1 / 24

TEAM SPORTS

TEAM SPORTS. ALIGNED. 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.

selima
Télécharger la présentation

TEAM SPORTS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEAM SPORTS ALIGNED

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

  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. In team sports… Physical literacy is the goal… …sports are the vehicle

  7. We believe It looks a little something like this!

  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 1st 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. Structure your class • 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 • 6 Day units • 2 days of skill and lead up games • 1 day of game variations • 3 days of team tournament

  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. Modify the game • 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 • 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?)

  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. Variations • Football • Ultimate passing • Rugby • Soccer • Speedball • http://youtu.be/yXYJqArO1-I • Pinball • Lacrosse • Ultimate crosse • Crosse softball • 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

  15. assessment • 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

  16. Standard 1 • 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?

  17. Standard 2 • 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?

  18. Standard 3 • 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?

  19. Standard 4 • 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?

  20. Standard 5 • 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?

  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. Team sports: What is 1 thing you know about health/fitness you will use in your future? 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

  24. Eric Bieszk & AllishaBlanchette BlanchettePEConvention.wikispaces.com @EricBieszk @RunDanceLive Lakeland Union HS DC Everest SH bieszk@luhs.k12.wi.usablanchette@dce.k12.wi.us

More Related