ALIGNED

TEAM SPORTS

PERCEPTION• http://www.youtube.com/watch?v=TDrGHP9Z8vw

• Roll out the ball

• Captains choosing sides

• 30 kids 1 ball

• Sport skills tests

• Rule history exams

• Dodgeball

• Focus is predominantly competition

PERCEPTION• “As a kid I wanted desperately to be good at sports…not because I enjoyed them…

because I learned that physical education classes were key to my social survival.”

• “Every PE unit was a means for me to prove just how useless and uncooperative my body really was.”

• “Every new sport was a fresh hell. I spent the majority of the time either on the sidelines or waiting to be picked for a team by one of the popular kids.”

• “Calling the class ‘physical education’ was some sort of sick joke. The lesson I was learning about my physical body was that it was useless, inferior…”

• “We should have been learning about how complicated and capable our bodies were and how to make them healthier. Instead we were playing dodgeball.”

• Jessica Olien--Author

• A class to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity

WHAT IT CAN BE

NASPE STANDARDS• The physically literate individual:

• Demonstrates competency in a variety of motor skills and movement patterns

• Applies knowledge of concepts, principles, strategies and tactics related to movement & performance

• Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness

• Exhibits responsible personal & social behavior that respects self & others

• Recognizes the value of physical activity for health, enjoyment, challenge, self-expression &/or social interaction

Physical literacy is the goal…

…sports are the vehicle

IN TEAM SPORTS…

It looks a little something like this!

WE BELIEVE

RATIONALIZE YOUR CLASS• Who is “Gym”?

• Why “PHYSICAL EDUCATION, PHYS ED, PE, PHY ED” is important

• Syllabus

• “Those who engage in PA are healthier, regardless of weight”

• “Overweight & obesity rates 66% in US”

• “Medical costs due to Obesity exceed $147 billion/year”

• “O&O is linked to health problems such as heart disease, high cholesterol, depression, etc…”

• “You are the 1st generation in history not expected to outlive your parents”

• Center for Disease Control & Prevention

BUILD YOUR TEAM ENVIRONMENT• Individual survey

• People bingo

• Ice breakers & Team building games

• “I have”

• “Gotcha”

• Stepping stones

• 6 Day units

• 2 days of skill and lead up games

• 1 day of game variations

• 3 days of team tournament

• Post teams for each unit

• Tournament teams are always even ability, can change throughout unit for different purposes—but come back to for tournament

• Vote for Good Sportsmanship Award

• Free pass

• Track champions

• PBIS card

STRUCTURE YOUR CLASS

STUDENTS ALWAYS WANT TO KNOW… WHY?

We teachers need to give them a reason why we are doing something.

What’s the easiest way?

Teach the 5 Components of Fitness:FlexibilityBody CompositionMuscular StrengthMuscular EnduranceCardiovascular

This can develop physically literate students, while giving them a reason why things are done.

• Teams--small

• No more than 5

• Mixed ability

• Just boys

• Just girls

• Equipment--varied

• Rubber critters

• Small exercise ball

• Rules

• Monster volleyball

• Gender scoring

• Overlook lower ability levels (double dribbling—who cares?)

• Field

• Change size as needed (Take it to the backyard)

• Handball on ice

• Scoring

• Mix up typical games & how to score

• Through a hula hoop

• Catch in end zone

• In a goal

• Off a bounce-back

MODIFY THE GAME

ADAPT& MODIFY

- Can students utilize skill development at the High School level?

- Is skill development necessary/essential?

If you want to steer away from skill development, you need to adapt and modify games.

Ex:Hand SoccerFlag Buckets

• Water Polo

• Bucketball• http://youtu.be/nqqcvCQN_Qc

• Under H2O Football

• Broomball

• Handball• http://youtu.be/4cZ4k6DQ4pI

• Cone Broomball• http://youtu.be/vTP7PB_TrvQ

• Handball

• Tchoukball• http://youtu.be/K6BLuNVhA2Q

• Boxball• http://youtu.be/gG8r2I-lsuc

• Football

• Ultimate passing

• Rugby

• Soccer

• Speedball• http://youtu.be/yXYJqArO1-I

• Pinball

• Lacrosse

• Ultimate crosse

• Crosse softball

VARIATIONS

• Categories

• Standard 1, movement

• Strategy development

• Skill attempt

• Spirit Of The Game (SOTG)

• On the field

• Standard 2, knowledge

• Written wrap ups

• Written tests

• Umpiring assignments

• Standard 3-5, performance

• Heart rate

• Fitness testing/SMART goals

• Spirit Of The Game (SOTG)

• Off the field

ASSESSMENT

• Demonstrates competency in a variety of motor skills and movement patterns

• Biomechanical principles of skill

• (peer assessment)

• Spirit Of The Game—SOTG

• Do you move?

• How do you move without the ball/element?

• How do you move with the ball/element?

• Do you move within your target heart rate?

STANDARD 1

• Applies knowledge of concepts, principles, strategies and tactics related to movement & performance

• Do you understand game & movement strategy?

• Can you develop a drill or strategy?

• Can you explain/teach/facilitate it?

• Can you apply components of fitness to sport/skill?

STANDARD 2

• Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness

• What are your current fitness levels?

• What goals will you set for yourself?

• How will you use sport play to achieve/maintain fitness goals?

STANDARD 3

• Exhibits responsible personal & social behavior that respects self & others

• SOTG—are you encouraging, do you help teach/motivate others

• How do you communicate?

• Can you recognize positive verbal cues from others?

• How do you ensure an enjoyable experience for all?

STANDARD 4

• Recognizes the value of physical activity for health, enjoyment, challenge, self-expression &/or social interaction

• Do you contribute positively to your team?

• Do you challenge yourself & abilities in team play & meeting health/fitness goals?

• Can you adapt to rule variations & changes?

STANDARD 5

STRAIGHT FORWARD APPROACH TO LINKING THE STANDARDS

http://www.luhs.k12.wi.us/sites/lakeland-uhs.portal.rschooltoday.com/files//st_standards_rubric.pdf

ASSESS BY USING DATA

Is PE data concrete?

First, eliminate observation only assessments

Here’s what you can do:1.) Pedometers2.)Insta-pulse sticks/Heart rate monitors

Overwhelmingly: “The difference between moderate & vigorous heart rate zone. Vigorous provides the same benefits as moderate in ½ the time plus

cardiovascular benefits.”

--3 students in 3 years

TEAM SPORTS: WHAT IS 1 THING YOU KNOW ABOUT HEALTH/FITNESS YOU WILL

USE IN YOUR FUTURE?

BlanchettePEConvention.wikispaces.com

@EricBieszk @RunDanceLive

Lakeland Union HS DC Everest SH

bieszk@luhs.k12.wi.us ablanchette@dce.k12.wi.us

ERIC BIESZK & ALLISHA BLANCHETTE