Chapter 5 Designing Seasons to Accomplish Outcomes

Local Considerations That Affect Season Design Time allocated to physical education (i.e., minutes per class and number of classes per week). Number of students in class. Type and availability of facility space. Type and amount of equipment available. (continued)

Local Considerations That Affect Season Design (continued) Common question: What is the most important feature of Sport Education that one should adhere to? (continued)

Local Considerations That Affect Season Design (continued) Common question: What is the most important feature of Sport Education that one should adhere to? Answer: Having enough time for students to learn (continued)

Local Considerations That Affect Season Design (continued) Sport Education can accommodate large classes, limited facilities, and limited equipment. Activity modifications are carefully designed (e.g., equipment, team size).

Key Features for Designing a Successful Season 1. Select a limited set of season outcomes (e.g., tennis—one grip, basketball—one defense, football—fewer plays). 2. Design down from those outcomes. This will help determine how much time needs to be allocated for practice and the type of activities to be selected to achieve appreciable progress. (continued)

Key Features for Designing a Successful Season (continued) 3. Plan for and check alignment. Alignment exists when instruction, activities, and competition lead to the desired outcomes. Practice of techniques should mirror how they are used in actual games (i.e., game-like with appropriate challenges). (continued)

Key Features for Designing a Successful Season (continued) 4. Consider the distribution of sequenced experiences. Students should not have to learn all the techniques, tactics, and knowledge of an activity in one season.

Preparing for the Season The key is to fully inform students about the structure of the season before it starts. Team size, type of competition, competition schedule, number of roles, game structure and rules, weighting of competition, duty-team, and fair play points Preparation of all materials before the season starts Use of team binders

Table 5.1

Table 5.2 (continued)

Table 5.2 (continued)

Daily Schedule 1. Learning and practice days Generally include guided practice or independent practice. 2. Practice and competition days Generally include practice of previously practiced techniques and competition (either scrimmages or official contests). (continued)

Daily Schedule (continued) 3. Competition days Can occur throughout the season. Regardless of the lesson type, the teacher’s instructional function remains central: Assist teams and individuals during practices and contests.

Daily Schedule: Lesson Closure Include one in every lesson. Highlight excellence in game play and duty- team performance. Recognize fair play by individual players and teams.

Table 5.3

Setting Up a League Scoring System Suggested three-step process: 1. Decide which features of performance are important for you to see. 2. Provide a weighting for those outcomes. 3. Design or select tools to collect information. (continued)

Setting Up a League Scoring System (continued) Designing and selecting tools to collect information: How many points for a contest won, tied, or lost? How many duty points can be earned per lesson? How many fair play points? What will cause loss of points? (continued)

Setting Up a League Scoring System (continued) Other considerations: Role of referees in awarding and deducting fair play points Requiring teams to reach a certain number of points to qualify for postseason competition Use of power ratings

Figure 5.2

Tips for First-Time Users of Sport Education Start with one class. Promote out-of-class physical activity at all times. Choose an activity you are familiar with. Use only basic nonplaying student roles. (continued)

Tips for First-Time Users of Sport Education (continued) Keep fair play system simple. Develop simple, modified games. Devote time to teaching the model as well as the content. Keep league scoring system simple. Include a festive culminating event.

Figure 5.3 (continued)

Figure 5.3 (continued)