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Sport Education Program:
SEPEP is a program designed especially for Physical Education, which can be used for a variety of sports including team sports, individual sports and fitness programs. The SEPEP model encourages participation and involvement in physical education in school and out of school, because it provides an opportunity to take on a variety of different roles within a sporting event, including manager, coach, umpire, scorer and many more. It gives students an opportunity to take ownership and responsibility of their own learning, with the teacher taking the role of the facilitator, (Australia Sports Commission, 2007).The Sport Education model has several distinct characteristics including, Seasons, Team Affiliation, Formal Competition, Keeping Records and Festivity, which will be discussed in detail later on, (Metzler, 2001). The Sport Education Program was designed by Daryl Siedentop (1991), to provide students with a rich sporting experience in a physical education context.
The season will cover 12 lessons and will be played in the Physical Education Centre. The Physical Education class has 30 students in and has been specifically developed for a Year Nine Girls Class- Level 6 VELS.
Year 9 Student have been categorised as the most ‘at risk’ group for losing motivation in school . I noticed in my first practicum the year 9 girls were the group I found most challenging as they would often lose interest in some activities and start chatting with their friends. I found it hard to keep everyone engaged and motivated to participate consistently throughout the lesson. At the start of my practicum I gave the girls a Cool PE survey (See Appendix 1), asking them a range of questions about their physical education classes. I collated the data from the surveys and structured this program around the results. Most of the girls did enjoy physical education, and one thing they wanted to change about their PE classes was to do something different. A few of the girls said they enjoyed team sports and some of them even play basketball outside of school.
Recent research has shown that girls experiences of Physical Education in school are often negative, (Australian Sports Commission, 2007). The SEPEP model was chosen because I believe it will increase their motivation and engagement, considering it is a student-centred model of learning. The students will take responsibility of their learning and have opportunities to take on different roles in a team, such as a player, umpire, scorer, team manager, and many more. Myself as the teacher will take the role as a facilitator, helping students out and making sure everything is running smoothly. A large part of the
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SEPEP program is the Competition and Celebration at the conclusion of the season and unit. I think this part of the program will really motivate and excite the students. For the competition they will be able to get dressed up and create outfits for their teams, they will also be given the opportunity to create a team chant or dance for their team. I believe this aspect will really appeal to the girls, and will allow them to get involved in their team spirit. SEPEP relies on direct instruction, peer teaching and cooperative learning, so it will give everyone a chance to work together and try something different.
Sport Education Characteristics:
Seasons: A season involves a series of consecutive lessons, which include pre-season activities, and practice leading up to competition.
Team Affiliation: Students become a member of a team throughout the season, and take on different roles such as manager, coach, umpire and so on, as well as playing in the team.
Formal Competition: The students practice throughout the season leading up to a formal competition and then a celebrative event at the conclusion of the program.
Keeping Records: Provides opportunities for keeping records team records: outcome and scores of matches and individual records; player performance.
Festivity: The festivity of the sport can be encouraged through sports notice board, team photos, uniforms, and team chants.
Metzler, 2000.
The Sport Education Model provides opportunities to:
Participate in a realistic context of a sport in a physical education setting. Explore a sport in a different way.
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Develop cooperative skills, social interaction skills and a team identity. Plan and develop a sports programme. Take responsibility for their own learning, and for their team. Be challenged by interaction with peers including peer support and peer trust. Feel an included and valued member of a team.
The central goals of a Sport Education Program are to teach you to become a literate, enthusiastic and competent sports person.
Metzler, 2000.
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Description of Students Roles:
SEPEP provides an opportunity for students to understand and be involved in the management and organisation of a sport as well as playing the sport. Students will be allocated into a team and will be a player, however when the teams are allocated they will also assume a role in their team. After the first couple of lessons I will allocate teams along with the sports board representative, taking into account different skill levels and abilities, groups of friends. In the first couple of lessons we will have a discussion of the characteristics of the different roles, and they will have an opportunity to show interest in which role they wanted to play in their team. The roles include:
Player Team Manager Captain/Vice Captain Coach Umpires Scorers Public relations Sports Board Representatives. Equipment manager
Australian Football League, 2003.
Player:
Every student will assume the role of a player.
Duties of a player include:
Trying your best in all games. Being a fair and cooperative sports person. Including everyone in your team in the sport. Be able to cooperate effectively with team mates.
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Make the sports program an enjoyable experience for your team and other teams.
Team Manager and Team Captain:
Duties of a team manager and team captain involve:
Possess leadership qualities. Need to set a positive example for other team members in terms of behaviour and fair play. Need to provide the team with direction, while listening to every body’s ideas and perspectives. Along with the coach sort out any disputes in the team or with umpires. Assist in warm ups and training sessions. Observe skilled behaviour and examples of fair play and conduct in the team for the awards ceremony at the conclusion of the program.
Coach:
Duties of a coach include:
Organising training sessions and warm-ups. Discussing with the coach and other players strategies to enhance performance. Ensure everyone in the team is getting a fair go and is included in the games and team. Along with the captain sorting out any disputes among players or umpires. Organising practice matches Possess good communication skills and an enthusiastic and positive attitude. Guide and motivate the team.
Umpire:
Duties of an umpire include:
Responsible for officiating practice and match games.
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Must know the rules well Must be fair and consistent in their decisions. Use the whistle correctly and be able to project their voice. Vote for best and fairest for each game.
Scorer:
Duties of a scorer include:
Responsible for accurately recording the statistics and scores for each game. Compiles game scores. Provides records to coaches and public relations officer. Maintaining team records.
Public Relations:
Duties of the Public Relations role include:
Collect scores for each game, and summarise results. Create and update a ladder of the teams. Organise a celebration at the end of the tournament i.e BBQ. Design a poster to provide information about the competition and celebration. Prepare and collect voting forms for umpire to complete after games. Judge the best chant and team uniform on the competition day.
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Sports Board Representative:
Duties of a Sports Board Representative include:
Responsible for planning and running the season along with the teacher. Helping out with the selection of teams. Creating a fixture for the season. Help to organise the end of season event and celebration. Run the awards ceremony and distribute awards.
Equipment Manager:
Duties of an Equipment Manager include:
Find out what equipment coaches and manager need for their warm-ups and training sessions. Be punctual to ensure that equipment is out and ready for the teams. Ensure that all equipment is returned and in the same condition as it was. Be organised throughout the season.
Code of Conduct:
It is important that all players in the Basketball Sport Education program have a common code of behaviour to adhere to in all games and throughout the season. After consultation with the class this code of behaviour has been formulated for the Basketball Sport Education Program. All players involved in this competition must sign and abide by this code of conduct.
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Code of Conduct:
All Players in the competition must abide by the following:
I will try my hardest in this competition. I will play by the rules and be a fair sportsperson. I will not argue with my team mates, other teams or the umpire or scorers. I will be a good sport all the time, encourage my team and acknowledge all good efforts from others. I will cooperate with my team mates, coach, umpires, and opponents. I will accept the umpire’s calls and not argue. I will be gracious in victory and defeat. I will do my best to include my team mates. I will do my best to make this experience fun and enjoyable for everyone.
I agree to abide by the code of behaviour above:
Signature of player:
Date:
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Safety:
An important objective of these procedures is the provision of safe environments for physical education in sport.
When planning this program it is my responsibility the activities, equipment and settings are all safe for students.
Here are some things I can do to make sure it is a safe environment for my class.
Provide supervision of activities at all times. Discuss safety precautions and practices with students when doing a new activity. Ensure an adequate warm-up to reduce risk of injury. Organise activity areas where there is between students and obstacles including fences, posts, nets, bins and walls. Understand students learning abilities and any injuries or medical conditions they have. Pay attention to the suitability of the floor surfaces, and if they are slippery or dangerous in any way. Make sure that students are wearing appropriate clothing and footwear at all times. Encourage students to drink water during the program to rehydrate. Encourage students to follow sun protection practices like wearing a hat and sunscreen. Ensure facilities and equipment are appropriate and safe. Ensure first aid is readily available.
ACHPER, 2008
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Rules:
The program will be played against the official Basketball Rules, See Appendix 2.
There will be six teams, each with five players on. The games will go for 15 minutes, with a minute break at half time. The sports board representative will create a fixture in which all teams will verse each other. The competition will be played over 4 lessons, followed by the award ceremony and end of season festivities.
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Choosing a team role:
Here is your opportunity to show interest in what role you would like to contribute to your team. Myself and the sports board representatives will make the final decision on the roles. We will do our best to allocate you to a role that you choose in your top 3 preferences but unfortunately not everybody will be able to get what they want.
In the table below put your 1st preference, 2nd preference and 3rd preferences for the roles you would most want to do.
Team manager
Captain
Coach
Umpire
Scorer
Public Relations
Sports board Representative
Equipment manager
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SEPEP BASKETBALL:
Team name ____________________________________
Team uniform ____________________________________
Team chant
Team members
____________________ ___________________ ____________________ ___________________ _______________________________________
Team appointments
Coach
Manager (in charge off court) _______________________
Captain (in charge on court)_______________________
Scorer _______________________
Umpires __________________ _______________________
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Assessment:
Assessment is an ongoing process, referring to obtaining and interpreting information about the skills, knowledge and attitudes of pupils both formally and informally. Assessment is used to determine how a student is progressing, and make changes in the program to maximise student learning and performance (Tinning et al, 2001).
Purposes of assessment:
To determine whether learning is occurring and at what level. To provide feedback on learning to improve performance For motivation purposes To select and screen.
Tinning, et al 2001.
Assessment for Learning occurs when teachers use inferences about student progress and learning to inform their teaching. The wide variety of information that teachers collect provide the basis to for determining what needs to be done next to maximise learning. The purpose of this type of assessment is Formative and is done throughout the learning process.
Assessment as Learning occurs when students monitor and reflect on their progress to inform future learning goals. This type of assessment lets students take responsibility for their own learning and monitoring future direction.
Assessment of Learning occurs when teachers use evidence of student learning to make judgements of student learning against goals and standards. The purpose of this type of assessment is usually summative and is done at the conclusion of a unit or task.
(Manitoba Education, 2006).
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Learning Domains and Interactions:
Sport Education aims for student learning across all three learning domains; cognitive, affective and psychomotor. These three learning domains cover the main goal of SEPEP which are to be a literate, competent and enthusiastic sports person. Although from time to time there will be a focus on one domain priority, over the whole season it will balance out amongst all areas of the learning domains.
Literate: Cognitive and affective. Enthusiastic: Affective Competent: Pyschomotor with strong cognitive support.
(Mezler, 2001)
It is beneficial for a teacher to understand the learning that is fostered in all parts of the Sport Education model so the teacher can provide a balance for each domain priority across the season.
The following table shows how the various domain priorities shift across various times in basketball Sport Education program.
Learning activity Temporary domain priority
Making organizational decisions 1. cognitive
2. affective
Pre season practice (player) 1. psychomotor
2. cognitive
3. affective
Pre season practice (coach) 1. cognitive
2. affective
3. psychomotor
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Learning duty roles (umpire, scorekeeper, trainer,
etc)
1. cognitive
2. affective
3psychomotor
Working as a team member 1. affective
2. cognitive
3.pyschomotor
During competitive games (player) 1. psychomotor
2. cognitive
3. affective
During competitive games (coach 1. cognitive (strategy and tactics)
2. affective (team leadership)
(Metzler, 2011)
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Level 6 Standards Assessed:
Physical, Personal and Social Learning: Health and Physical Education.
Strand: Domain: Dimension: Standards assessed:Physical, Personal and Social Learning.
Health and Physical Education
Movement and Physical activity.
Students demonstrate proficiency in the execution of manipulative and movement skills during complex activities. They demonstrate advanced skills in selected physical activities.
Students employ and devise skills and strategies to counter tactical challenges in games situations.
They assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.
VELS, 2009
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Interpersonal Development:
Building social relationships:
Students demonstrate awareness of complex social conventions, behaving appropriately when interacting with others.
They evaluate their own behaviour in relationships, identify potential conflict and employ strategies to avoid and/or resolve it.
Working in Teams: Students work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
Students develop and implement strategies for improving their contributions to achieving the team goals
VELS, 2009
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Interdisciplinary learning: Communication and Thinking
Strand: Domain: Dimension: Standards Assessed:Interdisciplinary Learning:
Communication: Listening, Viewing and Responding.
Students identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication.
Students use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms
Presenting: They provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.
Thinking: Reasoning, processing and inquiring.
They generate questions that explore perspectives
They process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions.
Creativity: Students experiment with innovative possibilities within the parameters of a task.
They apply selectively a range of creative thinking strategies to broaden their knowledge and
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engage with contentious, ambiguous, novel and complex ideas. VELS, 2009
Reflection, evaluation and metacognition.
When reviewing information and refining ideas and beliefs, students explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions.
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UNIT PLAN:
Lesson Number
Outcomes Learning activities Resources Assessment
Where the lesson fits in the sequence (single or double)
1- 3 outcomes per lesson dot points how do they relate to
assessment
What activities will you be doing in each lesson?
What resources will you be using and/or where did you source your lesson idea fromBook/article/web page etc
How will you assess the learning in this lesson?
1 Understanding SEPEP philosophy and history and rules of basketball.
Understand goals and objective of unit and expected behaviour.
Participation and engagement in activities.
Introduction to sepep What is SEPEP? Explain SEPEP
philosophy Describe goals and
objectives of unit and expected behaviour.
What are the roles of the students vs the teacher?
Discuss and History and rules of Basketball.
Discuss what roles are needed to run a season of basketball.
Students fill out role
Siedentop, et al 2004.
Job Description Sheet
Choice of role form
First journal entry
Basketball Australia, 2008. Appendix 3
Class Discussion.
Observation of class interaction and behaviour
Assessment- Engagement and participation in activities.
Students write Week 1 Journal entry.
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form, and choose their top 3 preferences.
Teacher chooses Sport Board Representative.
2 & 3 Code of Conduct agreement.
Understanding characteristics of roles and teams.
Brainstorm and development.
Work with the sports board representative to choose teams and roles.
Each player reads and signs the Player Code of Conduct.
Outline Student assessment.
Discuss in detail how the lessons will run, and how the students are taking responsibility for their learning.
Practice round robin, for girls to understand how the games will be played. 5 minute halves.
Code of Conduct
Team roles Assessment
Criteria Weekly Journal
entry Rules,
appendix 1
Class discussion
Observation of class interaction and behaviour
Assessment- Engagement and participation in activities.
Students weekly journal.
4 Understanding how to run a warm-up.
Skill development. Taking ownership
over their team and
Teacher runs a warm-up and explains dynamic activities, so they are able to do it in the following lessons.
Weekly journal entry
Peer assessment criteria
Class discussion
Observation of team interaction and
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learning. Basic basketball skills activities run by coach.
Conduct discussion on peer teaching. Criteria.
Fixture and tournament details to be decided and planned by sports board representatives.
Introduction to team positions, plays and strategies.
Basketball drills and skills worksheet.
Warm up, Appendix 3
Skill development Appendix 4
behaviour Assessment-
Engagement and participation in activities.
Students weekly journal.
5 & 6 Peer Teaching Skill Development Reflection
Team warm ups run by students.
Peer teaching assessment.
Set up four stations, each station focuses
On different skills, including free throws and shooting, dribbling, passing and agility. Students need to create a drill and will teach it to the class next lesson. Coaching clinics on
different
Weekly Journals.
Peer teaching criteria.
Warm up, Appendix 3
Skill Development Appendix 4
Class discussion
Observation of class interaction and behaviour
Assessment- Engagement and participation in activities.
Students weekly journal.
Peer Assessment.
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offensive/defensive plays including zones, boxing out and man on man.
Warm down and teacher reflection.
7 Peer Teaching Reflection Skill Development
and Tactics
Students continue to develop team strategies, tactics and plays.
Peer teaching, groups teach the whole class the drill they made up.
Warm down and discussion.
Weekly journals
Peer teaching criteria
Warm up, Appendix 3
Skill Development Appendix 4
Class discussion
Observation of class interaction and behaviour
Assessment- Engagement and participation in activities.
Students weekly journal.
Peer assessment.
8 Team cooperation. Warm up done by Siedentop et Class
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Assessment of roles Reflection on
progress.
coach/captain. Training session run by
captain/coach. Practice round robin- 10
min games. Publicity for round robin
coming up.
al, 2004. Warm up,
Appendix 3 Skill
Development Appendix 4
discussion Observation of
class interaction and roles.
Assessment- Engagement and participation in activities.
Students weekly journal.
9 & 10 Feedback and reflection.
Team cooperation Game reflection
Warm up done by coach/captain.
Training session run by captain/coach.
Watch team chants. Round 1 and 2 Umpire gives voting
forms in. Teacher reflection and
feedback on performance.
SEPEP roles assessment.
Weekly journal.
Siedentop et al, 2004.
Warm up, Appendix 3
Skill Development Appendix 4
Class discussion
Observation of class interaction and roles.
Assessment- Engagement and participation in activities.
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Students weekly journal.
Skill Development.
11 and 12 Understanding of SEPEP program.
Game and self reflection
Team cooperation.
Final games and presentation.
Warm up done by coach/captain.
Training session run by captain/coach.
Watch team chants. Round 3 Umpire gives voting
forms in. Presentation awards: Most valuable player. Most improved player Best team chant Best team uniform Fair play award Participation award.
BBQ lunch to follow.
Weekly journal Team
reflection. Roles
assessment Skill
development criteria
End of season survey.
End of season SEPEP reflection.
Journal reflection.
Student assessment:
Written:
Journal Entries:
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Journal entries are to be completed weekly, reflecting on what they have learnt, their strengths and weaknesses and effort in their role. Game reports, newsletters, results. Task specific- public relations. Umpire reports (if required)
Oral:
Team discussions. Individual performance within their role. Peer teaching: students had to think of a drill as a team for their specific skill station and teach it to the class.
Performance:
Observation on individual skill development. Observation on teams tactic and strategy. Game specific and individual.
Peer teaching:
Peer teaching reflection. Ability to communicate their skill effectively with class.
Reflection and Evaluation:
Self reflection on role. Team reflection. End of SEPEP season survey.
Weekly journal entries:
Use the following to prompt your reflection every week:
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Today I learnt.....
My strengths are.....
My weaknesses are....
What I enjoyed most about today’s lesson was.....
In the next lesson I would like to improve on......
I felt in my team I worked....
Have I involved myself in all aspects of SEPEP and my team?
What can I do to improve my performance?
How can I work better in my team?
What are my goals for the rest of the season?
Journal Assessment Criteria:
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Criteria High Medium Low Not Shown
Provided a detailed and insightful initial self reflection. 5 Marks
Consistent weekly reflections consisting showing evidence of thought and evaluation. 15 marks
Well written reflections with correct grammar, spelling and punctuation. 5 marks
Completion of journal entries on time consistently week after week. 5 marks
Reflection /30
Comments:
SEPEP Roles and Responsibilities Checklist:
At the end of each lesson think about the responsibilities that you successfully completed. For each responsibility successfully completed place a cross (X) in the box. For each responsibility that you did not successfully complete place a (-) in the box. If you are the coach your role will not change and you will remain in this position for the entire season. All other roles will change on a regular basis.
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Roles and responsibilities Lessons:
Coach • Lead skill and strategy practice • Makes descisions about team line ups • Provides leadership for team • Communicate with and support captain • Assist teacher when needed
1 2 3 4 5 6 7 8 9 10 11 12
Captain • Leads team warm ups • Reports injuries to teacher • Provides on field leadership • Setting a good example
Scorer • Records scores during game play • Maintains ongoing team records • Summarises game scores • Provides financial records to coaches and public relations officer.
Umpire • Manages game play • Interprets rules during game play • Mediates conflict • Is fair and consistent
Public relations officer
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• Gets scores and records from scorer • Keeps ladder up to date • Organisation of promotional information • Writes reports for school newsletter
Manager • Organises home court space • Reports injuries to teacher • Sorts out disputes amongst players • Assist in training sessions
Equipment Manager • Inspects and cares for equipment • Ensure the correct equipment is brought to training and matches • Distributes equipment Ensures all equipment is collected and returned at the end of each session.
Sports board • Prepares a list of team duties • Roster of training facilities • Makes good descisions regarding any disputes that may arise • Organisation of events
Team Evaluation:
Place a cross along the line that best represents your group.
Rarely Always
We allowed everyone in the group to contribute to team ideas and discussions.
Rarely Always
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We gave everyone a fair go in all games.
Rarely Always
We were an encouraging and positive team throughout the season.
Rarely Always
We played fairly against other teams and were respectful to everyone involved.
Rarely Always
What would you change about your team next time?
What was your group effective in doing?
What skills did your team possess to help your success in this season?
Peer Assessment:
Criteria High Medium Low Not Shown
Set up equipment appropriately. 5 marks
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Organised and prepared for the skill and drill execution. 5 marks
Communicated with the class effectively, to demonstrate skill. 5 marks
Engaged the class with a loud and clear voice. 5 marks
Comments:
/20
End of Season Survey:
What did I learn about the SEPEP basketball unit?
What would I change or do differently next time?
How did my team work effectively to make it a successful season?
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What did I enjoy most about this unit?
What did I enjoy least about this unit?
What skills did I improve on throughout the season?
SKILL ASSESSMENT CRITERIA
Criteria Always Mostly Sometimes Not Shown
Skill execution: Student showed a high level of participation, and was able to proficiently execute a range of skills with ease. Student takes responsibility for their own learning and completes their role every week to the best of their ability. 10 marks
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Demonstrates and maintained a positive attitude throughout the whole season, respecting team mates, opponents, umpires and scorers. 5 marks
Group:The student promoted equality in their group, accepting every member’s ideas and opinions. 5 marks
Student created and used space effectively during games. Student understood the rules, tactics and plays of basketball and could effectively use them in games. 10 marks
References:
Australian Football League, 2003, ‘AFL Sport Education in Physical Education Program’, AFL Publishing, Melbourne
Manitoba Education, 2006, ‘Rethinking Classroom Assessment With Purpose’, Citizenship and Youth, Program Schools division, Manitoba.
Metzler, M, 2000, Instructional Models for Physical Education. Boston, Allyn and Bacon.
Siedentop, D, 1991, Developing teaching skills in physical education 3rd ed, Mountain View, CA. Mayfield
The Australian Council for Health, Physical Education and recreation, 2008, Phase Sport Education Model, ACHPER, Kew East, VIC
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Tinning, R, MacDonald, D, Wright, J & Hickey, C, 2001, “Becoming a Physical Education Teacher”, Pearson Education Australia.
Victorian Essential Learning Standards, 2009, “Health and Physical Education: Level 6 Standards”, http://vels.vcaa.vic.edu.au/vels/hpe.html , retrieved on June 6th 2012.
Appendix 1:
Year 9 ‘Cool PE’ Survey:
1. Do you participate in any sporting activities outside of school? If so what do you play?
2. What feelings do you associate with P.E? eg, happy, sad, excited.
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3. What do you enjoy most about P.E?
4. What do you enjoy least about P.E?
5. What would you change about your P.E lessons?
6. On a scale of 1-10 how much do you enjoy P.E? 10 being the highest?
7. When you see P.E on your timetable for the day what is your first reaction?
Appendix 2:
Basketball Rules:
Basketball Australia, 2008, ‘Official Basketball Rules 2008’, Retrieved on 5th June 2012, http://www.basketball.net.au/index.php?id=352
National Basketball Association, 2004, ‘Official Rules of the National Basketball Association’, retrieved on 5 th June 201, from http://www.nba.com/analysis/rules_index.html
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Appendix 3:
Warm: up
Grow-tail.com, N.D, ‘Basketball Warm-up Routine’, retrieved on 5th June 2012 from http://www.growtall.com/basketball-warm-up-routine.htm
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Appendix 4:
Basketball Skill Development and Drills:
Coaches Clipboard 2001, ‘Basketball Drills’, Retrieved on 5th June 2012, http://www.coachesclipboard.net/BasketballDrills.html
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