Phase Sport Education Module
Postal AddressGPO Box 412Melbourne 3001Tel:Fax:Email:Web:The Australian Council for Health, PhysicalEducation and Recreation, Victorian Branch, Inc.Registration No. A0000871UABN 23 911 016 643Office1407 Burke RoadKew East 3102(03) 9851 6966(03) 9851 HASESPORT EDUCATION MODULEThe Australian Council for Health, Physical Education and Recreation, Victorian BranchGPO Box 412Melbourne Vic 3001Tel: 9851 6966 Fax: 9851 6163 ACHPER Victorian Branch, 2008. This material may not be reproduced without permission and is supplementary to the information presented at this professionaldevelopment. No responsibility or liability whatsoever can be accepted by ACHPER Victorian Branch or the authors for any loss, damage or injury that may arisefrom any person acting on any statement or information contained in this publication and to the extent permitted by law, all such liabilities are expressly excluded.Page 1 of 3123.4.2009/ja/imac2
SPORT EDUCATION IN THE PRIMARY SCHOOLAt the completion of this module participants will: Understand how sport education fits into the Health and Physical Education domainKnow how to link Sport Education programs to other domains and dimensionsKnow the aims and desirable outcomes of student participation in a sport education programUnderstand the difference between sport and sport educationBe familiar with a variety of teaching approaches to implement in sport education programsHave explored a range of ways to assess student performance in sport education programsA NOTE to PHASE TUTORSA PHASE module is designed to run for two hours. When presenting the SPORT EDUCATON module thefollowing breakdown is suggested.THEORYAims and outcomes of a sport education programSport education within the VELS curriculumSport education definitionsGames, Play, Sport continuumApproaches to teaching sport educationGames ClassificationsAssessment strategiesResourcesTIME45 minutesPRACTICAL ACTIVITIESGames Sense activitiesSEPEP activities1 hour 15 minutesPage 2 of 3123.4.2009/ja/imac2
SPORT EDUCATIONIntroductionA sport education program should aim to encourage students to:develop fundamental skills into sport specific skills and apply them in games and sport both as individuals andwith other peopleunderstand the values and traditions of sport in the communitywork co-operatively with team members in a variety of rolesapply fair play conceptsenjoy and be enthusiastic about participating in sportunderstand the importance of rulesdevelop leadership qualitiesSport education involves more than just playing games. The desirable outcome of a comprehensive sporteducation program is for people to CHOOSE to pursue sporting activities in their spare time in one or more ofthe following ways: Highly organised competitive sport Casual recreational sport Active non-competitive sportWhat is Sport Education?Sport education is one component of a comprehensive physical education program.The following definitions of physical education, sport and sport education help explain each term.Physical EducationPhysical education is the process through which sport, outdoor education, dance, gymnastics, aquaticsand games are used by physical educators to teach students motor skills and fitness skills as well asassisting with the school’s responsibility to develop personal and social skills in students.Moneghetti Report, 1993Physical education is that part of the total educational program that contributes, primarily throughmovement experiences, to the total growth and development of children. It is education throughmovement that gives attention to the psychomotor, cognitive and affective learning domains.Robert Pangrazzi, ‘Dynamic Physical Education for Elementary School Children’, 2004Physical Education is the process by which an individual obtains the optimal physical, mental andsocial skills through physical activitySportSport can be defined as vigorous physical activity that, for the purposes of discovering limits of one’scapabilities, or for fun, amusement and diversion, involves competition against oneself or another, or aconfrontation with natural elements.Moneghetti Report, 1993Sport Education“Sport education includes the development of sport skills, an understanding ofrules, strategies and tactics of various sports and an appreciation of codes of behaviour”.Adapted from - Ministry of Education, 1987.Page 3 of 3123.4.2009/ja/imac2
COMPONENTS OF A COMPREHENSIVEPHYSICAL EDUCATION PROGRAMPage 4 of 3123.4.2009/ja/imac2
Sport Education in the Victorian Essential Learning StandardsThe Victorian Essential Learning Standards “provide a framework for schools to deliver teaching and learningprograms that support students to develop capacities to confidently manage themselves and their relationshipswith others, make sense of the world in which they live and effectively participate in that world”.Standards:Describe what students should know and be able to do at different levels of schooling within each domain.They are central to the teaching process and form the outcomes for assessment on student progress.Learning Focus Statements:Suggest appropriate learning experiences that students need to focus on to achieve the standards at a particularlevel. Teachers can draw on these statements to develop relevant teaching and learning activitiesThe domain of Health and Physical Education provides the starting point for teachers planning a SportEducation program.The dimension of Movement and Physical Activity is where the focus of teaching and learning in SportEducation is located. The dimensions of Health Knowledge and Promotion, Working in Teams, BuildingSocial Relationships, Managing Personal Learning and Thinking demonstrate very strong links to SportEducation.The following tables: provides teaching and learning and outcomes related to sport education from the Movement andPhysical activity Learning Focus statements and Standards provides a sequence of learning in sport education from the Movement and Physical Activitydimension links sport education content with other dimensionsDimension Movement and Physical ActivityLevel34Learning FocusStandardsBegin to apply skills in sport specific settingsExplore basic games tacticsBegin to work with others to set and achieve goalsin both cooperative and competitive settingsInvent games for themselves and others to playConsider the different tasks undertaken by officialsto ensure a game or activity can proceed smoothlyDiscuss how all students can have equal opportunityto participatePerform skills with increasing precision, accuracyand control in more complex gamesUse strategic thinking, communication andcooperation to enhance performance, participationin order to improve game performanceBegin to set personal goals to improve performanceby reflecting on their skill development needs.Undertake a variety of roles when participating inmodified sports, and are supported in takingresponsibility for organising and conductingcompetitive activities in which decisions are madeabout procedures, rules and fair playIn groups they discuss ways to design or modify asimple activity or game and consider the object ofthe game, the playing conditions, the scoring andthe rules and procedures for safe conductDemonstrate a wide variety of motor skills andapply them to basic, sport specific situationsBegin to use basic games’ tacticsWork with others to achieve goals in bothcooperative and competitive settingsExplain the concept of fair play and respect theroles of officials.Refine basic and complex motor skills and applythese in increasingly complex games andactivitiesEffectively use strategic thinking and work withboth more and less skilled peers to improve gameperformance.Describe and analyse the various roles required incompetitive sports.Work in a group to create a game and establishrules and procedures for its safe conductPage 5 of 3123.4.2009/ja/imac2
SEQUENCE OF LEARNING IN THE HEALTH AND PHYSICAL EDUCATION STANDARDSDIMENSIONMovementandPhysicalActivityLevel 1Level 2Level 3Level 4Level 5Level 6 perform basic motor skillsand movement patterns,with or without equipment,in a range of environments demonstrate basic motorskills and some morecomplex skills perform a broad range ofcomplex motor skills perform confidently andefficiently in a range ofmovement environments(indoor, outdoor, aquatic) proficiently perform complexmovement and manipulativeskills demonstrate proficiency inthe execution of manipulativeand movement skills duringcomplex activities demonstrate advanced skillin selected physical activities combine motor skills andmovement patterns duringindividual and groupactivities demonstrate a wide variety ofmotor skills and apply tem tobasic sport specific situations evaluate the performance of apartner and provide constructivefeedback based on performancecriteria to assist skilldevelopment demonstrate control whenparticipating in locomotoractivities requiring changeof speed, direction andlevel create and performrhythmic movementsequences in responseto stimuli refine basic and complex motorskills create and perform coordinatedmovement sequences thatcontain a variety of motor skillsand movement patterns apply skills in increasinglycomplex games and activities regularly engage in periodsof moderate to vigorousphysical activity regularly engage in bouts ofmoderate to vigorousphysical activity participate regularly in physicalactivities for the purpose ofimproving skill and health maintain regular participation inmoderate to vigorous physicalsactivity and monitor exerciseintensity use simple vocabulary todescribe movement,physical responses of thebody to activity and feelingsabout participation inphysical activity describe the link betweenphysical activity and health identify and describe thecomponents of health relatedfitness explain the process for improvinghealth related fitness. follow safety principles in explain the contributiongames and activitiesrules and procedures maketo the safe conduct ofgames and activitiesfollow rules andprocedures share equipment andsafelyspace maintain regular participationin moderate to vigorousphysical activity and analyseand evaluate their level ofinvolvement measure their own fitness andphysical activity levels identify factors that influencemotivation to be physicallyactive use equipment and spacesafely explain the concept of fair playand respect the roles ofofficials work with others to achievegoals in cooperative andcompetitive sporting andgamessituations participate in sports, games,recreational, leisure andoutdoor adventure activitiesthat maintain regularparticipation in moderate tovigorous physical activity use training methods toimprove fitness levels work in a group to create agame, and establish rules andprocedures for safe conduct describe and analyse thedifferent roles required incompetitive sports effectively use strategicthinking and work with moreandless-skilled peers toimprove game performance work independently to improveperformance demonstrate the ability tocombine motor skills,strategic thinking and tacticalknowledge to improveindividual and teamperformancePage 6 of 3129.4.2009/ja.imac2
SPORT EDUCATION IN THE HPE LEARNING FOCUS STATEMENTSLEVEL 3LEVEL 4LEVEL 5LEVEL 6Through modified major games and athleticsactivities, students begin to apply skills in sportspecific settingsStudents refine and expand their range of skills andperform them with increasing precision, accuracyand controlStudents further develop and refine a range of movementand manipulative skillsDevelop proficiency in a range of high-levelmovement skillsParticipate in a variety of team and individual games,building on skills and strategies from other sportsFocus on identifying and implementing ways ofimproving the quality of their sportsperformance during games and sportsDevelop new sport specific skillsWhen introduced to new sports they adaptpreviously learnt skills and learn new skillsDiscuss the performance criteria of motor skills andpractise observing a partner’s performanceBegin to observe and give constructive feedback onthe skill performance of their peersObserve peer performance, developing and using criteriato provide precise feedbackParticipate in peer teaching and coachingsituationsExplore basic games tactics such as the concept ofattack and defence following rules of the game anddescribing roles of various positionsUse strategic thinking, communication and cooperation to enhance performance and participationin order to achieve team goalsEngage in activities which develop strategic thinking toimprove individual and team performance in competitivesports and gamesLearn and practise tactics and strategiesrelevant to the sports in which they participateCollaborate with team members planning strategies andpractising set plays to respond to tactical challengesDevelop strategies to counter tacticalchallenges in game situationsRespect the rights of others to participateDiscuss how all students can have equalopportunity to participate, irrespective of skill levelWork effectively with more and less skilled peersBegin to work with others to set and achieve goalsin cooperative and competitive settingsBegin to set personal goals to improve performanceby reflecting on their skill development needs andexplore strategies to achieve themConsider different tasks undertaken by officials toensure game can proceed smoothlyUndertake a variety of roles when participating inmodified sportsStudents undertake a variety of roles (player,administrator etc) and reflect on their experiencesUndertake a variety of roles in team games andassume responsibility for organisation ofsporting competitionSupported to take responsibility for organising andconducting competitive activities in which decisionsare made about rules and fair playReflect on how they contribute to creating an inclusiveenvironment for learning and fair playDiscuss sporting conduct and implement fairplay and good sporting behavioursReflect on their own personal and social behaviour inphysical activity settingsStudents monitor and analyse their own performanceDevelop a set of conflict resolution strategiesPage 7 of 3129.4.2009/ja.imac2
Suggested Development of a Sport Education Program Prep – Year 10A sport continuum PLAY GAMES SPORT reflects the stages of development of children and usesa process in which students are presented with a carefully constructed series of steps leading to ep – Year 3)fun and enjoymentcreative and spontaneous activitiesno/few formal ruleslittle or no equipmentbasic locomotor skillsno pressure, no winners or losersspirit of co-operation engenderedrhyming/singing gamestag/chasing gamesbasic ball gamescreating gamesGAMES(Year 2 – Year 6)agreed upon organisation of time andspacebounded by formal rules: definingobjective of activity restricting playerbehaviourneeding only minimum skilldeveloping manipulative and locomotorskillsminor gamesspecific sport skillslead up gamesmodified games and sportscreating gamesbasic strategies and tacticshealth related fitness for gamesvigorous, physical, competitive activitiesenforceable, standardised rules andplaying conditionsneeding more complex skills and greaterpractice and trainingtactics and strategies required for specificsportstransfer of learning between games ofsimilar constructionspecialised sport skillsmajor sportsmodifying major sports to make theminclusiveapply skills and strategiesdeveloping codes of behaviourofficiating and administeringphysical training for specific sportsSPORT(Year 5–Year10)An effective sport education program will consist of a structured sequential sports skill experience as well asthe development of appropriate cognitive and social skills. For example it will include: appropriate attitude to physical activityparticipation with otherscodes of behaviourunderstanding of strategiescompliance with rulesappropriate attitude to competitivenessFor younger students an appropriate sport education program involves elements of ‘play’ and ‘games’combined. For older students it involves elements of ‘games’ and ‘sport’ combined with opportunity for lowkey competition or higher level competition, as ready.Page 8 of 3129.4.2009/ja.imac2
Teaching and Learning in Sport EducationA quality sport education program within the physical education curriculum aims to equip students to pursue aphysically active lifestyleEach learning sequence or unit of work should seek to develop: The technical skills for the sport An understanding of game skills and strategies An understanding of the rules and code of behaviour Experience in game situations An understanding of training and preparation for the sportEach student should have the opportunity to: Develop and execute strategic play Participate at a level appropriate to their stage of development Share in the planning and administration of the sport Be provided with responsible leadership opportunities Work effectively with the group towards common goalsThe Learning EnvironmentThe following guidelines about the learning environment are applicable in the primary school. Reduce emphasis on winning and losing Focus on maximum participation for all students in a variety of sports Provide modified rules where and when appropriate Provide enjoyment and a measure of success for all Allow skill acquisition and improvement Develops sporting behaviour, including self-control, discipline, co-operation, tolerance and respect forothers Caters for student learning stylesThere are a number of learning and teaching models through which sport education/concepts can be presentedto students. Learning and teaching models selected by teachers must be flexible enough to be adapted to suit aparticular setting. Whichever teaching models you choose will depend on the context you are working in,identified students’ needs and your understanding of the model application.The Traditional ApproachThe traditional approach to teaching games and sports is technical and focuses on teaching skills. Thefollowing framework may be used to present appropriate learning experiences through which students canacquire skills and techniques in team sport related games.Warm upBasic skill drills and practices (individual and partner)Basic skill drills and variables (individual and partnerBasic skills and opposition (partner and small group)Functional practices through small group activitiesThe major or modified game.Page 9 of 3129.4.2009/ja.imac2
The Games Sense (or Teaching games for Understanding) ApproachThe Games Sense Model emphasizes the strategic application of skills and the manipulation of game rules todevelop tactical awareness and decision making under pressure. Games sense focuses on the game rather thantechnical (skill) practice, to encourage participants to be more tactically aware and make better decisionsduring games. Students still develop skill techniques but only after they understand the game and the role animportance of the skills in the context of the game. Rather than skills and drills each session begins with agame that focuses on identifying and understanding the common demands of players during those events. Theteacher has an essential role in asking questions that encourage students to use problem solving as tactical andstrategic scenario’s arise during game events.Game Sense aims to developLEARNING OUTCOMESHOW GAMES SENSE CANACHIEVE OUTCOMESEXAMPLESKnowledge of rules andtechniquesGames to emphasise how rulesshape a gameGames that demonstrate whichtechniques are most effectiveUse of questioning to reinforcelearningMaking the area smaller; adding athree second ruleQuestioning: Is a lob passeffective?When should you pass the ball?Contextual knowledge(understanding tactics, similaritiesbetween different games)Tactical and decision makingTechnical skills (execution of askill in the game context)Presenting games in categories todemonstrate tactical transferbetween gamesGames that use structured scenariosto emphasise problem solvingGames and questioning todemonstrate and develop particulartechniquesInvasion (court games); netball,basketball, team handball, korfball2v1 two attackers must run the ballover the end lineMust use bounce pass. Was thismore effective than a lob pass?The following format may be used to present appropriate learning experiences for gamescentered lessons.Focus question(for the teacher)What is the key question about the game that is driving the learning?Lesson FocusWhat is the element of the game or the common game strategy that is the focus?OutcomesWhat are the links to the Victorian Essential Learning Standards?Section 1Warm upSection 2Introduce the game What is the modified game being played? What rule modificationsare in place to ensure focus question is addressed?Section 3Developing theplaySection 4Return to the gameSection 5Warm downHow will students be prepared for activity?What questions can you ask to develop understanding and gameinvolvement?How can the lesson be ended so that students reflect upon lessonfocus and achievement or progress towards outcomes areassessed?Page 10 of 3129.4.2009/ja.imac2
The Moving Games ModelThe focus of this model is on maximizing opportunities for students to learn and demonstrate movement skillsin an open competitive environment. Each session begins with a game with a focus on technical skilldevelopment. As the teacher observes the students, they determine needs and skill levels and then makealterations to the team size/playing area/ equipment/rules/according to the needs of the students. The aim is toprovide every student with a chance of success and challenging them to progress. The teacher then plans asequence of small sided games that become increasingly complex and demanding on skill levels.Alternatively, taking a more student centered approach the students collectively decide on how to best tomodify the game.The Sport Education in Physical Education Program (SEPEP)A model used as a means to develop skills and interest of students in community sport is SEPEP. Thisinvolves a holistic approach to sport and enables teachers to develop an outcomes-based education approachto Physical Education and Sport Education.It is a curriculum-based model where students learn to plan, implement and play in a sporting competition aspart of their Physical Education or Sport program.SEPEP is a student centered program in which mixed ability groups teams are formed at the start of theseason. Students and teachers work collaboratively in;FacilitatingPlanningManagingSelecting teamsCoaching teamsOrganizing fixturesUmpiring gamesScoring,Recording, reporting results,Coordinating finals competitionsPlanning celebrationsThe SEPEP program is characterised by the following:The program runs for a season and duplicates a community season of sportStudents demonstrate ownership of and responsibility for the implementation of the seasonStudents plan and implement a formal competition with a culminating eventStudents decide on team sizes and rules modificationsStudents publish results and write reports.The teacher acts as a facilitator rather that the leader an assists students where needed to inplement theprogram.Page 11 of 3129.4.2009/ja.imac2
A Sample SEPEP 10 Week ProgramWeeks 1-2SEPEP philosophy explained, history of selected sport, Discuss components of team play,discuss what roles are needed to run a season of sport, basic skills practicesWeek 3Selection of teams, selection of roles, warm up guidelines, skill practiceWeek 4Rule modifications for game play, codes of conduct, coaching clinics, team strategiesWeek 5-6Coaching clinics, practice matches, publicityWeek 7-9Round Robin tournament, sports tribunal, results published, planning for culminating eventWeek 10Culminating celebrationIt is beneficial for teachers to be familiar and confident with all models of delivery and recognize that thereare overlaps with all approaches for example a Traditional Approach or a Games Sense approach may betaken within a SEPEP unitThe choice of approach varies with school context but all approaches can be implemented within the physicaleducation program as well as lunchtime competitions after school activities House or Sport afternoons Intra-school sport Inter-school sportClassification of Sports and GamesGames and sports may be classified in a variety of ways depending on their purpose and nature. Developmental Approach (Adapted from Gallahue, D. Developmental Physical Educationfor Today’s Children)This system classifies games into four developmental levels as part of an overall strategy ofapplying, reinforcing and implementing movement and sports skills.1. Low Level Games describe activities that are easy to play, have few and simple rules, require littleor no equipment and may be varies in many ways. They help the learner become familiar with thebasic skills involved in an activity. They may also be viewed as discovery games because thelearner is establishing an awareness of the spatial requirements of the game. Low level games areparticularly appropriate for learners who are at the beginning level of learning the skills being usedin the game. They are grouped according to the movement skill they promote, the theme (tag,partner, seasonal), formation (mass, circle and line games), activity level (active and passivegames).2. Cooperative Games emphasise group interaction, and socialization in a cooperative setting that deemphasises competition. These include group initiative activities, group problem solving activitiesand trust activities.3. Lead Up Games are active games that involve the use of two or more sport skills, rules or tacticsused in playing the official sport. The provide students with the opportunity to develop and test theirgames skills. They play an important role in the middle school years providing the opportunity topractise skills needed for the major game.Page 12 of 3129.4.2009/ja.imac2
4. Modified Sports are those that resemble the sport from which it originated and has been speciallyadapted for the players according to their needs. They have an emphasis on safety and challenge andallow students to practice and perfect skills in a modified environment. Aspects that are modifiedinclude the playing area, equipment. Length of the game, rules, number of players. They are oftenmore fun than the official game and make up a significant part of the primary school sportsprogram.5. Major Sports are governed by a set of rules and regulations that are recognized and interpreted byan official governing body as the standard for performance and play. They are appropriate forstudents at the advanced/fine tuning level of movement skill and strategic thinking level. Very fewprimary school students are at this level in most sports and still need instruction and practice. Games for UnderstandingThis is a sports classification system that categorises games according to strategies and tactics used. Itfacilitates transfer of learning between games in one category. The skills used in games in one categoryare often very different. The system divides games into invasion, net and wall, striking and fieldingandtarget games.1. Invasion GamesIn invasion games teams score by moving a ball or projectile into another teams territory and eithershooting into a fixed target or by moving the ball across an open ended target. To prevent scoringone team must stop the other from bring the ball into it’s territory and attempting to score.Movement off the ball is common to all invasion games. Offensive players must positionthemselves so they can receive passes from teammates and threaten the goal. The defensivecomponents of invasion games are similar in that players must mark or guard an opponent andpressure the ball carrier before attempting to win the ball. The execution of equipment handlingskills can vary greatly in different games such as hockey and team handball.2. Net and Wall GamesIn net/wall games teams score by hitting the ball or projectile into a court space with sufficientaccuracy so that opponents cannot hit it back before it bounces once (volleyball or twice tennis).3. Striking and Fielding GamesIn striking and fielding games players on the batting team must strike a ball with sufficient accuracyso that eludes players on the fielding team and gives the hitter time to run between two destinations.4. Target GamesIn target games players score by striking a ball to a target. Sometimes the target is unopposed (golf,tenpin bowling) while others are opposed (lawn bowls, croquet).SafetyTeachers are responsible for ensuring the safety of their students. When planning a lesson, the teacher shouldconsider whether the planned activities will be safe.Safety advice to consider includes: Discuss and emphasise safety practices and precautions with students when introducing a newactivity; Provide proper supervision of activities at all times; Ensure an adequate warm-up to prepare students for physical activity; When dividing the class into groups, aim to create groups of equal ability; Watch for students becoming tired and adjust or change activities as appropriate; Organise activity areas so there is ample space between students, groups and obstacles (fences, poles, nets,bins, walls etc);Page 13 of 3129.4.2009/ja.imac2
Pay careful attention to the suitability of the activity surface. Wet grass, wet concrete, sandy surfaces,cracked pavement and polished floors can be very dangerous to use for activities which involve studentsmoving and changing direction quickly; Encourage students to wear appropriate clothing for the activity. Appropriate footwear also helps preventaccidents; Hoops, carpet squares and mats sometimes slip when jumped on by students; Be careful to select equipment that is appropriate for students’ ability; Encourage students to drink regularly t
SPORT EDUCATION IN THE PRIMARY SCHOOL . At the completion of this module participants will: Understand how sport education fits into the Health and Physical Education domain Know how to link Sport Education programs to other domains and dimensions Know the aims and desirable outcomes of student participation in a sport education .
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