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Review: This chart aligns with my theme because students can demonstrate their knowledge of assessing the game of softball with statistics. Since students might not know what the abbreviations mean when the softball unit rolls around, I can give a presentation on what they stand for. From there, my students will be able to assess a game and fill in the blanks. I might even ask for some help from a math teacher to come in and explain how the statistics would work. (1) (2)

Text: This text is a chart that people fill out in order to assess the statistics of a baseball or softball game. (11)

Access: https://www.pdffiller.com/24247080-fillable-baseball-stats-spreadsheet-fillable-form

Strategy: For this text, I will use the Take 6 strategy. I will give my students the abbreviations of the statistics, and they will have to see how many they can write out. Once the student rolls a 6, they switch with their partner. This would keep going until I say stop. This strategy will be very helpful for my students to get used to what the abbreviations mean. This strategy is also a fun way for students to learn. Using a game like this can make students more willing to participate.  (4)

Evaluation of text: This text was tested by the CRAPP test. First, this source is current (from 2021). This text is relevant to my standard because this is an important part of softball, which could be one of my student's selected sport to show knowledge of. This text does not have a clear authority. This text is accurate, as if I looked up "Softball statistics chart", the charts would all include the same data. All of the charts, across the board, look like this, so I can safely say that it shows accuracy and validity. For the purpose, this source was made so that softball games could be scored and analyzed. An important part of Sport Education is scoring, and this is a great source to find this chart. (3)

Diversity: This text can cater to diverse learners because some of my learners would rather be on the assessing side of sports than actually competing in them. This gives my learners a glimpse of sports statistics, which are used all the time in life. This text can also cater to diverse learners because they will be able to actually experience working on this statistics chart instead of just learning about it. Another way that this text can cater to diverse learners is that it is all lay out on one visual, so it is much easier to understand rather than explaining it out loud. (1) (2)

Functionality: This text helps to meet the curricular goals of my unit because students can demonstrate their knowledge of this self-selected sport by assessing their own statistics or a peers' statistics. This can help students gain knowledge of how the sport works and how statistics/scoring work as well. (1) (2)

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Review: This picture is showing a commonly used drill called the three man weave. This drill is beneficial in many ways. First, it can help students practice passing accuracy. It can also help students focus on leading the passer. Using a photo instead of just explaining it to the class can be very helpful for visual learners to gain understanding of this drill. (1) (2)

Text: This text is a visual of a drill that can be used to work on passing and leading the passer. (11)

Access: https://www.sportsessionplanner.com/s/6OLAh/3-Player-Weave-%28with-finish%29.html

Strategy: In order for my students to learn about this text, I have selected the KWL chart. I will have my students look at the photo and tell me what they know and what they want to know. Then, after I explain the purpose of this drill, they will write in the learned section. This strategy is a good one to use for my text because it can demonstrate what my students have learned. It is also helpful because students can ask questions about what is confusing them or what they want to know more about.
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Evaluation of Text: I evaluated this text with the CRAPP test.  This text is from 2022, so it is current. This text is relevant to my standard of demonstrating knowledge in a self-selected sport because my students who pick soccer will have a wonderful visual of the three man weave drill. This text was made by a member of Sport Session Planner, but I understand anyone can post, so I would not say this text has great authority. This text is accurate, though, as this is how I learned the three-man weave drill at Illinois State University when learning about soccer. It is a very well known drill that is utilized a ton. This resource's purpose is to have a visual of the three-man weave drill. It gives a nice picture with arrows that can help a student understand this drill without me even having to explain it.

Diversity: This text can meet the needs of a diverse student because it is a visual. Many students are visual learners, so it would be easiest to show them a photo rather than explaining it out loud. This text also caters to meet diverse student needs because after looking at this source, they will be able to actually DO it. This will also add comprehension, as students will remember it more if they are the ones doing it. (1)

Functionality: This text aligns with my unit because this drill can showcase their knowledge of the drill and skills of the sport. For those who selected soccer, this source is a great way to have a visual of a drill for them. (1) (2)

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Review: During the basketball unit, students can use the acronym "BEEF" as the steps required to shoot a basketball. This text is relevant to my theme because this is a more simplified and short way to remember the cues of shooting. (1) (2)

Text: This text is showing an acronym of cues to shoot a basketball. (11)

Access: https://www.pescholar.com/resource/basketball-shooting-resource-cards/

Strategy: For this text, my students can use a directed reading-thinking activity worksheet. Before I explain what BEEF means, I will have them think about shooting a basketball and I will have them guess what they think each letter means. This will be beneficial to get them thinking about BEEF when they are shooting. This strategy is also beneficial because it gives time for students to try to get creative with peers when figuring out what the acronym means. (3) (4)

Evaluation of Text: For this text, I used the CRAPP test. This source was made in 2012, so it is not very current. I must add though, it is still relevant! I learned the BEEF acronym in my Illinois State classes, and it is a very well-known term among Physical Educators. This text is also relevant to my standard of demonstrating knowledge for a self-selected sport because for my students who select basketball, this acronym will help them remember the correct cues for shooting. This source is good with authority, as it is published on PE Scholar. This is a resource that PE teachers use all the time, and I actually was introduced to it in one of my classes. This source is also accurate as BEEF is an extremely well known acronym around the PE world. I already knew of this source before I decided to use it. Like I said, my PE teachers taught me BEEF, and so did my professors. The purpose of this text is for students to have an easier time remembering the cues of how to shoot the basketball.

Diversity: This text can help students who have a hard time memorizing long things. This can also help students remember the cues in the correct order. BEEF cannot go in any other order. Students will also think that the word BEEF is funny (I know I did in middle/high school), so it will be an easy word for them to remember. (1)

Functionality: This text aligns with my unit because it is a short and sweet way for students who selected basketball to demonstrate knowledge the cues of shooting a basketball. Remembering this acronym will lead my students to success when thinking of cues for shooting. (1) (2)

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Review: This video is a great resource for my students to figure out what clubs to use and when. I can use this video as an introduction for the golf unit. I would then follow up with another video on the different types of swings. This resource is very helpful because not only is the video explaining the different clubs, but students will actually be able to see them too. (1) (2)

Text: This text is a video that explains the uses of different clubs in golf. (11)

Access:
https://www.youtube.com/watch?v=XeQL-rj7D-w

Strategy: I will have my students form a concept map with the center idea being "golf swings and clubs". As the video plays, they can fill in more bubbles as they learn about the different clubs. This strategy is helpful because it is a lot less boring than them just taking notes. It is more guided, so students will know what is expected of them. (3) (4)

Evaluation of text: I evaluated this video with the CRAPP test. This video came out in 2017, so it is still pretty current. This is relevant for my students who selected golf as their self-selected sport so that they can learn about how and when to use the different golf clubs. They can demonstrate their knowledge by telling me what the different clubs are used for. I believe this source is authoritative. I clicked on the YouTube channel's description, and it states that they "gather a community of inspiring experts, volunteers and organizations" to make their videos. This source is also accurate. I know this because not only does it convey accurate information, but it also speaks in a language that my students will understand. The speaker shows tons of knowledge about this topic. The purpose of this video is to show students how and when to use golf clubs. There is no bias of any information in this source. This source, compared to others of the same topic, is very similar. (3)

Diversity: This text can cater to students who are hard of hearing or students with eyesight problems. This text is also wonderful for students so that they have someone explaining the types of clubs, as well as showing a visual of them. Another great reason this source can cater to diverse learners is because you can pause it, rewind, or even slow the video down. (1)

Functionality: This text aligns with my unit because it shows students how to and when to use different clubs. My students will be able to demonstrate their knowledge after watching this video because they will be able to practice on their own. This can also be a great help for students who are interested in taking up golfing outside of school. (1) (2)

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Review: This GIF aligns with my unit because I can show it before we start the blocking unit. I can highlight the importance of positioning when blocking, and what the hitter could have done differently in this situation. This GIF will also help get my students excited about blocking because of how entertaining and electric it is. (1) (2)

Text: This text is a GIF that shows a volleyball player blocking their opponent. (11)

Access: https://tenor.com/view/cansu-özbay-cansuözbay-monster-block-block-gif-26046943

Strategy: After watching this GIF and going over the block with my students, I will create an exit slip asking them about the cues of the block. This will be a good check for understanding. This can show that my students comprehended the different cues of the block. Although this source is just a GIF, it shows how to block in a professional caliber. (3) (4)

Evaluation of Text: I used the CRAPP test for this source. This source does not state when it was published. This text is relevant to my students who selected volleyball as their self-selected sport because it gives an awesome video-like visual so that my students can see what a block is supposed to look like. It will also get them excited to be able to block themselves. This source does not show much authority. A random user made this GIF, so that is the only information given. This GIF is accurately displaying blocking. It is showing footage from a professional volleyball game. I also played volleyball for upward of 6 years, and I can confirm that this is what a block is supposed to look like. This is also the way that ISU taught us. The purpose of this source is, honestly, just to show a cool block. I thought it would be a cool source to show my students to get them excited about blocking. This source shows no bias of information, it is straight to the point with this video.

Diversity: This text is great for learners who need to be shown a visual. It is also short and simple, so students can take a quick look and start to understand it. It is also a great resource to cater to diverse learners because this GIF can be an easy way to get my students motivated and excited to learn how to block. (1)

Functionality: This text aligns with my unit because it shows how the blocker is positioned to be able to block the opponent. It also is intriguing to watch and this can get students excited for what they are about to learn. This GIF can help my students demonstrate knowledge in the volleyball block by watching the cues that the blockers do and replicating them on the court. (1) (2)

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Cansu özbay GIF - Cansu Özbay Cansuözbay - Discover & Share GIFs

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The perfect Cansu Özbay Cansuözbay Animated GIF for your conversation. Discover and Share the best GIFs on Tenor.

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Review: This text is aligned with my unit because it shows many different ways that you can run routes in football. I can use this photo by giving different game-like scenarios and my students can analyze which running routes they may use. (1) (2)

Text: This text is a photo that shows different strategies of football running routes that a receiver would use. (11)

Access: https://nflflag.com/coaches/default/flag-football-rules/flag-football-plays

Strategy: I think it would be beneficial for my students to use a decision tree. I would give my students a scenario and they can decide which running route they would like to use, and then execute it. This would be beneficial for my students because as the unit goes on and they are playing games, they can reference the decision tree to figure out what play they want to do next. (4)

Evaluation of text: I used the CRAPP test for this source. The NFL flag playbook was updated in 2023, so it is current. This text is relevant to my students who chose football as their self-selected sport because it is a great source that shows different running routes for football. Also, since it is a source through the NFL, my students will think that is AWESOME! With that said, this text does have authority, as it is through the NFL. This source is accurate, and I know this for a couple of reasons. First, it is promoted and made by the NFL and that is a very well-known and accurate source to begin with. I also know that this source is accurate because the imagery is easy to follow and there are wonderful explanations after each. The purpose of this text is to educate football learners on different running routes. It is great that there are pictures and text, so that students can see it happening and read what is happening as well. (3)

Diversity: This text can meet the needs of diverse learners because it can cater to visual thinkers. It is much easier to show the routes rather than talk them out with no visual. This text can also meet the needs of diverse learners because knowing that this source is from the NFL will motivate them. After looking at this source, students can replicate it on the field, which will help them remember it.  (1)

Functionality: This text helps to meet the curricular goals of my unit because the students will be able to demonstrate their knowledge of running routes as well as executing them in a game-like situation. (1) (2)