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ICT and Sport Education - Practical application with Class Brian

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ICT and Sport Education - Practical application with Class Brian

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While the use of ICT is limited with Class Brian as they are not allowed to use phones and there is no projector in the hall, there is plenty of scope for allowing students to develop digital literacy and digital fluency through this model
Tablet use: Book time on school tablets and use to analyse performance/track statistics and make graphs based on performance
Homework: Every student has a student email, so online tasks can be set for each time on Google Drive, whereby each team answers questions based on the day's event or the following event

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The ramework of the Sport Education model allows a distinct approach to be taken to physical education in schools.

Sports are organised into seasons, and students are given a further level of responsibility than just the role of the player. This serves to further their appreciation for the processes that go into succeeding at a sport and the numerous stakeholders present (Wallhead and O'Sullivan, 2005).

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Chambers & Lutrell, 2013

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"Sport Education seeks to make sport experiences in physical education more real for all students." (Siedentop, Hastie and van der Mars, 2011).

Week on week students will fulfil various roles as part of a team, encouraging a holistic approach to optimising performance in athletics. The Sport Education model develops student autonomy by putting them at the centre of the learning experience and giving them responsibility over their own learning (Kinchin, 2003).

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Students should be able to:

perform competently, confidently and safely in a range of athletics events

demonstrate activities to enhance performance in athletic events, including physical and mental preparation

take responsibility for improving their own performance, based on personal strengths and developmental needs

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Each event in the season will target a different area of FMS. While running and relay events will predominantly develop skills, throwing events such as javelin and shot put will expose students to non-locomotor (twisting, turning, pushing) and manipulative (throwing, holding, passing (relay)) skills.

Furthermore, the above graphic shows the transferability of skills such as throwing. While javelin technique will be practiced, students will be made aware of how this skill is reflected in a number of different sporting contexts (O'Keeffe et al., 2007)

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Being literate: Students become literate sportspeople
Being numerate: Scorekeeping, points tallies, statistics for improvement of performance
Working with others: Doing what is best for the team in order to be successful in the given event
Managing myself: Fulfill role to best of ability to benefit team - develop understanding of importance of role to the sport
Managing information and thinking: Taking feedback from training and preparation for events to maximise performance during the events

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In line with the overarching goals of this model, assessment tools must be developed in line with the goals of being

competent

literate

enthusiastic sportspeople

Each assessment tool is outlined underneath the given lesson

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Alannah Neff - 2018 All-Ireland 1500m Steeplechase Final

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Alannah Neff - 2018 All-Ireland 1500m Steeplechase Final

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A true champion might get knocked down ... but they get up again #schoolschampion #schoolsathletics2018 @irishathletics @ianoriordan @FloTrack @ccs_info

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A true champion might get knocked down ... but they get up again #schoolschampion #schoolsathletics2018 @irishathletics @ianoriordan @FloTrack @ccs_info https://t.co/GJOcCd5lYt

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A true champion might get knocked down ... but they get up again #schoolschampion #schoolsathletics2018 @irishathletics @ianoriordan @FloTrack @ccs_info pic.twitter.com/GJOcCd5lYt
— Derrick Neff (@delneff) June 5, 2018

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A true champion might get knocked down ... but they get up again #schoolschampion #schoolsathletics2018 @irishathletics @ianoriordan @FloTrack @ccs_info https://t.co/GJOcCd5lYt

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A true champion might get knocked down ... but they get up again #schoolschampion #schoolsathletics2018 @irishathletics @ianoriordan @FloTrack @ccs_info https://t.co/GJOcCd5lYt

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A true champion might get knocked down ... but they get up again #schoolschampion #schoolsathletics2018 @irishathletics @ianoriordan @FloTrack @ccs_info

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[original video outlining Sport Education rationale with Class Brian]

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Sport Education - Athletics with Class Brian

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

Hastie, PMartínez de Ojeda Pérez, D & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education & Sport Pedagogy. 16. 103-132.

Kinchin, G. (2006). Sport education: A view of the research. In The Handbook of Physical Education, Ed. D. Kirk, D. McDonald and M. O'Sullivan, 596-609. London: Sage Publications

O'Keeffe, S. L., A. J. Harrison & P. J. Smyth (2007) Transfer or specificity? An applied investigation into the relationship between fundamental overarm throwing and related sport skills, Physical Education and Sport Pedagogy, 12:2, 89-102

Siedentop, D., Hastie, P., van der Mars, H. (2011). Complete guide to sport education. Champaign, IL: Human Kinetics.

Wallhead, T., O'Sullivan, M. (2005). Sport education: Physical education for the new millenium? Phys Ed and Sport Pedagogy. London: Taylor & Francis.

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The goals of the model itself predicate a balance between the three learning domains; none is emphasised over the other (Chambers & Lutrell, 2013)

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Hastie, Martinez de Ojeda & Calderón Luquin (2011)

Meta-analysis of 38 research papers regarding the efficacy of Sport Education

Sport Education now very widespread as a teaching model

Higher level of learning opportunities in terms of quality and quantity

Wallhead & O'Sullivan (2006)

SE facilitates student engagement and student-centred learning

Emphasis on persistent team membership

Personal and social development in the form of student responsibility, cooperation and trust skills promoted

Kinchin (2006)

Increase in student participation and motivation

Students report improvement in tactical and technical ability

Teachers report success of festivity in maintaining student interest

Mechikoff (2006)

Shows timeline of Sport Education right back to ancient history

Addresses mind and body relationship in Sport Education and how this was relevant to philosophers like Plato and Aristotle

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NCCA Learning outcomes for Sport Education

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NCCA Learning outcomes for Sport Education

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While the above learning outcomes for JCPE aptly cover the majority of what students should be able to do, the learning outcomes from the SCPE Sport Education section serve to supplement these learning outcomes in terms of a more model-specific approach.

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In Carrigaline Community School there is a strong tradition of athletics. This sets the scheme up nicely to incorporate various elements of the Sport Education model.

Advocating and promoting the sport in the school and wider community

Preserves and enhances sport culture within the school

(Siedentop, Hastie and van der Mars, 2011)

Furthermore, the festivity aspect of the model's framework will be easy to implement, as posters of the school's accomplishment in various track and field events fill the halls of the school. Students can be encouraged to view these walls, see students in the same school as them performing at the highest level and aspire to reach the same levels. This serves to further the festive approach to the model as students develop a holistic enthusiasm for the sport.

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I have long been both a follower and participant of athletics in both a running, coaching and supporting capacity.

Furthermore, I have been fortunate enough to be exposed to athletes of the top level. Recently I had the opportunity to interview Marcus O'Sullivan, who remains to this day one of three men to run 100 sub-four-minute miles. Attached below is the interview with Marcus.

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In today's world, we, especially our youth, don't seem to have the luxury of living completely offline (Floridi, 2015). Our students have so much to deal with that past generations could never have imagined. They live in a constant hyperconnected state (Floridi, 2015). Therefore the onus is on us in education to prepare students who already live in this world not only to be digitally literate but also digitally fluent.

Digital literacy is knowing how to use ICT and what to do with them, whereas a digitally fluent person can decide when and why to use ICT, recognising the greater impact of digital technology use on a seemingly infinite community (The New Zealand Curriculum, 2016).

Chambers et al. (2019) argue that we are at a point of information saturation, and students are quite overwhelmed by how connected everything is. In dealing with this the tendency can be to have a knee-jerk reaction and ban all use of ICT to allow students to process information. However, Chambers et al. (2019) argue the importance of preparing children and adolescents for this world by helping them become digitally fluent and ultimately digitally well.

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Class begins by introducing Sport Education model

Teams created

Framework outlined

Roles assigned

Students then take part in "training" for the 400m event at the end of the class. I will give examples of running exercises and technique students can practice, but ultimately the preparation for the event will be down to them, giving autonomy to the students.

Points given to students based on
place in the race
contribution of members of the teams in certain roles

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Students must fill in questions on Google Drive based on the video below.

What is the world record for 400m?

Who holds the world record?

Why do they stagger the start of 400m races?

How long is a standard running track?

Name three features of quality regarding this athlete's running technique.

What area of physical fitness is he using during a race like this?

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Wayne van Niekerk Win 400M And Set World Record Rio 2016

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Students get into teams and have team talk based on last week's event. Recap on the points totals from last week's class and correct homework by printing results from Google Doc as a learning wall to promote discussion.

Check for prior knowledge of long-jump. Let students try training first with little instruction. Then give out task cards, followed by demonstration to highlight criteria for success (AfL; PDST, n.d.)

Points totals taken from the event once again and added to the scores from the last event.

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If you are wondering how to structure your exercise and track your progress, you may want to look into the FITT principle. Below, we explain what it is and how to use it to reach your fitness goals.

FIIT Principle

The FIIT principle is a straightforward guideline for revising and improving any workout plan. FIIT stands for frequency, intensity, time, and type of exercise. You need to think about these four elements to create workouts that fit your goals and fitness level.

For instance, working out 3 to 5 days a week with a mixture of low, medium, and high-intensity exercise for 30 to 60 minutes per session, and performing cardio and strength training. Working out these details and progressing them over time helps create an effective program.

The first thing to set up with your workout plan is frequency- how often you will exercise. Frequency often depends on various factors, including the type of workout you're doing, how hard you're working, your fitness level, and your exercise goals.

In general, the exercise guidelines set out by the American College of Sports Medicine give you a place to start when figuring out how often to work out for both cardio and strength training.

Cardio Workouts

Cardio workouts are usually scheduled more often. Depending on your goal, guidelines recommend moderate cardio exercise five or more days a week or intense cardio three days a week to improve your health. By allowing you to easily adjust the exercise intensity level, these top-rated treadmills provide excellent and convenient cardio workouts.

If you want to lose weight, you may want to work up to more frequent workouts, up to six or more days a week. Just remember that more is not always better, and recovery time is essential.

Strength Training

The recommended frequency for strength training is two to three non-consecutive days a week. You should have at least one to two days between sessions.

Your frequency, however, will often depend on the type of training sessions you perform as well as your goals. You want to work each muscle group at least two times a week if your goal is to build bigger muscles, for example. If you do a split routine, like upper body one day and lower body the next, your workouts can be more frequent than total body workouts.

Intensity has to do with how hard you work during exercise. How you increase or decrease intensity depends on the type of workout you're doing.

Cardio Workouts

For cardio, you will usually monitor workout intensity by heart rate, perceived exertion, the talk test, a heart rate monitor, or a combination of those measures.

The general recommendation is to work at a moderate intensity for steady-state workouts. Interval training is done at a higher intensity for a shorter period. It's a good idea to have a mixture of low, medium, and high-intensity cardio exercises, so you stimulate different energy systems and avoid overtraining.

Strength Training

Monitoring the intensity of strength training involves a different set of parameters. Your intensity comprises the amount of weight you lift, and the number of reps and sets you do. The intensity can change based on your goals.

If you are a beginner looking to build muscle, stability, and endurance, use a lighter weight and do fewer sets with high repetitions: two or three sets of 12 to 20 reps.

If your goal is to grow muscle, do more sets with a moderate amount of repetitions (for instance, four sets of 10 to 12 reps each). You can build muscle with a wide range of repetitions and weights, but volume (total number of repetitions), is often higher than for other goals.

If you want to build strength, use heavy weights to do more sets with fewer reps (five sets of three reps each, for example).

The next element of your workout plan is how long you exercise during each session. There isn't one set rule for how long you should exercise, and it will typically depend on your fitness level and the type of workout you're doing.

Cardio Workouts

The exercise guidelines suggest 30 to 60 minutes of cardio, but the duration of your workout will depend on your fitness level and what type of exercise you're doing.

If you're a beginner, you might start with a 15- to 20-minute workout. If you have some experience and are doing steady-state cardio, such as going for a run or using a cardio machine, you might exercise for 30 to 60 minutes. If you're doing interval training and working at very high intensity, your workout will be shorter, around 10 to 15 minutes for all-out effort-based interval training.

Having a variety of workouts of different intensities and durations will give you a solid, balanced cardio program.

Strength Training

How long you lift weights will also depend on the type of workout you're doing and your schedule. For example, a total body workout could take over an hour, whereas a split routine could take less time because you're working fewer muscle groups in one session.

The type of exercise you do is the last part of the FIIT principle. It is easy to manipulate to avoid overuse injuries or weight loss plateaus.

Cardio Workouts

Cardio is easy to change since any activity that gets your heart rate up counts. Running, walking, cycling, dancing, swimming, and the elliptical trainer are some of the wide variety of activities you can choose. Having more than one go-to cardio activity is the best way to reduce boredom and increase variability.

Strength Training

Strength training workouts can also offer variety. They include any exercise where you're using some type of resistance (bands, dumbbells, machines, etc.) to work your muscles. Bodyweight exercises can also be considered a form of strength training.

You can easily change the strength workouts you do, from total body training to adding things like supersets or pyramid training, to liven things up. Incorporating new exercises for each body part is another way to vary the type of workouts you do.

You may wish to spend a few weeks working on functional strength-based movements, then move to hypertrophy or strength-based programming. Each of these modalities includes various alternative types of strength-based exercises to try.

How to Use FIIT

The FIIT principle outlines how to manipulate your program to get in shape and get better results. It also helps you figure out how to change your workouts to avoid boredom, overuse injuries, and plateaus.

For example, walking three times a week for 30 minutes at a moderate pace might be a great place for a beginner to start out with a workout program. After a few weeks, however, your body adapts to these workouts. As a result, you notice that you burn fewer calories, that you get bored, or your weight management efforts stall. It's at this point you want to manipulate one or more of the FIIT principles. For example, you might:

Change frequency by adding another day of walking

Change intensity by walking faster or adding some hills or running intervals

Change time by walking for a longer time each workout day

Change the type of workout by swapping one or more of your walks for swimming or cycling

Even just changing one of these elements can make a big difference in your workout and in how your body responds to exercise. It's important to change things up on a regular basis to keep your body healthy and your mind engaged.

FIIT and Injury Prevention

One of the best things about using FIIT is that it allows you to monitor the length and intensity of your workouts. When you are working out too frequently or not getting enough rest, you run the risk of overuse injuries, burnout, and muscle strains.

What's more, the FIIT principle encourages you to add variety to your workouts. When you do this, you allow your body to rest and recover. Plus, you are not working the same muscle groups over and over again, which in the end will produce better results.

If you notice that you are starting to have less energy, experience more aches and pains, or are feeling fatigued, you may want to make some changes to your exercise regimen. And if your symptoms persist, be sure to consult with a healthcare provider. They can help you pinpoint the root cause of your symptoms.

A Word From Verywell

The FIIT principle is a well-established way of modifying and adapting exercise programming to fit your unique goals, lifestyle, preferences, and progress. You can change and adapt each of the factors to suit these needs. Incorporating changes to frequency, intensity, time, and type of exercise helps to stave off boredom while also providing a framework for continued progress.

Frequently Asked Questions

Which are the main components of fitness?

The main components of fitness are cardiovascular training, resistance training, and mobility, stretching, and recovery work. Each are important for a healthy, functional body and lifestyle.

Is a 1-hour workout enough to achieve your fitness goals?

If you have one hour per workout day to train, this is usually plenty, depending on what your goals are and how many days per week you are training.

One-hour workouts three to four times per week with a mixture of cardiovascular and strength training can be effective, depending on your effort, workout structure, and other aspects of your lifestyle. Even 10 minutes of exercise each day can make a huge difference to your health.

How do you use the FIIT principle if you are a beginner?

Using the FIIT principle if you are a beginner to exercise does not have to be complicated. Simply review each of the four aspects and decide on what to start with. For example, how many days of the week can you commit to? What type of exercise do you want to try? After a month or so, you can revisit the FIIT guidelines and choose one or two to modify.

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How Can I Use the FIIT Principle for Effective Workouts?

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The FITT principle of exercise provides a structure for how to exercise and progress. Learn what it is and how to use it to achieve your fitness goals.

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Based on the event from today, each team must develop a training program for a long-jumper training to participate in a big event in six weeks time.

Students are encouraged to use principles from HRPF scheme in terms of exercise program planning; consider FITT principle above.

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Compare/constrast training plans from the last week's class and use to promote discussion.

Video of Jamaican relay team practicing shown below. Students must practice the hand-offs and continue training and preparing for the next event.

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Sprinting the Jamaican Way: Relay Technique, Drills & Strategies

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http://www.sportsnationvideo.com/td-03415c.html Sprinting the Jamaican Way: Relay Technique, Drills & Strategies Your relays can be a source of team pride, cohesiveness and camaraderie-and you can score more points! Jamaican sprint coach Maurice Wilson presents a comprehensive guide to maximize your sprint relays. Begin with the end in mind!

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In line with nutritional demands of a track and field athlete, students must design a sample meal plan for the day. They must have breakfast, lunch and dinner planned, explaining why each meal was chosen and its nutritional benefit for the athlete.

This task encourages students to incorporate their knowledge from the body composition class during the HRPF scheme in nutritional planning. While this is not something explicitly outlined in the Sport Education model, preparing in terms of nutrition gives students a more holistic view of the processes that go into an athlete's preparation.

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Use nutrition plans to guide the class and show example of Usain Bolt's nutritional plan.

Students initially are only allowed to warm up with their teams using the throwing of tennis balls.

Technique of javelin throw introduced using ball

Javelin itself introduced once students have shown level of mastery in throwing technique

[PSI approach almost taken here, whereby teams decide if they are ready or not to use javelin or stick to the tennis balls]

Javelin throwing event

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Use below videos to note

Three similarities

Three differences

in technique, skill execution and rules of javelin and shot put

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The best 90 meter javelin throws from the IAAF Diamond League

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Ryan Crouser wins Shot Put gold with an Olympic Record

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Walking debate to begin class based on similarities and differences between javelin and shot put.

Talk about the different approaches needed in coaching, preparation, performance analysis etc.

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Shot put in slow motion (eng) - Anita Márton - Súlylökés lassított felvétel (hun)

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Students use tablets to assess performance of their peers and check for criteria of success.

Above video shown to whole class and used as a model to compare to.

Differences between javelin and shot put noted through use of performance analysis.

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Students share ideas with their team using mini-whiteboards. The coach takes the best ideas and develops a training session for the group.

Festival
Students should have dressed up for the occassion in team colours, with their team logo and motto printed for the final day of events.

Music playing and banners around pitch to promote the event. Final points tally totalled up and winners declared.

Awards

Athlete of the season

Player of the season

Most improved

Best attitude

Team of the season

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Students find out 3 key teaching points for the triple jump and plan for coaching session next week. As it is the final week points will be up for grabs, so once again the festival aspect of the model (Siedentop, Hastie and van der Mars 2011) serves to keep students engaged and interested in their team's development and success.

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Points are given at the end of each event for

Winning teams (10 points for 1st, 7 for second, 4 for third)

Best supporting cast (5 points)

Best team spirit (5 points)