aligned team sports. perception roll out the ball captains choosing sides 30 kids 1 ball sport...
Post on 30-Dec-2015
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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
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
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