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What is Sport Education & How Does it Work?

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What is Sport Education & How Does it Work?

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What is Sport Education and How Does it Work

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Alexander K., Taggart A., Medland A. (1993) Sport Education in physical education: Try before you buy. The ACHPER Journal,16-23.

Black, P. & William, D., (2009). Developing the theory of formative assessment. ERIC, 21(1), 5-31.

Luttrell, S. & Chambers, F.C. (2013). Senior cycle physical education curriculum & instructional models: Pathways for teacher implementation. Dublin: eprint.ie Ltd.

NCCA (2016). Short course physical education: Specification for junior cycle. Dublin: Stationery Office.

NCCA, (2016). Physical education framework: Senior cycle. Dublin: Stationery Office.

Siedentop, D. (1998). What is Sport Education and How Does it Work? Journal of Physical Education, Recreation & Dance, 69(4), 18-20.

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Resources used in this scheme include: Learning wall, exit cards, worksheets, skill cards, task cards, score cards, PowerPoint presentations and booklets.

Equipment used in this scheme include: Spikeballs, cones, bibs and nets.

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Managing Myself: Students will be working towards developing better understanding of their skills and abilities. Students will fulfill their role each week and develop an understanding of the game from both a playing and non-playing role.

Staying well: Students will be physically active for the duration of this scheme. Students will work confidently as part of a team and develop strategies to overcome any difficulties that arise.

Communicating: Students will communicate with their teacher and peers each week. Students will learn to provide instruction to their peers as they fulfill the role of coach each week. Students will engage in discussion and reflection while communicating confidently as an individual and as part of a team.

Working with others: Students will work as part of a team for the duration of this scheme. Students will learn to work as an effective team member and become a competent, literate and enthusiastic sportsperson. Students will fulfill a variety of roles in their team and show leadership skills where necessary.

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Students will read and comprehend PowerPoint presentations used throughout this scheme.

Students will become competent using a stopwatch.

Students will watch, analyse and discuss videos used to display several skills.

Students will use video analysis apps to record and assess their performance.

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Students will have to work together to overcome a variety of challenges and compete in a number of games.

Students will make connections in their learning as they progress through the lessons.

Students will have to solve problems posed in different skill cards.

Students will learn to respond to instructive given in numbers during the warmup and modified games.

Students will keep track of scores during games and the final culminating event.

Students will develop a scoring system to be used throughout the scheme.

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Students will work with their teammates to discuss solutions to a variety of challenges posed in skill cards during different lessons.

Students will complete written tasks throughout the six weeks (exit cards, worksheets, traffic light zone cards, assessment forms).

Students will communicate in teams to complete a variety of tasks.

Students will be exposed to new terms that they will use when communicating over the six weeks e.g. spike, serve etc.

Students will read, question and discuss the learning wall each week.

Students will comprehend their duties as they are appointed a role to fulfill each week within their team.

Warm up card retrieved from Volleyball Association of Ireland (2011).

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A formative approach to assessment will be taken for the duration of this scheme. This formative approach will inform the teacher’s and students’ planning as they continually assess their progression in each skill and activity.

“Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited” (Black & William, 2009, pp.9).

Along with this, assessment will include outcomes from students’ participation in both a player role and a non-player role (Luttrell & Chambers, 2013). A variety of assessment tools will be used to challenge students each week including self-assessment, peer-assessment, teacher observation and feedback, questioning and group discussion. These forms of assessment will focus on providing the students with feedback on their performance in class and highlight key areas in which they are achieving and those that need improvement. A large emphasis will be placed on peer-assessment and observation each week as students take on different roles within their teams.

During the six weeks, the teacher will use questioning and feedback as a method of assessing the students. The students’ performance in each class will be compared to the features of quality for each learning outcome and constructive feedback will be given where necessary. Worksheets and task cards will be used to provide students with clear criteria to compare their progress with over the six weeks.

Students will complete self-assessment on a weekly basis as they reflect on their performance and ability to execute a range of skills in each lesson. While working in teams, students will be encouraged to observe and assess their teammates’ performances and provide constructive feedback each week.

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The fundamental movement skills targeted throughout this scheme include: walking, running, hopping, skipping, turning, twisting, balancing, transferring weight, jumping and landing, stretching, throwing and catching.

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This module will take place in the gym hall. After the housekeeping routine (roll call, collection of sick notes and uniform inspection) the learning intentions will be shared with the class. There will be a brief discussion on the previous week’s lesson and a recap over what was learned. The students will divide into their teams and establish the team duty roles being assigned to each member of the team. Students will then participate in a fun and appropriate student-led warm up in their teams.

The main body of the lesson will introduce the skills to be explored. The coach, with the support of the team captain, will introduce and practice the skills with their team members. As suggested by the NCCA (2016, pp.21) students will have the opportunity “to perform playing and non-playing roles such as participant/player, referee, coach, choreographer, and statistician” as they engage in a more complete experience of spikeball. Some skills will be introduced by the teacher using explanation and demonstration before the responsibility is passed to the students to design and implement practice tasks associated with the skill.

Each lesson will conclude with a cool down and time will be allocated for reflecting on the lesson. Students will engage in discussion with both the teacher and their peers as they provide feedback on the lesson completed. Finally, the students will complete an exit card and return to the dressing rooms to change into their uniforms.

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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The Sport Education model has been chosen for the delivery of this unit of work at the hope of gaining students’ full attention and engagement from the offset. Some students in this class have been reluctant to participate fully in lessons to date, disobeying rules and disregarding roles assigned to them. With regards to the Sports Education model, teachers have highlighted the high enthusiasm generated by the affiliation and competitive features of the model and the possibilities made available for pupils’ high engagement in the activities through extensive participation in appropriately modified game practice (Alexander et al., 1993). It is hoped that with the assigned roles and duties distributed each week that students will develop an appreciation for the game and accept responsibility for their role in the delivery of each lesson. Having recently completed the Teaching Personal and Social Responsibility model, it is hoped that students’ abilities to direct their learning and take responsibility for their own participation in the lesson will assist their ability to perform the appropriate roles each week.

“Sport education has three primary goals: It seeks to help students become competent, literate, and enthusiastic sports persons” (Siedentop, 1998, pp.20). This model will focus on providing students with a holistic experience of the game of spikeball, allowing them to gain experience in different roles and positions each week. Students will be challenged to progress their learning in physical education to gain a high level of cognitive, psychomotor and affective skills.

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Learners Level of Knowledge, Skills and Attitudes

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Learners Level of Knowledge, Skills and Attitudes

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Prior Knowledge: The students have previously completed modules in athletics, cooperative games, gymnastics, health related fitness, basketball and camogie/hurling. This is the students’ first experience of spikeball. Students have a good understanding of the fundamental movements skills and it is hoped this will assist their participation in this module.

Prior Skills: The students have an appropriate understanding of the fundamental movement skills of running, jumping and throwing. This is a mixed ability class where all students have developed the skills of balancing and transferring weight at an individual level. It is hoped that these skills will be progressed further throughout this unit of work.

Prior Attitudes: This class have a positive attitude towards P.E. and most students work well together as a group. There are a few students who need further encouragement to engage fully and appropriately.

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Sport Education