1. Designing the Season to Accomplish Goals Designing the Season to Accomplish Goals

2. Local Considerations (One size does NOT fit all!) Time allocated to Physical Education (min./# of classes p. week). Time allocated to Physical Education (min./# of classes p. week). Number of students in class. Type of facility space ( and its availability). Type and amount of equipment available. Type and amount of equipment available. Designing the Season to Accomplish Goals

3. A frequently asked question: What features of the model are most important and must be adhered to? A frequently asked question: What features of the model are most important and must be adhered to? First answer: Having enough time for a real season. Designing the Season to Accomplish Goals

4. Having enough time for a real season. General guide: E.S.: 10 -12 lessons of 40 min. J.H./H.S: 20 lessons of 45/50 min. or 12 lessons of 90 min. (block periods) E.S.: 10 -12 lessons of 40 min. J.H./H.S: 20 lessons of 45/50 min. or 12 lessons of 90 min. (block periods) Designing the Season to Accomplish Goals

5. Local constraints will influence the amount and type of modifications you need to make... but should not keep you from using the model. Designing the Season to Accomplish Goals

6. Defining outcomes Outcomes describe what a student will know and be able to do as a result of participation during the season... Aim for authentic outcomes: Techniques, tactics and knowledge as demonstrated in context of the game. Aim for authentic outcomes: Techniques, tactics and knowledge as demonstrated in context of the game. Designing the Season to Accomplish Goals

7. Authentic outcomes and Assessment... Assessment has to occur in the context of game-like performance settings. Assessment has to occur in the context of game-like performance settings. Examples of authentic settings for exhibiting performance: Season games Meets Dance performance Championship matches Races. Season games Meets Dance performance Championship matches Races. Designing the Season to Accomplish Goals

8. Select a limited number of key outcomes. Select a limited number of key outcomes. Focus on technique, AND tactics, AND knowledge... Focus on technique, AND tactics, AND knowledge... Season Outcomes Less is More! Less is More! Designing the Season to Accomplish Goals

9. Key Features for Designing a Successful Season (Given the varied experiences of students, you will want to use some form of graded competition.) Develop limited set of outcomes. Design down from the outcomes. Check for alignment (instruction > practice > competition > outcomes). Consider the distribution of sequenced experiences. Designing the Season to Accomplish Goals

10. Preparing for the Season Planning TaskDescription Selection of sport or activity What sport or activity? How modified? Identify the sequence of competitions and specify rules for each. Space and equipment Court or field layouts for each competition. Equipment needed for each competition Length of season Number of days and time per day to gauge total time to allocate to various elements of the season. Teams Number of teams. Method of selection. Materials needed for selection process. Roles Player, referee, scorekeeper, coach, manager, fitness leader most likely. Statistician, publicity director, most likely additional options. Support for learning roles Duties sheets, expectations, contracts, etc. Team identity Nickname, team color, mascot, team cheer, team space on bulletin board. Duty team responsibilities Equipment to appropriate venue, referee, and scorekeeper at each venue Duty team equipment needs Score sheets, whistles, clipboards, balls, referee pinnies

11. Preparing for the Season (contd.) Planning TaskDescription Class routines for this season Home field, entry activity Content developmentGame modifications and sequences, teaching of techniques and tactics, teaching of rules, refereeing, and scorekeeping. Sequence of learning activities. Instructional supportCritical elements and common errors of techniques to be taught,. Support for learning tactical concepts. Posters, handouts, etc. Entry activityTechnique, stretching, or fitness focus? Prepare daily technique or fitness posters Culminating eventNature of event. One day or multiple class sessions? Prepare awards. Assessment protocolsDecide how performance of roles will be assessed. Create assessment protocol for game play in addition to data from scorekeepers. Seasonal championship Identify all activities that contribute to earning points towards the championship -- fair play, duty team, roles, wins, etc. Identify point values that are appropriate to each element. Create handout and/or poster so all students are aware of point system. Designing the Season to Accomplish Goals

12. Daily Schedule Generally, three categories: Learning and practice days. Practice & competition days. Competition days. Designing the Season to Accomplish Goals

13. Daily Schedule Learning and practice days. Generally, includes both guided and independent practice. Guided practice is led by teacher – using direct instruction. Independent practice is done by teams at their home base (w. teacher moving about to assist). Designing the Season to Accomplish Goals

14. Daily Schedule Practice and competition days. Includes time for team practices. Competition could be scrimmage- based or part of season schedule Scrimmages offer duty teams chance to practice scorekeeping, officiating, judging roles, etc. Designing the Season to Accomplish Goals

15. Daily Schedule Competition days. Occur throughout the season, not just at the end. New competitions may consist of more complex game/meet structure. The require time for learning new assignments and other non-playing roles. Designing the Season to Accomplish Goals

16. Daily Schedule Lesson Closure Should be part of each lesson! Highlights excellence in game play and Duty Team performance. Recognize examples of Fair Play by individual players and teams. Designing the Season to Accomplish Goals

17. the teachers instructional function remains central, by way of working with individual teams during team practices and competitions. Daily Schedule Teacher ALERT! Learning & practice days Practice & competition days Competition days. REGARDLESS OF THE LESSON TYPE... Designing the Season to Accomplish Goals

18. First-Time Users Start with a bare bones version! Choose an activity with which you are familiar. Use only basic student roles (i.e., coach, manager, fitness leader, referee, & scorekeeper). Develop a simple Fair Play system. Develop simple modified games (i.e., few rules, simple scorekeeping as well)... Designing the Season to Accomplish Goals

19. First-Time Users (contd.) Start with a bare bones version! Devote extra time to teaching the model as well as the content. Expectations for non-playing roles. Teams practicing at own home base. Completion of Duty Team responsibilities... It is their first time too!! Designing the Season to Accomplish Goals

20. First-Time Users (contd.) Start with a bare bones version! Keep Championship points system simple. Award points for the essential aspects of the season: Fair play performance, Competition performance, and Duty Team performance. Award points for the essential aspects of the season: Fair play performance, Competition performance, and Duty Team performance. Designing the Season to Accomplish Goals