Outram Primary Sports- An Overview AIM: To enrich the lives of all students through sports Recognising the immense role sport has to play in providing health and social benefits.
Participation to Excellence- the full spectrum The main objectives are: -to increase participation in sport and sports activities by all students -excellence in sports performance by talented students -to achieve these objectives, we will: *develop and implement policies, programs and practices aimed at improving access and equity in all aspects of sport. *foster and encourage education and training in all elements of sports development *encourage the provision of integrated, coordinated and quality support programs for athletes *promote ethics and safety in sport *maximise the availability of resources for the development of sport.
LEVELS OF PARTICIPATION IN SPORT All sports teams representing Outram School will be selected according to the following: RECREATION
This area is for mass participation. All students who want to take part in particular sports codes will be given the opportunity to do so. Lunchtime programmes could be ran to accommodate these students.
COMPETITIVE
Students in this area will be representing the school in competitions. Will be part of school team-be coached by teacher/parent. ELITE
Students with exceptional talent will fall into this category and be given specialist coaching to extend them (sports academy).
The concept of upward mobility will be used for students who show potential. Recreation- Competitive- Elite
ELITE SPORT In order to attain the desired level of professionalism in Sport-SPORT NEEDS TO BE VIEWED IN A PROFESSIONAL LIGHT.
In this area, we want to be the best. It will take time to be the best at everything, so there is a need to target specific sports. These sports can form our core sports. For example basketball/netball, touch or athletics could be our core sports as we have a history at being strong at these and we have staff with experience and knowledge in these areas. Programme for Achievement in Core Sports: 1. Promote and encourage participation and increase the time spent on teaching skills/strategies during P.E. 2. Make necessary resources available to teachers to assist in teaching/coaching. 3. Coaches to use Skill Observation Plan and analysis of Key Factors. More strategic coaching. 4. Talented athletes must receive coaching time apart from normal practise sessions. One on one session. 5. On going development plan to broaden the basecoaching clinics, lunchtime sport, syndicate sport etc. 6. The use of outside agencies to advertise and promote sport i.e. Touch Otago 7. The development of an in school sports academy to foster and develop talented students.
Sports Academy The programme will consist of the top athletes from year 1-3(junior) and4-8(senior) classes participating in a variety of testing and analysis of their personal fitness levels. Each session will be concluded with a sports game(TGfU) promoting leadership, competitiveness and cooperation. Each class teacher identifies students who would benefit from such specialised coaching and performance analysis. The students would then participate in the sports academy programme, providing they meet the performance criteria. The benefit identifying students to partake in the programme is to further develop their knowledge of their own performances and to identify ways and means of improving their performances. The second phase of the development club is the sports game. This gives a real outlet for the students to compete against similar ability students and develops mental perseverance and competitiveness which can be down played during class P.E. and sports sessions due to the differing ability levels.
Assessment in Sport Assessment in sport needs to be measurable and reflect the nature of the sports units being taught. Ideally targets need to be set and assessment must occur before and at the end of the unit.
Developing Game Sense Where possible teachers will implement the Teaching Games for Understanding approach to P.E. lessons to develop and foster thinking participants in sport. Why use the game sense approach? Firstly the most common question students will ask at the start of a P.E. lesson is ‘when are we going to play a game?’ While the time invested in drills pays off when a game is started, there is more than likely going to be two elements missing from the skills-drills-game cycle…. GAME SENSE and FUN. We often see children in team sports following the play around in a pack. Their skills in delivering the ball from one player to another may well be excellent, but scoring opportunities will be limited by this ‘pack approach’. If just one player thought about tactics and stood away from the pack waiting for a loose ball or pass, it would provide a greater opportunity to score. That player would have GAME SENSE. As teachers we have a responsibility to deliver quality Physical Education/Activity experiences (NAGs). We need to ensure that children’s learning and development is fun and enjoyable as well as COMPLETE. Imagine the satisfaction of a child using newly acquired strategies to experience the joy of scoring that first goal or making that first tackle. Game sense can be learned. While there is obviously an important place for technical coaching and skill development, the Game Sense method encourages children to use their basic skills as well as develop strategies or tactics themselves.
Game Sense makes a game the focus of a lesson rather than the technique. It challenges the players to think about what they are doing and why. And the teacher becomes a facilitator, setting tasks to be solved and creating situations where players take on the responsibility of finding solutions for themselves.
The Game Sense approach aims to: • Present a more realistic view of what games are about, i.e. teamwork, communication, decision making, rules, etc rather than technical skills in isolation. • Allow the teacher to take on the role of facilitator so that players take more responsibility for their own development and learning • Develop thinking players who can solve problems that arise in a game situation through tactical awareness and understanding • Promote an enjoyable, safe and challenging environment for all participants • Cater for variations in players abilities (xxx, average, low ability)