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TEAM SPORTS

TEAM SPORTS

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TEAM SPORTS

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  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