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ALIGNED TEAM SPORTS. PERCEPTION Roll out the ball Captains choosing sides 30 kids 1 ball Sport skills tests.

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Presentation on theme: "ALIGNED TEAM SPORTS. PERCEPTION Roll out the ball Captains choosing sides 30 kids 1 ball Sport skills tests."— Presentation transcript:

1 ALIGNED TEAM SPORTS

2 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

3 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

4 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

5 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

6 Physical literacy is the goal… …sports are the vehicle IN TEAM SPORTS…

7 It looks a little something like this! WE BELIEVE

8 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 1 st generation in history not expected to outlive your parents” Center for Disease Control & Prevention

9 BUILD YOUR TEAM ENVIRONMENT Individual survey People bingo Ice breakers & Team building games “I have” “Gotcha” Stepping stones

10 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

11 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: Flexibility Body Composition Muscular Strength Muscular Endurance Cardiovascular This can develop physically literate students, while giving them a reason why things are done.

12 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

13 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 Soccer Flag Buckets

14 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

15 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

16 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

17 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

18 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

19 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

20 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

21 STRAIGHT FORWARD APPROACH TO LINKING THE STANDARDS http://www.luhs.k12.wi.us/sites/lakeland- uhs.portal.rschooltoday.com/files//st_standards_rubric.pdf

22 ASSESS BY USING DATA Is PE data concrete? First, eliminate observation only assessments Here’s what you can do: 1.) Pedometers 2.)Insta-pulse sticks/Heart rate monitors

23 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?

24 BlanchettePEConvention.wikispaces.com @EricBieszk@RunDanceLive Lakeland Union HSDC Everest SH bieszk@luhs.k12.wi.usablanchette@dce.k12.wi.us ERIC BIESZK & ALLISHA BLANCHETTE

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