1. Gary Kinchin: University of Southampton Peter Hastie Auburn University
Designing the Season
Gary Kinchin: University of Southampton
Peter Hastie
Auburn University

2. Choosing what activity
Some differences in views here
Familiarity for the teacher is helpful?
Typically an invasion game is a good place to start:
e.g. netball/basketball/handball hybrid
Modified version of the full game:
Modifications: players/equipment/playing area
Rule variations: scoring, fouls, ball out of play, re-starts
Combination of invasion games

3. Class Size How many students are in the class? Numbers of girls/boys?
Their experience of the activity and skill level?
What have they done before?
Conduct a needs analysis

4. Team Arrangements/Details
How many teams?
Typical to have an ‘odd’ number of teams
This permits the use of a Duty team: who assist with organisation and running of competitions (scoring, assist teacher will umpiring)
Class of 30 (5 teams of 6)
Enables a variety of competitions: 3v3 & 6v6

5. Determining Teams Mixed ability…must! Take into account personalities
Strategy One:Teacher determines teams and announces them
Strategy Two: Captains determined by teachers: these pupils then establish equal teams
Captains then draw lots for their team

6. Naming their team This adds to the affiliation: how will this be done?
Brings a sense of identify & membership
Children can decide: teachers OK the name
Names built around a cross-curricular theme (what is being learned in a foreign language or in geography)
Local significance: linked with school/community
Sport Significance: what is going on right now?

7. Team Roles
What roles are needed that relate to the activity? Make a list.
On their own? Paired roles/rotate?
Captain
Coach
Manager of Equipment (x2)
Statistician
Fitness Leader
Others?
Will the roles be reviewed after 3-4 lessons: had led to some changes
What responsibilities?
Provide a summary of 2-3 responsibilities

8. How will the roles determined?
Captains elected by teachers: strong leaders/mixture of boys and girls
Captain overseas allocation of other roles to their team: seeking volunteers
Summarise the outcomes on a role summary form

9. Space & Equipment Sports are modified remember!
What space is there? How will it be marked off? Divide courts/fields
You will need to allocate a home court: where teams go each day the lesson starts [routine]
What equipment will each team need, how will it be accessed?
Kit bag: Cones/balls/bibs?

10. Length of the Season How many lessons can I allocate
The more the better!
There is much to learn, students need time to grow into the roles they have & learn the day-to-day routines
Teams need time to work together/support each other
Teams need time to learn enough to play a ‘good game’
Leagues need time to unfold

11. Format for the Competition
There is a ‘League’: teams can accumulate points
Daily points: organisation and speedy changing, team-spirit, performance of roles
What else might count that will support the unit?
Competition
3v3 & 6v6
How many matches can be played at once and how many can be completed in 1-2 lessons
Points for wins/draws/loss (3,2,1)
How will the season winners be determined?

12. Instructional Decisions
In say a 12-day season
How many days could be allocated to skill learning?
What needs to be taught
Throwing and catching
Defending
Keeping possession/movement
Rules and safety
How many days for the competition & Festival

13. Promoting student-led teaching…
Teacher demonstrates a warm-up: warm-up coach will use the warm-up the next day at the beginning of the lesson
Teacher provides a diagram of a simple drill for equipment manager to set up & coach to use with their team
Task cards
Teacher provides a tactical problem for the team to solve
Come up with 1-2 ideas on how your team can practice keeping possession
Teacher provides a checklist regarding fulfilling the captain’s role

14. Publicity of the Season
Sport Education notice-board in school
League positions posted daily
Announcements made in assembly with updates
Team emblems designed & displayed for the school
Others?

15. Culminating Event What will be the format (6v6) 1 or 2 days
What awards might be given and for what? (recognise the range of work: skill, roles, team-player)
How can you promote festivity?
Can the pupils suggest some ideas
Posters/announcements in assembly
Spectators: lunch-time
Can you involve other teachers?
Is there a guest who could visit?
Are you able to capture record of the festival on camera/video: show at a small class-party?
Will teams be announced at the festival?
Will they wear different coloured shirts?

16. Post-Festival Report in assembly Class party: video?
All-school team (range of criteria: most valuable player, most improved, role performance, good team-player)
Match reports

17. Pupil Assessment Will you assess pupils? Knowledge: rules test
Survey, performance assessment, team assessment, fair play, responsibility check-list
Knowledge: rules test
Skill Development: observation against criteria
Homework assignment:
research some aspect of sport in their community
Does PE serve boys and girls fairly in the school [co-curricular & extra-curricular
How is space used by different children for physical activity around the school [who, what]
Team discussions of news articles

18. Trouble-shooting Team imbalance: trading players
Player away: continue with one player down, or temporary trade (point to the trading team)

19. Person not doing their role: guidance?, role clinic, buddy?
Worry that/ teams not getting along: teacher works with the team for a lesson, have a team meeting
Before season: do some problem-solving to let individuals get to know each other, get some team photographs developed
Person not doing their role: guidance?, role clinic, buddy?

20. Season Skeleton Pre-season planning and talk with class
Day 1: Introduce & organisation
Day 2-5: Skill Development & within-team practice
Day 6: 3v3 Competition
Day 7-10: Tactics and strategy development: prep for festival
Days 11-12: Festival

21. Sample Lesson Outlines

22. Day 1 Give out sport profile sheet
Volunteer captain/leaders? Determine.
Collect profiles. Make teams. Draw lots
Introduce roles and responsibilities: assign
Distribute schedule of competition with dates
Assign ‘home-courts’
Determine team name, chant, logo, mascot, emblem
Demonstrate sample warm-up
Skill instruction led by the teacher

23. Early season lesson Enter, move to assigned court
Warm-up led by fitness trainer (warm-up developed by team) on assigned ‘home’ court
Issuance of warm-up points
Some direct teaching and help by the teacher. Practiced within their team
Game constructed by coach related to the skill element

24. Mid-late season lesson
Warm-up
Self-directed within-team practice organized by the coach (practice outline provided by the teacher or developed by self) on home-court/pitch
Within-team ‘game-like’ practice 3v3
Complete target setting (strategy)

25. Planning Questions
How might the role of the coach be developed across a season?
How might you deal with non-cooperation from an individual?
What do you do if a team appear to be having difficulties with organization?
What points could you award to teams beyond match results?
How might you publicize sport education in your school?
How would you ‘teach’ appropriate post-competition behaviour?
What other roles might be exciting for children?

26. Suggestion Begin sketching 12 days Lesson focus:
What pupils will do
What the teacher will do
What paperwork is needed before and during the lesson
What record keeping etc must be completed after the lesson
Emphasis upon shift in responsibility to pupils and use of pupils in their roles

27. Initial Documentation
Team sheets/folders
Roles and responsibilities form
Somewhere for the pupil’s name against each role
Player contract form
A team points summary outline
What, when: how many points
Day-to-day schedule/thumb-nail sketch

28. Final Tips Select a class you like Make the teams as even as possible
Select an activity you are comfortable with
Use fewer roles (access for all)
Develop routines & hold children accountable for them
Be CREATIVE with competition formats
Slowly back off
Make the unit as ‘real as you can’
Be up-to-date [nobody is interested in last weeks tables/league positions]

29. My