Example Sepep 1

Sport Education in Physical Education Program (Teacher Resource book) Basketball Year 8

Caitlin Gout 900163084

Caitlin Gout 900163084

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Contents Rationale

pg 3

Connection to VELS and the curriculum

pg 4-5

What is SEPEP

pg 6-7

Unit plan

pg 8-12

Assessment

pg 12-16

(Including rubric and student journal and reflection) Individual student roles

pg 17-18

(Including role preference form) Outline of basketball and modified rules

pg 19-21

Final competition

pg 22

References

pg 23

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Rationale The class I chose for this project was a year 8 class as I had this class for not only physical education but also science and health over my rounds, so I found I got to know them quite well. My results from the ‘cool PE’ survey indicated that students ‘just wanted to play the game’ in physical education, and that they disliked learning the skills and playing a lot of minor games and then hardly getting to use these skills in a game environment. I noticed they were a very motivated class who when I added any competition into the class would strive from it. I did take a one off basketball class with them and by the end of the lesson they wanted to play more and learn more about basketball. I also noticed that there were lots of different levels within the class and some students who had lesser skills let the stronger players take over the games little. I chose SEPEP to overall challenge this highly motivated class and to get them focussing on what they like about physical education, ‘playing the game’. I want to encourage them to take responsibility of their own learning in an environment where they are developing social, cognitive and sport specific skills (Alexander et al. 1995). My aim within this unit is to extend the already skilled players into coaching and organisation roles to give them a greater sense of responsibility within the class and keep them engaged (Alexander et al. 1995). And for the students who feel less confident in their skills it will give them a deeper understanding of the sport and extended ‘training time’ to work on and develop their skills (Alexander et al. 1995). And lastly I chose SEPEP as I really like the idea of this model and would love to have a chance to teach it within schools. For this Unit I have chosen to do basketball. Both the model and sport chosen work well together as with this class (a class of 26) I can have 5 teams of 5-6 players. The court available has one ring on both the base lines as well as two on the side lines enabling two games (four teams) to be able to play at once with one team officiating. Using SEPEP and basketball also works well with the curriculum requirements.

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Link to the Victorian Essential Learning Standards (VELS) and the Curriculum This model within this resource kit will fit into the curriculum by addressing the following points within VELS. Level 5 standards: “Students proficiently perform complex movement and manipulative skills. They combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.” -Students will aim to perform complex manipulative skills by adapting their throwing technique to cater for distances, speed and accuracy within basketball (VELS 2009). This unit will also take teach for the following learning focuses: Learning focus: “Students undertake a variety of roles in team games (for example, player, coach, umpire or administrator) and reflect on their experiences. They respect the right of others to participate. They reflect on their own personal and social behaviours in physical activity settings, and how they contribute to creating an inclusive and supportive environment for learning and fair play” (VELS 2009) As this Unit is aimed at occurring towards the end of the year 8 physical education curriculum it aims to move students to progression point 4.75 where students possess the application of a combination of motor skills, strategies and tactic to improve individual and team performance and are increasing their proficiency of complex movement and manipulative skills (VELS 2009) The following table indicates which areas will be focussed on and assessed within this unit and how they relate to the VELS and curriculum requirements.

Learning Objectives Assessed

Link to VELS

Basketball Skill acquisition

As students work towards the achievement of Level 5 standards in Health and Physical Education, they develop and refine a range of movement and manipulative skills. They participate in a variety of team and

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individual games and activities, using and building on skills and strategies from other sports as well as continuing to develop new, sport-specific, skills. Strategic and tactical knowledge

Students engage in activities which develop strategic thinking and tactical knowledge to improve individual and team performance in competitive sports or games. They collaborate with team members planning strategies and practising set plays for responding to games-based tactical challenges

Ability to undertake roles within a team

Students undertake a variety of roles in team games (for example, player, coach, umpire or administrator) and reflect on their experiences.

Contribution to a team environment

Students respect the right of others to participate. They reflect on their own personal and social behaviours in physical activity settings, and how they contribute to creating an inclusive and supportive environment for learning and fair play.

Regular participation in physical activity

Students monitor and analyse their own

and reflections throughout the unit

performance. They maintain regular participation in moderate to vigorous physical activity and analyse and evaluate their level of involvement in physical activity

(VELS 2009)

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The SEPEP model SEPEP stands for Sport Education in Physical Education Program. The SEPEP model differs from other teaching strategies as the main objectives are for students to become competent, literate and an enthusiastic sportsperson and opposed to just teaching skills and rules of sports (Kulinna 2008). A typical SEPEP unit is organised the concepts of the natural sport system including pre season, formal competition and a final festivity (Kulinna 2008). SEPEP encourages students to be engaged in the whole organisation of the sport system by taking on extra responsibilities such as coach, captain, manager, trainer, publicist, statistician, scorer and referee (Metzler 2012). It’s a student driven model where students can even be responsible for running drills and team practice (Metzler 2012). SEPEP is a very team driven model where within their teams students develop interpersonal and intrapersonal skills (Kulinna 2008).. SEPEP has six key features that need to be included when running a unit based on this model (Metzler 2012). 1. Seasons: Within a regular SEPEP unit the structure needs to be based around a normal sporting season comprising of an organisation period, a preseason, a regular season and a postseason or festivity (Metzler 2012). For the best benefits of SEPEP units should comprise of a minimum of 20 lessons. This unit only includes 7 lessons as I felt this was more appropriate for the class and the curriculum set up at the school it is designed for. Lengthening this unit would simply mean making each of these included seasons longer.

2. Affiliation: Students are placed in a sporting team and stay in this team for the remainder of the unit. This aims for students to experience the true notion of being in a team (Metzler 2012). They work towards common goals together, make group Caitlin Gout 900163084

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decisions, experiences the successes and failures as a group, all whilst developing affective and social objectives (Metzler 2012). Within this unit the class will be split up into 5 teams with 5-6 players per team.

3. Formal competition: Every SEPEP tournament must have a formal schedule of competition so teams can make short term and long term goals and decisions (Metzler 2012). Within this unit, throughout the first three weeks during the organisation and preseason seasons, the class themselves will come up with the round robin fixture for the following three week formal competition. Students will decide how many games per lesson and how long each game will go for. This is a student centred model however guidance should be given by the teacher to enable them to come up with a successful competition schedule.

4. Cumulating event: The unit needs to end with an all inclusive final competition (Metzler 2012). Within this unit it will be held in week 7. This is the event all teams should be working for and should be exciting for students (more about this units cumulating event will follow).

5. Record keeping: Record keeping for games gives students an opportunity to become more engaged within this unit (Metzler 2012). Within this unit coaches and players will utilise these records for analysing their own team’s strengths and weaknesses (giving a focus point for their training) and creating a weekly ladder that where students will accumulate the scores and announce the ladder each week in their home room.

6. Festivity: For students to be engaged and for this model to run successfully the sporting event needs to be festive. It need to represent an actual sporting event for students by including team uniforms, team photos, signs and banners and celebrations (Metzler 2012).

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Unit plan Lesson

Objectives

Learning activities

Resources

Assessment

Introduce the

Introducing the

Metzler 2012

*Assessment ‘as’

SEPEP model and

model, unit and

for discussing

learning – Student

unit to students.

expectations to the

the SEPEP

journal

students.

model

number 1

*Assessment ‘for’

(It is assumed during all 7

Students will be given Student

learning-

weeks the 5

the assessment rubric

journals (5

Explaining

learning

and questioned on

pages of

assignment, unit

objectives will be

their current

journal plus 1

and handing our

built upon.

understanding of sport page of

rubric to students,

However I will

education and

student

questioning

indicate which

basketball

reflection per

students on their

student)

prior knowledge

lesson more focus may be placed on

Additional roles will

certain learning

be explained to

Assessment

objectives)

students and what’s

rubric (1 per

expected of each roles

student)

on sport education

Objective 3 and 4

Students then are to

as students discuss

write down their

Role

what it’s like to be

preferences of

requirement

in a team and think additional role

sheets (1 per

about individual

student)

thinking about their

and basketball

roles within a team own personal strengths and weaknesses. From here the teacher will split the class into teams based on their

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preferences for additional roles, their basketball skill level and other grouping requirements about the class known by the teacher. The rest of the class will be taken by the teacher running small sided games and drills that teams can use in their preseason training in the following 2 weeks. Teams and roles will be announced at the end of the lesson (or in home group if the teacher needs extra time for arranging groups). 2

*Assessment ‘as’

Pre season training Half this lesson is

learning – Student

taken up with Learning objective

organisation tasks.

Student

1 as students begin

These include teams

journals

their pre training

splitting up into their

schedule

teams. Coming up with a team name. Discussing their team member’s individual roles, teams goals. Students will then work on their

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journal

Students need bring in their laptops for their individual team work. E.g. type up fixtures, Page 9

individual roles

researching

planning how they are basketball going to achieve their

drills

roles.

(basketball break

The half of the lesson

throughs

is taken by the

website).

students in their individual teams working through drill and skill activities. Students fill out their journal and hand it back to the teacher. 3

Pre season training Warm up is taken by

Student

*Assessment ‘as’

the teacher and small

journals

learning – Student

Learning

activity defining

journal

objectives 1 and 2.

offensive and defence

Students to

This week’s pre

roles in invasion

bring their

season training has games. students strategic

laptops to

and tactical

The lesson is student

begin

knowledge within

driven for the rest of

developing

basketball

the class as students

their strategic

work through skill

and tactical

and strategy drills as

knowledge of

well as working on

basketball.

research and

their own roles. Students fill out their journal and hand it back to the teacher 4

Season round

This is the start of the

Student

*Assessment ‘as’

robin

units competition

journals

learning – Student

phase (prior to this the

journal

teacher will have Caitlin Gout 900163084

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Learning objective

discussed the plan of

Student

4 and 5 as this is

the competition phase

derived

where students get

with the event

fixtures and

to actively

coordinators to ensure

score sheets

participates as a

students are on the

team

right track and to give them any feedback or ideas). The round robin is run by students. The teacher needs to make sure all safety measures are taken. Students fill in their journal and hand it back to the teacher.

5

Season Round

Round robin is run by

Student

*Assessment ‘as’

robin

students

journals

learning – Student

Learning objective

Students fill in their

Student

4 and 5 as this is

journal and hand it

derived

where students get

back to the teacher

fixtures and

journal

to actively

score sheets

participates as a team 6

Season round

Round robin is run by

Student

*Assessment ‘as’

robin

students

journals

learning – Student journal

Learning objective

Students fill in their

Student

4 and 5 as this is

journal and hand it

derived

where students get

back to the teacher

fixtures and

to actively

score sheets

participates as a team

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7

Competition and

Running of the final

Student

*Assessment ‘as’

festival

competition.

derived score

learning – Student

sheets(final

reflection

All learning

Organised by the

competition

objective should

Students

guidlines) and

*Assessment ‘of’

fixtures score

learning- final

be met by the end of this lesson

Includes team uniforms,

competition rubric

banners/signs, award ceremony etc.

Assessing assignment rubric (this will be

Students write their reflections of the unit.

assessed from observations taken throughout the unit and from student journals).

*Lap tops are used to research as the school this unit is planned for like to use the student’s laptops as much as possible.

ASSESSMENT Assessment ‘For’ Learning occurs when the teachers uses inferences about students progress to inform their teaching. This will be found within this unit within the first lesson where students are questioned by the teacher to gain knowledge of the students’ current understanding. Students are also given their rubrics for the assessments and explained what is expected of them throughout the unit. Assessment ‘As’ learning: Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals. This type of learning will be included within this unit through a weekly journal that each individual student will fill out each week of the unit. Student Journal (students will receive a booklet containing 5 journals pages and one reflection page)

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Assessment ‘Of’ Learning This will be the students overall mark for the unit. This marked will be comprised by the student’s weekly journal task and final reflection and students achievement in the assessment rubric that will be judged by observations throughout each lesson

Rubric for assessment of the year 8 SEPEP Basketball Unit Learning objective

1. Skill acquisition

2. Strategic and tactical knowledge

3.Ability to undertake roles in a team

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3

2

1

0

Made a significant effort and improved upon their manipulative basketball skills and knowledge Used strategic and tactical knowledge effectively within a game context

Made an effort to improve their basketball skills however still needs to work on certain skills. Improved on strategic and tactical knowledge and used effectively within a game context however still needs to work on this. Understood what their individual role involved. Carried out all duties little or no prompting from the teacher.

Showed little interest in improving their basketball skills and so still need work to improve skill level. Made an effort in learning strategic and tactical knowledge within the pre season however could not transfer this into a game context Had some understanding of what their individual role involved. Carried out most their roles after prompting from the teacher.

Showed no effort to improve skills and so did not improve skills.

Very knowledgeable with what their individual role involved. Carried out all duties exceptionally without any prompting from the teacher.

Showed no effort to include strategic and strategic knowledge

Had little to no understanding of what their individual role involved. Did not carry out their role effectively even with guidance from the teacher.

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4.Contribution to team environment

Very cooperative with team and always had input and also listened to other ideas as well

5. Regular participation in physical activity 6.Reflections throughout the unit

Participated in every class for the 7 week unit.

All journal entries and reflection were thorough and well thought through.

Worked well with their team although sometimes they needed to listen to others rather than just voicing their opinion Missed one week of the unit.

Didn’t input own ideas but did cooperate and listen to instructions from other team members

Didn’t cooperate with team at all, didn’t input ideas or listen to instructions from other team members

Missed two or more weeks of the unit.

Missed more than 3 weeks of the unit.

Most journal entries and reflection were thorough and well thought through.

Journal entries and reflection were completed however more effort needed to be given

Little effort to no effort was given to journal entries and reflection

Mark ________/ 18 Assessment Checklist: Student name:

Week 2

(to be marked off each week in order to help with the rubric)

Week 3

Week 4

Week 5

Week 6

Skill acquisition (place comments of what skills you observe) Strategic and tactical knowledge

Organisation

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Team work

Carrying out requirements of their role

*Tick or place comment about each category for all student

SEPEP Basketball Self Journal This Journal needs to be filled out after every lesson and then handed back to the teacher before you leave. Please be as reflective and insightful as you can be. What was my participation and enthusiasm like today?

How organised was I for the lesson and during the lesson today?

How did I contribute to part of the team today?

How did I work on my individual role in the team today? Caitlin Gout 900163084

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What have I done today to improve my basketball skills? What skills have I improved on and what skills do I need to work on?

Self reflection (To be filled out after final competition) Overall, what was my participation like over the 7 week unit?

How well did I perform my individual role? Did I complete tasks efficiently? Was I self motivated?

What skills have I developed over the last 7 weeks in working as part of a team?

What did I improve about my basketball skills and knowledge? What do I still need to work on?

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What has been my favourite part of this unit?

Individual player’s roles and responsibilities Within your team, the following roles have been assigned to each student from a list of your preferences. For teams that only have 5 players, the manager and publicity officer roles will be merged. During this competition only 4 teams play at a time leaving one team to officiate including refereeing, scoring and time keeping. Coach Responsible for: Leading skill and strategy practice, making decisions about team positions, provides leadership for the team communicates with and supports the captain and assists teacher when needed. Capitan Responsible for: Selecting appropriate warm-up activities, leading team warm ups, reports injuries to the teacher and provides on court leadership for the team

Statistician Responsible for: Maintaining ongoing records, summarises game scores, summarises team statistics and in conjunction with other teams, calculates the weekly ladder.

Manager Responsible for: Inspecting and caring for equipment, distributes equipment, making sure the team knows and where and when they are playing, and is responsible for motivating the team.

Publicity Officer Caitlin Gout 900163084

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Responsible for: Gets the ladder from the statisticians and along with other publicity officers announces it to the class during home group/ puts it in the bulletin, organises team uniforms, banners and signs for the final festive competition

Event coordinator Responsible for: Organising the game fixtures and taking your teams ideas to weekly meetings to discuss with the other event coordinator final rule modifications, length of games and any other queries teams may have.

(ACHPER 2008)

Individual Role Preference Form Name________________________ Please list your top 3 preferences 1._____________________________________________________ 2.______________________________________________________ 3._______________________________________________________

Please elaborate why you would be good at role for each preference you have given. Think about what you individually would bring to the role, what your strengths are and what interests you? Preference 1 ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Preference 2

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________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Preference 3

Year 8 Basketball SEPEP In a normal game of basketball 5 players from each team are allowed on court, in this competition only 4 players will be allowed on at a time due to the smaller court and so teams can sub players to experience the sunning tactics used in a real game. Scoring: -

1 point is scored when an unguarded shot is taken from behind the free throw (these are awarded to a player resulting from a foul committed by the opposing team) 2 points are scored when a shot is scored anywhere within the 3 point line 3 points are scored when a shot is scored anywhere outside the three point line

Skills: -

Dribbling- bouncing the ball with 1 hand using your fingertips instead of your palm so that it rebounds back to yourself (the only legal way to move with the ball) Passing- moving the ball by throwing, bouncing, handing, or rolling it to another player (Chest, Bounce, Lob) Shooting- throwing the ball to make a basket Pivoting- stepping once or more in any direction with the same foot while holding the other foot at its initial point. Rebounding- The recovering of a shot that bounces off the backboard or the rim.

Fouls: -

Blocking- impeding the progress of an opponent by extending one or both arms horizontally or getting in the path of a moving player. Charging- running into a stationary player while you are moving with the ball.

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-

Hacking- the player hits the arm or hand of the person holding the ball. Penalties for fouls: -Foul on player: the other team is awarded a throw in from the nearest point -Foul on a player in the act of shooting: if the shot is successful it counts, if not the player is awarded two free throws. -5 fouls by one player results them being sent off for the remainder of the game

Any unsportsmanlike fouls will not be tolerated in this competition and will result in the player being taken out of the game for the remainder of the game.

Violations: results in a change of possession with the team in bounding the ball at the side line opposite where the infringement took place -

Travelling- moving illegally with the ball Double dribble- a player dribbles the ball with both hands at the same time or they stop and then start dribbling again

*As the playing court is modified the three point line and free throw is decided by students and enforced by the referees of each match.

Offense- Team that had the ball and is trying to score  

Fast break- dribbling or passing the ball towards your basket before the defence can set up Things to think about- spacing, angles (passing and cutting), timing and each player’s role in the team.

Defence –Team trying to stop the other team from scoring Types of defence 

Man-to-man- a defensive strategy where everyone guards an assigned player

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

Zone defence- a defensive strategy where everyone guards an area instead of a player

*How would you use this with only four players?

Modified Basketball court Blue court – court 1 Yellow court- court 2 Middle section for officiating, subs, referees ect. 4 players from each team on at a time *This unit is set up using smaller courts with goals already provided on the side lines and smaller teams as this is what is available at the school. If a double gym is available it would be preferable to use a standard basketball court.*

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It’s finally here....OUR FESTIVE FINAL COMPETITION The final competition organisation is up to you the students but here are some things you need to include and think about Opening ceremony: Introducing this great day and what we need to get through Team uniforms, team banners/signs, team cheers Team photos Warm up Fixture including finals Score sheets including extra points (team spirit, sportsmanship etc.) Caitlin Gout 900163084

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Award ceremony Time for self reflection

References ACHPER 2008, ‘Phase: Sport Education Module, ACHPER, Melbourne. Alexander, K, Taggort, A, Medland, A, Thorpe, S 1995, ‘SEPEP: Sport Education in Physical Education Program, Australian Sports Commission, Belconnen, ACT J Haefner, J Haefner 2012, ‘Break through Basketball, http://www.breakthroughbasketball.com/ Kulinna, P 2008, 'Models for Curriculum and Pedagogy in Elementary School Physical Education', Elementary School Journal, 108, 3, pp. 219-227, Education Research Complete, EBSCOhost, viewed 6 June 2012.

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Metzler, 2012, ‘Instructional Models for Physical Education, ‘Holcomb Hathaway, Arizona Victorian Essential Learning Standards (VELS) 2009, Retrieved 5th June 2012, http://vels.vcaa.vic.edu.au/overview/index.html

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