair with all players
Good communication skills
Work with the coach and teacher to improve play
Have knowledge of the sport
Coach
Each team has a coach who is also a player, the coach is responsible for managing and
organising training sessions
Specific Duties
Come up with training drills to help team improve
Lead their team in training sessions
Give or get help for players who need it
Make substitutions in games
Listen to all team members when making decisions
Monitor team performance
Suggest strategies for improvement and development
Skills you will need
Ability to communicate with each player in your team to help them improve
Ability to motivate your team-mates to work together and try their hardest
Ability to identify problems with your teams performance and devise training sessions to
improve
Ability to cooperate with teacher to help your team
Ability to find information
Knowledge of the sport
Sports Board Member
Members of the sports board are responsible for the planning and running of the season
Specific Duties
Select the competition format and decide on the characteristics of the season; ie:
o Team sizes
o Rule modifications for games
o General rules for the class
o Rules and procedures to deal with anticipated problems (ie absentees, team out of
uniform)
Prepare a list of tasks for the duty team
Organise end of season event
Coordinate the provision of awards and recognition of achievements
Skills you will need
High degree of responsibility
Ability to communicate with others to collaboratively solve problems and make decisions
Willingness to spend some out-of-class time to meet and discuss the running of the season
Ability to sell ideas to classmates
Scorer
The scorer is responsible for recording the results and statistics for every game.
Specific duties include
Maintains current team records
Tallies game scores
Provides financial records to coaches and public relations officer
Recording scores for each match
Skills you will need
Knowledge of the sport
Concentration for the duration of the match
Provide records to the public relations officers when needed
Liaise with the umpires to ensure correct score is maintained
Duty Team
The duty team is responsible for the organisation of each lesson. This includes equipment
distribution, collection and liaisons with captains.
Specific Duties
Carefully follow the advice of the sports board on the collection, setting up and return of
equipment for practice sessions and games
Start and finish the session on time
Officiate all games
Score and record results, best players etc and give these to the sports board
Organise and implement wet weather alternatives
Liaise with coaches about the need to supply any extra equipment
Perform simple maintenance of equipment
Investigate and report equipment damage
Skills you will need
A high level of responsibility
Ability to direct others
Ability to keep inventory of equipment
Ability to communicate with teacher and Sports Board
Referee/ Umpire
The referee/umpire is responsible for officiating games
Specific Duties
Learn the rules
Let games flow by calling only essential stoppages
Make your own decisions
Be firm, fair and consistent
Blow your whistle loudly and clearly
Go with your first decision
Report or penalise players who break the rules or display poor sportspersonship behaviour
Skills you will need
Some understanding of the rules of the game
A clear, confident voice
The desire to be fair
Ability to communicate with players
Public Relations
Public relations officer is responsible for communicating the status of the SEPEP season to
the class.
Specific Duties
Prepare the SEPEP notice board so all students can find out about the SEPEP season
Design promotional and informational material for display on the SEPEP notice board
Highlight and review interesting or funny news from the weeks lessons
Commentate a game
Preview the weeks coming games
Skills you will need
Confidence and personality
Excellent communication skills
Good writing skills
A sense of humour
Art/computing skills
A flair for highlighting a range of achievements
SAFETY
Teachers are responsible for ensuring the safety of their students. When planning a lesson, the
teacher should consider whether the planned activities will be safe.
General:
Discuss and emphasise safety practices and precautions with students when
introducing a new activity;
Provide proper supervision of activities at all times;
Ensure an adequate warm-up to prepare students for physical activity;
When dividing the class into groups, aim to create groups of equal ability;
Watch for students becoming tired and adjust or change activities as appropriate;
Encourage students to drink regularly to prevent dehydration;
Encourage students to follow sun protection practices.
Facilities/ Equipment
Organise activity areas so there is ample space between students, groups and
obstacles (fences, poles, nets, bins, walls etc);
Pay careful attention to the suitability of the activity surface. Wet grass, wet
concrete, sandy surfaces, cracked pavement and polished floors can be very
dangerous to use for activities which involve students moving and changing
direction quickly;
Encourage students to wear appropriate clothing for the activity. Appropriate
footwear also helps prevent accidents;
Hoops, carpet squares and mats sometimes slip when jumped on by students;
Be careful to select equipment that is appropriate for students’ ability;
(ACHPER, 2008)
LEARNING DOMAIN AND INTERACTIONS
Sport Education aims for student learning outcomes across all three major learning domains. As the
Sport Education seasons go from beginning to end there will be from time to time learning in one
domain as the primary objective, however there will usually be a balance that spans across all three
domains. The three part theme of the model makes the point clearly: competence refers to ability to
discern and execute strategic moves (psychomotor, with strong cognitive support); literateness
refers to one’s ability to comprehend and appreciate a sport form and culture (cognitive and
affective); enthusiasm refers to making sport a central part of one’s life and daily activity (affective)
(Metzler, 2011; Siedentop, 1994).
Domain Priorities of the Sport Education Model
Learning activity Domain Priority
Making Organisational Decisions 1. Cognitive 2. Affective
Preseason Practice (as a player) 1. Psychomotor 2. Cognitive 3. Affective
Preseason Practice (as a coach) 1. Cognitive 2. Affective 3. Psychomotor
Learning Duty Roles (umpire, scorekeeper, trainer, and so forth)
1. Cognitive 2. Affective 3. Psychomotor
Working as a member of a team 1. Affective 2. Cognitive 3. Psychomotor
During competitive games (as a player) 1. Psychomotor 2. Cognitive 3. Affective
During competitive games (as a coach) 1. Cognitive (strategy and tactics) 2. Affective (team leadership) 3. Psychomotor
(Metzler, 1994; Siedentop, 1994)
VELS LEVEL 6 STANDARDS
Level Six Supporting Standards Addressed
Physical Personal and Social Learning – Health and Physical Education
Strands Domain Dimension Standards Assessed
Physical, Personal and Social Learning
Health and Physical Education
Movement and Physical Activity
Demonstrate proficiency in the execution of manipulative and movement skills during complex activities
Demonstrate advanced skill in selected physical activities Participate in sports, games, recreational, leisure and outdoor adventure activities that maintain regular participation in moderate to vigorous physical activity
Use training methods to improve fitness levels
Interpersonal Development
Building Social Relationships
Students demonstrate awareness of complex social conventions, behaving appropriately when interacting with others
They evaluate their own behaviour in relationships, identify potential conflict and employ strategies to avoid and/or resolve it.
Working in Teams
Students work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams
Working with the strengths of a team they achieve agreed goals within set timeframes
Students describe how they respect and build on the ideas and opinions of team members and clearly articulate or record their reflections on the effectiveness of learning in a team.
They develop and implement strategies for improving their contributions to achieving the team goals.
Personal Learning
Individual Learner
They monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them
Students seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation
Managing Personal Learning
They take responsibility for their learning environments, both at school and at home, anticipating the consequences of their actions.
Civics and Citizenship
Community engagement
They participate in a range of citizenship activities including those with a national or global perspective, at school and in the local community
(Victorian Curriculum and Assessment Authority, 2009)
Interdisciplinary Learning – Communication and Thinking
Strands Domain Dimensions Standards Assessed
Interdisciplinary Learning
Communication Listening, Viewing & Responding
When listening, viewing and responding, they consider alternative views, recognise multiple possible interpretations and respond with insight
They use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms.
Presenting They provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.
Thinking Processes
Reasoning, processing & inquiry
They process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions
Creativity They apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas.
Reflection, Evaluation & Metacognition
They use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.
(Victorian Curriculum and Assessment Authority, 2009)
UNIT OUTLINE
WEEK LESSON OUTCOMES STUDENT ACTION TEACHER ACTION ASSESSMENT
ON
E
ONE – TWO
Skill Focus: The Grip & Turning the Stick Gain an understanding of SEPEP & Assessment Details Application for student roles Elect Sports Board and Announce Teams and team roles Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review Teacher- directed skill and tactics instruction Team practice
Observe teacher Apply for student roles Students accept their roles for the season Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills Student coach directs team practice and monitors team’s progress on
Introduce the concept of SEPEP model Provide student roles application form (see appendix ) Present student roles Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity Provide learning activities Indirectly facilitate practice
Position/Role Application Form (See Appendix ) Teacher observation (see appendices )
Lesson Closure
learning activities Complete Student roles and responsibilities check list Observe teacher Answer questions Engage in demonstrations Ask questions
Monitor environment Focus on teams when needed Allow time for Student roles and responsibilities check list Refocus and review skills and tactics Question students Allow for demonstrations Provide feedback on students’ progress
Self-assessment- Student roles and responsibilities check list
THREE Skill Focus: Running With and without the Balll Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review Teacher- directed skill and tactics instruction Team practice
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills Student coach directs team practice and monitors team’s progress on learning activities
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity Provide learning activities Indirectly facilitate practice Monitor environment
Teacher observation (see appendices )
Lesson Closure
Complete weekly journal entry & student roles and responsibilities checklist Observe teacher Answer questions Engage in demonstrations Ask questions
Focus on teams when needed Allow time for weekly journal entry & student roles and responsibilities checklist Refocus and review skills and tactics Question students Allow for demonstrations Provide feedback on students’ progress Preview upcoming lesson Supply out-of-class assignments
Self-assessment- Student roles and responsibilities check list Self-assessment- weekly journal entry
TWO
FOUR Skill Focus: Stop & Turn, & Dribbling with the ball Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review Teacher- directed skill and tactics instruction Team practice
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills Student coach directs team practice
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity Provide learning activities
Teacher observation (see appendices )
Lesson Closure
and monitors team’s progress on learning activities Complete student roles and responsibilities checklist Observe teacher Answer questions Engage in demonstrations Ask questions
Indirectly facilitate practice Monitor environment Focus on teams when needed Allow time to complete student roles and responsibilities checklist Refocus and review skills and tactics Question students Allow for demonstrations Provide feedback on students’ progress Preview upcoming lesson Supply out-of-class assignments
Self-assessment- Student roles and responsibilities check list
FIVE-SIX Skill Focus: Receiving the Ball Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review Teacher- directed skill and tactics instruction
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity
Teacher observation (see appendices )
Team practice Minor Game Lesson Closure
Student coach directs team practice and monitors team’s progress on learning activities Students coach prepares team for minor game Scorekeepers record minor game statistics Referees referee minor game Players participate in minor game Complete weekly journal & student roles and responsibilities checklist Observe teacher Answer questions Engage in demonstrations Ask questions
Provide learning activities Indirectly facilitate practice Monitor environment Focus on teams when needed Design minor game to apply learnt skills and tactics from the week Provide statistics recording sheet (See Appendix ) Advise referees Manage minor game environment Allow time for students to complete journal & student roles and responsibilities checklist Refocus and review skills and tactics Question students Allow for demonstrations Provide feedback on students’ progress Preview upcoming lesson Supply out-of-class assignments
Self-assessment- Student roles and responsibilities check list Self-assessment- weekly journal entry
THR
EE
SEVEN – EIGHT
Skill Focus: Passing & Hitting the Ball Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment
Teacher- directed skill and tactics instruction Team practice Minor Game Lesson Closure
progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills Student coach directs team practice and monitors team’s progress on learning activities Students coach prepares team for minor game Scorekeepers record minor game statistics Referees referee minor game Players participate in minor game Complete student roles and responsibilities checklist Observe teacher Answer questions Engage in demonstrations Ask questions
Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity Provide learning activities Indirectly facilitate practice Monitor environment Focus on teams when needed Design minor game to apply learnt skills and tactics from the week Provide statistics recording sheet (see appendix ) Advise referees Manage minor game environment Allow time for student roles and responsibilities checklist Refocus and review skills and tactics Question students Allow for demonstrations Provide feedback on students’ progress Preview upcoming lesson Supply out-of-class assignments
Teacher observation (see appendices ) Self-assessment- Student roles and responsibilities check list
NINE Skill Focus: Shooting for Goal
Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review Teacher- directed skill and tactics instruction Team practice Lesson Closure
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills Student coach directs team practice and monitors team’s progress on learning activities Complete weekly journal entry & student roles and responsibilities checklist Observe teacher Answer questions Engage in demonstrations Ask questions
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity Provide learning activities Indirectly facilitate practice Monitor environment Focus on teams when needed Allow time for weekly journal entry & student roles and responsibilities checklist Refocus and review skills and tactics Question students Allow for demonstrations Provide feedback on students’ progress Preview upcoming lesson
Teacher observation (see appendices ) Self-assessment- Student roles and responsibilities check list Self-assessment- weekly journal entry
Supply out-of-class assignments
FOU
R
TEN Skill Focus: Tackling & Goal Keeping Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review Teacher- directed skill and tactics instruction Team practice Lesson Closure
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills Student coach directs team practice and monitors team’s progress on learning activities Complete student roles and responsibilities checklist Observe teacher Answer questions
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity Provide learning activities Indirectly facilitate practice Monitor environment Focus on teams when needed Allow time to complete student roles and responsibilities checklist Refocus and review skills and tactics
Teacher observation (see appendices ) Self-assessment- Student roles and responsibilities check list
Engage in demonstrations Ask questions
Question students Allow for demonstrations Provide feedback on students’ progress Preview upcoming lesson Supply out-of-class assignments
ELEVEN-TWELVE
Skill Focus: Review of all skills learnt Daily roles and responsibilities check Team warm up and coaches meeting Team directed skill and tactics review Teacher- directed skill and tactics instruction Team practice Minor Game
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Student coach to direct team review and monitors individuals’ and team’s progress on goals Observe teacher Participate in demonstrations Engage in intro and review skills Student coach directs team practice and monitors team’s progress on learning activities Students coach prepares team for minor game Scorekeepers record minor game
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Indirectly facilitate review Monitor environment Focus on teams when needed Orient learners to new skills and tactics, review previous skills and tactics Conduct whole class skill activity Provide learning activities Indirectly facilitate practice Monitor environment Focus on teams when needed Design minor game to apply learnt skills and tactics from the week Provide statistics recording sheet
Teacher observation (see appendices )
Lesson Closure
statistics Referees referee minor game Players participate in minor game Complete student roles and responsibilities checklist Observe teacher Answer questions Engage in demonstrations Ask questions
(see appendix ) Advise referees Manage minor game environment Allow time to complete student roles and responsibilities checklist Refocus and review skills and tactics Question students Allow for demonstrations Provide feedback on students’ progress Preview upcoming lesson Supply out-of-class assignments
Self-assessment- Student roles and responsibilities check list Self-assessment- weekly journal entry
FIV
E
THIRTEEN- FOURTEEN
Round Robin/ Gala Day Daily roles and responsibilities check Team warm up and coaches meeting Round Robin Tournament Lesson Closure
Identify daily roles Prepare for warm up or student coaches’ meeting Team captain leads the warm up Student coaches meet with teacher Students coach prepares team for each round Scorekeepers record each round statistics Referees on duty referee each round Players participate in each round Complete student roles and responsibilities checklist Observe teacher
Provide matrix and list of role responsibilities Monitor environment Provide warm up activities Provide student coaching plan Conduct student coaches meeting Design minor game to apply learnt skills and tactics from the week Provide statistics recording sheet (see appendix ) Advise referees Manage minor game environment Allow time to complete student roles and responsibilities checklist Congratulate students Preview next lesson – Awards Ceremony
Teacher observation (see appendices ) Peer-Assessment recording sheet(see appendix ) Self-assessment- Student roles and responsibilities check list
FIFTEEN Year Nine Hockey SEPEP Awards Ceremony Ceremony Final Minor Game Lesson/Season Closure
Attend Awards day Participate in encouraging and congratulating fellow team members and opponents Everyone participates Final team cheers/chants Complete final journal entry and student roles and responsibilities checklist
Present Awards day Welcome and announcements Awards descriptors Awards presentation and speeches Season championship awards presentation Teacher to run the event Observe final Cheers/chants Allow time to complete final journal entry and student roles and responsibilities checklist
Self-assessment- Student roles and responsibilities check list Self-assessment- weekly journal entry
ASSESSMENT
The primary purpose of assessment is to improve student learning, assessment that enhances
learning gives students an opportunity to discover, develop and incorporate new knowledge,
understands and skills, it is part of the learning process.
Assessment is embedded in the school curriculum; it is not just a part of the unit that is tacked onto
the end. Incorporating assessment into learning, teachers can base their choices of which
components of a student’s performance to document, which can then be used to monitor student
progress, and establish which areas to teach next.
Not all assessment should be conducted by the teacher, peer and self assessment practices
promotes a deeper understanding of learning processes for the students. Self assessment is a
powerful tool for allowing students to monitor their learning and set goals for improvement.
To effectively assess against the Victorian Essential Learning Standards a combination of assessment
for, of and as learning is required (Department of Education and Early Childhood Development,
2011).
Assessment for Learning
Assessment tasks that take place throughout teaching and learning activities, also known as
formative assessment. Teachers are able to draw conclusions on their own teaching
practices using student learning. It is a source of continuous feedback for both teacher and
student, which facilitates them to monitor progress, identify and attend to breaches and
errors in learning
Assessment of Learning
Assessment tasks that gage student accomplishment at the conclusion of a learning
sequence or unit, also known as summative assessment. Holding the assessment at the end
of a unit allows teachers to ascertain the student’s progress against goals and to set future
objectives for learning.
Assessment as Learning
Assessment that happens as students reflect on and monitor their own progress to inform
future learning goals. Students are able to be involved in their own assessment as they learn.
When students gain a greater understanding of the purpose of their learning and clarify
learning goals when they become proficient at self-assessment.
(Department of Education and Early Childhood Development, 2011)
Assessment in Sport Education should comprise outcomes for both key roles that students perform
during the season; as a player and in their duty role. Assessment in both must reflect the three
major goals of Sport Education Model: to become competent, literate and enthusiastic
sportspersons (Siedentop, 1994). To assess these goals correctly, it is essential to use an array of
assessments, most of which should be authentic in nature (Metzler, 2011).
STUDENT ASSESSMENT
Written
Application for student roles
o At the beginning of the SEPEP season each student will be given a chance to apply
for a role within the competition and the elected sports board will decide based on
these applications, who deserves what role.
Weekly journal entries
o Weekly journal entries will be completed by each students to reflect and evaluate
their thoughts on the weeks lessons, what they have learnt so far and how they
might improve on certain aspects
Oral
Application for student roles
o Students will be able to give reason for their selection in class time
Discussion in Teams
o Students will engage in discussion with their fellow team members throughout the
season
Peer teaching/coaching
o At one point in the season, each student will have the opportunity to conduct a
learning activity for the whole class or in team groups
Performance
Skill development and engagement assessment rubrics
o Teacher will assess students progression throughout the season
Evidence of Student Learning
Productively participates as a member of a team in the SEPEP Hockey season
Effectively contributes to at least one administrative and one official role throughout the
season
Endeavours to continually improve skill level throughout the season
Successfully works well with fellow class/team members to complete a common goal
Exhibits an acceptable level of fair play and teamwork skills
Shows proficiency towards setting goals for improved personal team performance
Comprehends the application of strategies and tactics in hockey
(Andrew et al, 1995)
Sport Education Student Benchmarks
Player Benchmark How to Verify
Players are competent 1. Monitor performance on teacher-designed assessments of game
skills and knowledge
2. See Skill Development Rubric
Players are literate 1. Players can pass a test on rules, history, and game traditions
2. Players demonstrate nuances of the game (clothing, selection of
equipment, etiquette, appreciation of quality performance
Players understand strategy 1. Teams can plan and implement appropriate strategy and tactics
from a cooperative approach
2. Players can interpret a scouting report
3. Players can correctly analyse game-summary statistics
Players are enthusiastic Observe to monitor events that represent enthusiastic participation
(cheering, celebrating, on-field hustling)
Players work cooperatively in their
teams
Monitor interactions on teams with event-recording systems
Players display good sporting
behaviour
1. Monitor games for examples of positive and negative sporting
behaviour
2. Appoint students to duty jobs as “good sport checkers”; they
record instances of good sporting behaviour and make brief
reports at the end of class
Duty Job Benchmark How to Verify
Students can apply for duty jobs Interview students after roles are assigned; do they feel they were
given a chance to get the job they wanted?
Students are knowledgeable 1. Students receive training in all duty jobs
2. All students pass a written or oral test on their specific job
Students can perform the skills of
their duty jobs
1. Students receive training in all duty jobs
2. All students pass a practical/performance test on their
specific job
Students can carry out duty jobs with
little supervision from the teacher
1. Each duty job has a daily checklist of all responsibilities
2. Teacher observes and records students as they complete
each job (spot checks ok)
3. Teacher monitors the number and types of questions
students have about their jobs as the season progresses
Students can resolve conflicts during
their duty jobs (eg officiating)
independently
Teacher monitors the number and types of disputes brought to him
or the sports board.
(Metzler, 2011)
SKILL DEVELOPMENT ASSESSMENT - TEACHER ASSESSED
Criteria Very High High Medium Low Not Shown
Skill Development
Demonstrate a high proficiency in the execution of manipulative and movement skills during complex activities. Demonstrate highly advanced skills in selected physical activities.
Demonstrate proficiency in the execution of manipulative and movement skills during complex activities Demonstrate advanced skills in selected physical activities.
Demonstrate an adequate proficiency in the execution of manipulative and movement skills during complex activities Demonstrate an adequate ability to perform advanced skills in selected physical activities.
Demonstrate an inadequate proficiency in the execution of manipulative and movement skills during complex activities Demonstrate an inadequate ability to perform advanced skills in selected physical activities.
Unable to demonstrate proficiency in the execution of manipulative and movement skills during complex activities Unable to demonstrate advanced skills in selected physical activities.
Participation in Sport
Shows a high proficiency to use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity.
Shows a proficiency to use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity.
Shows an adequate proficiency to use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity.
Show an inadequate proficiency to use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity.
Unable to show the use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity.
Educating about Sport
Shows a high proficiency to employ and devise skills and strategies to counter tactical challenges in games situations. Shows a high proficiency to assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.
Shows proficiency to employ and devise skills and strategies to counter tactical challenges in games situations. Shows a proficiency to assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.
Shows an adequate proficiency to employ and devise skills and strategies to counter tactical challenges in games situations. Shows an adequate proficiency to assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.
Shows an inadequate proficiency to employ and devise skills and strategies to counter tactical challenges in games situations. Shows an inadequate proficiency to assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.
Unable to show a proficiency to employ and devise skills and strategies to counter tactical challenges in games situations. Unable to show a proficiency to assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.
(VELS, 2009)
STUDENT ENGAGEMENT ASSESSMENT – TEACHER ASSESSED
Criteria Very High High Medium Low Not Shown
Participation/Contribution Participates enthusiastically to the best of one’s ability in all lessons
Participates to the best of one’s ability in all lessons
Participates with minimal effort in all lessons
Participates with minimal effort in some lessons
Shows no willingness to participate in any lessons
Team Work Always works well with team members towards a common goal during every aspect of the lesson
Continually works well with team members towards a common goal during every aspect of the lesson
On most occasions works well with team members towards a common goal during most aspects of the lesson
Sometimes works well with team members towards a common goal during some aspects of the lesson
Shows no intention to work well with team members towards a common goal during the lesson
Fair Play Always endeavours to display and promote fair play amongst team members
Endeavours to display and promote fair play amongst team members
On most occasions endeavours to display and promote fair play amongst team members
Sometimes displays and promotes fair play amongst team members
Shows no intention to display and promote fair play amongst team members
Acceptance of Defeat Always accepts defeat and the decisions of the umpires
Mostly accepts defeat and the decisions of the umpires
Usually accepts defeat and the decisions of the umpires
Sometimes accepts defeat and the decisions of the umpires
Never accepts defeat and the decisions of the umpires
Cooperation Always shares roles/positions and responsibilities with team members
Mostly shares roles/positions and responsibilities with team members
Usually shares roles/positions and responsibilities with team members
Sometimes shares roles/positions and responsibilities with team members
Never shares roles/positions and responsibilities with team members
Persistence/Effort Always willing to give every learning opportunity a go and never give up
Mostly willing to give every learning opportunity a go and rarely give up
Usually willing to give every learning opportunity a go and is unlikely to give up
Sometimes willing to give every learning opportunity a go and unlikely give up
Shows no willingness to give a learning opportunity a go and will mostly give up
Positivity Always maintains a positive manner towards officials and team members throughout the lesson
Maintains a positive manner towards officials and team members throughout the lesson
Usually maintains a positive manner towards officials and team members throughout the lesson
Sometimes maintains a positive manner towards officials and team members throughout the lesson
Shows no intention to maintain a positive manner towards officials and team members throughout the lesson
Listening Always listens intently when others are speaking and never interrupts.
Mostly listens intently when others and speaking and rarely interrupts
Usually listens when others are speaking and sometimes interrupts.
Sometimes listens when others are speaking and usually interrupts
Shows no intention to listen to others and continually interrupts others
Uniform Always present in full school PE uniform or has a valid note that is signed by a parent or guardian.
Mostly present in full school PE uniform or has a valid note that is signed by a parent or guardian.
Usually present in full school PE uniform or has a valid note that is signed by a parent or guardian.
Sometimes present in full school PE uniform or has a valid note that is signed by a parent or guardian.
Rarely present in full school PE uniform or has a valid note that is signed by a parent or guardian.
PEER ASSESSMENT – STUDENT ASSESSED
TEAM: MAX SCORE FOR EACH CRITERIA
GAME 1 VERSUS
____
GAME 2 VERSUS
____
GAME 3 VERSUS
____
GAME 4 VERSUS
____
All team members are in correct and distinctive uniform All members shake hands with opposite team
1
2
During game
Encouragement (always encouraging; 4, usually; 3, often; 2, sometimes; 1, never; 0.
4
Accepting Umpires Decision Remove 1 point for each argument Minimum points= 0
3
Shared team participation Reduce 1 point if a player dominates Reduce 1 point if a player isn’t included fairly Minimum points= 0
3
Sportspersonship Reduce 1 point is a player argues with opposition or deliberately disrupts play Minimum points= 0
2
After Game
All team members shake hands with opposite team All team members participates enthusiastically in the team cheer/chant Result Win= 3 points, draw 2 points, loss = 1 point
2
2
3
Duty team score 3 points if everyone did their job well 2 points if everyone did their jobs 0 points if some did not do their jobs
3
Total Points 25
SELF ASSESSMENT TASK – STUDENT ASSESSED
Weekly journal entry
Date: / / Name:
At the end of each session, complete a ½ page reflection
Include:
Participation and enjoyment throughout the lesson
Current strengths and weaknesses
What you would like to improve upon next lesson
Complete the following:
At the end of this lesson I felt:
My team is inclusive:
Comments:
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___________________________________________________________________________________________________
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SELF ASSESSMENT – STUDENT ASSESSED
SEPEP Roles and Responsibilities Checklist
At the end of each lesson think about the responsibilities that you successfully completed. For each
responsibility successfully completed place a cross (X) in the box. For each responsibility that you did not
successfully complete place a (-) in the box. If you are the coach your role will not change and you will remain
in this position for the entire season. All other roles will change on a regular basis.
Roles and Responsibilities lesson
Coach • Lead skill and strategy practice • Makes descisions about team line ups • Provides leadership for team • Communicate with and support captain • Assist teacher when needed
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Captain • Leads team warm ups • Reports injuries to teacher • Provides on field leadership • Setting a good example
Scorer • Records scores during game play • Maintains ongoing team records • Summarises game scores • Provides financial records to coaches and public relations officer.
Umpire • Manages game play • Interprets rules during game play • Mediates conflict • Is fair and consistent
Public relations officer • Gets scores and records from scorer • Keeps ladder up to date • Organisation of promotional information • Writes reports for school newsletter
Manager • Organises home court space • Reports injuries to teacher • Sorts out disputes amongst players • Assist in training sessions
Equipment Manager • Inspects and cares for equipment • Ensure the correct equipment is brought to training and matches • Distributes equipment
(ACHPER, 2008)
Role/Position Application form
Name:
Class:
Role Applying For:
Reason For Applying:
Why I will be Good for this Role
References:
Online book
Penney, D., Clarke, G., Kinchin, G., Quill, M. (2005). Sport Education in Physical Education. New York: Taylor &
Francis Group
The Australian Council for Health, Physical Education and Recreation. (2008). Phase Sport Education Model.
Kew East: ACHPER
Department of Education and Early Childhood Development. (2011). PHASE Assessment and Reporting
Module. Retrieved from
http://www.education.vic.gov.au/studentlearning/teachingresources/health/assessment.htm
Department of Education and Early Childhood Development. (2011). Standards Based Education. Retrieved
from <http://www.education.vic.gov.au/studentlearning/teachingresources/health/assessment.htm>
Victorian Curriculum and Assessment Authority, 2009, ‘Victorian Essential Learning Standards, Physical
Personal and Social Learning Strand: Health and Physical Education’, Victorian Curriculum and Assessment
Authority, VIC
Metzler, M. (2011), Instructional Models for Physical Education. Scottsdale: Holcomb Hathaway
Alexander, K., Taggart, A., Medland, A. & Thorpe, S. (1995). Sport Education in Physical Education Program;
Module One: Introduction to SEPEP. Belconnen: Australian Sports Comission.
Alexander, K., Taggart, A., Medland, A. & Thorpe, S. (1995). Sport Education in Physical Education Program;
Module Two: Teacher’s Role. Belconnen: Australian Sports Comission.
Alexander, K., Taggart, A., Medland, A. & Thorpe, S. (1995). Sport Education in Physical Education Program;
Module Three: Student Role. Belconnen: Australian Sports Comission.
Alexander, K., Taggart, A., Medland, A. & Thorpe, S. (1995). Sport Education in Physical Education Program;
Module Four: Programming. Belconnen: Australian Sports Comission.
Alexander, K., Taggart, A., Medland, A. & Thorpe, S. (1995). Sport Education in Physical Education Program;
Module Twelve: Assessment . Belconnen: Australian Sports Comission.
Alexander, K., Taggart, A., Medland, A. & Thorpe, S. (1995). Sport Education in Physical Education Program.
Belconnen: Australian Sports Comission.
Thomas, R. & Herran, J. (2005). Getting into Hockey. South Yarra: Macmillian Education
Bulger, S., Mohr, D., Rairigh, R., & Townsend, J. (2007). Sport Education Seasons. Lower Mitcham: Human
Kinetics
