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Running

Jumping

Skipping

Landing

Turning

Throwing

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Introduction to the use of Sports Education Model in Hillgrove Secondary School.

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Athletics (Sport Education) lesson plans

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Sport Education Principles and How they Will be Adapted for this Scheme

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Sport Education Principles and How they Will be Adapted for this Scheme

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The below principles form the basis for how this 5 week block will run, with some adaptations to suit the particular class.
(1) => the 'season' will run for the five weeks as each week is seen as another week to build up knowledge as we near closer to the final week.
(2) => The group will be split into 4 different teams at the start of week one and they will be told to decide what country they are representing, they will remain a part of this country for the duration of the five weeks.
(3) => This step will be adapted slightly, instead of having a practice season before the formal competition, the beginning of each lesson will involve the break down of the skill being focused on, then each country will get a designated time to practice and then the formal competition with that specific event will be held at the end of each lesson.
(4) => This 'culminating event' will be the mini Olympics where the countries will compete in all four of the different events practiced.
(5) =>  There will be a big record chart up outside the changing rooms where the countries will be awarded 15 points for a gold medal, 10 points for a silver medal and 5 points for a bronze medal. In the final event the points will increase by 5. There will be a scorekeeper nominated at the start of the lessons to be in charge of the chart and each week each country will have a scorekeeper.
(6) => There will be a 'closing ceremony' with awards at the end of the mini Olympics.

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Learner's Level of Prior Knowledge, Skills and Attitudes

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Learner's Level of Prior Knowledge, Skills and Attitudes

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Prior Knowledge:
Learners have all completed the first year PE program in Ashton where they have completed modules in minor games, Gaelic football, basketball and gymnastics. This year they have completed modules in hockey and badminton. None of the learners have any knowledge on the Sport Education model so it will be new to all of them.
Prior Skills:
Learners have a good level of ability with regard to the basic fundamental movement skills such a running, jumping, skipping and turning. There skill level with regard to throwing and catching is mixed.
Prior Attitudes:
Learners have a mixed attitude towards PE. They always have their gear but some students are very chatty and do not pay attention a lot. Overall though, they seem to enjoy PE and most of them participate to the best of their ability.

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Communicating:
Learners will have to discuss and debate with their teammates the best way to carry out many of the activities.
Managing Myself:
Learners will make considered decisions about which role would best suit them for each week. Learners will also be encouraged to reflect on their own learning after each lesson.
Staying Well:
Learners will be healthy and physically active throughout every lesson. Learners will gain confidence each week through the Sport Education model. Learners will also remain positive about their learning throughout.
Working With Others:
Learners will cooperate with their teammates throughout the scheme to figure out who is best suited for what role come he final week.

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Numeracy Skills will play a big part in this topic. Learners will be made familiar with the dimensions involved in a running track and they will hear about a range of different length running events.
Learners will make estimations in their heads about how far they think they will run in certain times and distances they will jump.
The scorekeepers each week will have to calculate and keep track of each of their teammates scores and distances traveled.
The overall score keeper will be voted at the start of the topic and they will be in charge of updating the chart that will stay up on the wall outside he changing rooms. They will have to be able to keep track of all teams' scores.

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Different literacy skills will be targeted throughout this scheme. Learners will learn the key words and different events to do with athletics. They will read these different key words on the learning wall. They will also learn the key aspects of Sport Education, which will remain up outside their changing room for the whole five weeks.
Learners will complete a few different written tasks throughout the 5 weeks. They will be asked to give written feedback on what they thought of the Sport Education model as well as the recorder each week being asked to take note of the key steps involved in the specific activity so that they can recap on them together before the final mini Olympics. Learners will finally have to ready descriptions of different events and skills and interpret them to figure out how to proceed.

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Running, jumping, skipping, landing, turning, throwing and catching

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Cones

bibs

shot puts

indoor shot puts

pens

paper

hurdles

relay batons

balls

whistle

learning walls (including sports ed learning wall)

iPad.

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By the end of this Scheme Learners will be able to:
=> Feel confident competing in a range of different athletic events including short distance running, hurdles, relay and shot put.
=> Show confidence in evaluating their own groups in enable to enhance all of their learning.
=> Take part in a mini Olympics to tie together what they have learned.
=> Understand what is meant by Sport Education and how it can be applied in an Athletics scenario.
=> Partake in a physical education class as someone other than the participant, be it a coach, score keeper or referee.

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This module will be held outside for all of the lessons, baring any extreme bad weather. When the housekeeping (roll call, gear check, jewellery and phones in safe box) is finished, the learning outcomes will be shared and the students will either look at the learning wall outside the changing room or watch the relevant video on the teacher's iPad. When that is finished, the students will walk outside together.
The first lesson will begin with an introduction to Sport Education and the group will be split into 4 teams and told to pick a country they want to represent for the remainder of the module which will focus around the Olympics.
Each lesson will focus on a new activity - sprint, relay, shot put and hurdles. The class will start by learning the skill, then they will get a practise time in their teams and each lesson will finish with a competition.
The final week will be a min Olympics, with all four events taking place and their will be more points allocated to the winning teams of these events.
The score keepers will calculate which countries are the overall winners at the end and they will be presented with their prize during the 'closing ceremony'

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Bennett, G., & Hastie, P. (1997). A sport education curriculum model for a collegiate physical activity course. Journal of Physical Education, Recreation & Dance, 68(1), 39-44.

Luttrell, S., & Chambers, F. (2013). Senior Cycle Physical Education Curriculum & Instructional Models. Dublin: Eprint.ie Ltd.

Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Human Kinetics Publishers.

Siedentop, D. (2002). Sport education: A retrospective. Journal of teaching in physical education, 21(4), 409-418.

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Rational for the Selection of Instructional Model - Sport Education

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Rational for the Selection of Instructional Model - Sport Education

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"Sport Education is a curriculum and instruction model designed to provide authentic, educationally rich sport experiences for girls and boys in the context of school physical education"
- Sidentop (2002, p.409)
This group will have just finished a TGFU scheme. They will be used to being constantly active and running around. With Athletics however, that is not necessarily the case, the group will spend more time trying to perfect certain skills, such as shot put for example. By choosing to use a Sport Education model, it is a way of ensuring that all students will be engaged in the lesson and participate fully, whether they are as physically active as they were in the previous scheme or not. Chambers & Luttrell (2013) found that "girls tend to develop their confidence and become more willing to participate". This was a key finding for me as I have a class of all girls, in a mixed school.  Sometimes, they seem to shy and not as eager to participate as their male counter parts. The students had a very mixed ability in hockey, so it is a chance for those students who struggled to get their confidence back up and enjoy playing.
This scheme will provide a fun and enjoyable learning environment for all students and give them a chance to think more behind the scenes about the whole picture of how sport and activity works. It will give them an opportunity to experience more that just turning up and taking part in activities.

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Athletics is a broad topic which touches on many aspects of physical activity that are transferable across a range of topics, such as running and reaction skills. It is also becoming an increasingly popular sport in Ireland with athletes such as Thomas Barr and Rob Heffernan doing well and being in the news recently. Athletics will also play a part in encouraging all students to be confident in performing a range of activities. It is a good way of bringing all students together as the student who is typically sporty may not be any better at the different weekly activities then the student who is not confident participating in most sports.
In Ashton, Athletics is taken in high regard, the whole sport that is more commonly practised and participated in is hockey. Athletic training, in a wide variety of events, commences just before the Easter break so it is the perfect time to carry out this 5 week block, finishing just before Easter. The students will get the chance o be exposed to a variety of the different activities that are part of athletics, this will give some of the students who would not have even considered joining the after school athletics a chance to experience the activities and see if they are something they enjoy and would like to pursue further.
Finally, in the final term of this year the whole year participates in a school sports day. This is a range of different athletic events in a range of different ages. Everyone in the school must participate in at least one event, this scheme will give the students who have never take part in any athletic events an opportunity to see which they like the most and will therefore participate in.

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Sports Education - Building up to 'The Olympics'