designing the season to accomplish goals designing the season to accomplish goals
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Designing the Season to Accomplish Goals
Designing the Season to Accomplish Goals
Local Considerations (One size does NOT fit all!)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. Number of students in class.
Type of facility space (and its availability). Type of facility space (and its availability).
Type and amount of equipment available.
Type and amount of equipment available.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
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: First answer:
Having enough time for a real season.Having enough time for a real season.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Having enough time for a real season.Having enough time for a real season.
General guide: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 GoalsDesigning the Season to Accomplish Goals
Local constraints will influence the amount and type of modifications you need to make . . .
Local constraints will influence the amount and type of modifications you need to make . . .
but should not keep you from using the model.but should not keep you from using the model.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Defining outcomesDefining outcomes
Outcomes describe what a student will know and be able to do as a result of participation during the season . . .
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 knowledgeas demonstrated in context of thegame.
Aim for “authentic” outcomes:Techniques, tactics and knowledgeas demonstrated in context of thegame.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Authentic outcomes and Assessment . . .Authentic outcomes and Assessment . . .
Assessment has to occur in the contextof game-like performance settings. Assessment has to occur in the contextof game-like performance settings.
Examples of authentic settings for exhibiting performance: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 GoalsDesigning the Season to Accomplish Goals
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 OutcomesSeason Outcomes
“Less is More!” “Less is More!”
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Key Features for Designing a Successful SeasonKey Features for Designing a Successful Season(Given the varied experiences of students, you will want to use some form of “graded competition.”)(Given the varied experiences of students, you will want to use some form of “graded competition.”)
Develop limited set of outcomes. Develop limited set of outcomes.
Design down from the outcomes. Design down from the outcomes.
Check for alignment (instruction > practice >competition > outcomes).
Check for alignment (instruction > practice >competition > outcomes).
Consider the distribution of sequencedexperiences.
Consider the distribution of sequencedexperiences.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Preparing for the SeasonPreparing for the SeasonPlanning Task Description
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
Preparing for the Season (cont’d.)Preparing for the Season (cont’d.)
Planning Task DescriptionClass routines for this season
Home field, entry activity
Content development Game modifications and sequences, teaching of techniques and tactics, teaching of rules, refereeing, and scorekeeping. Sequence of learning activities.
Instructional support Critical elements and common errors of techniques to be taught,. Support for learning tactical concepts. Posters, handouts, etc.
Entry activity Technique, stretching, or fitness focus? Prepare daily technique or fitness posters
Culminating event Nature of event. One day or multiple class sessions? Prepare awards.
Assessment protocols Decide 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 GoalsDesigning the Season to Accomplish Goals
Daily ScheduleDaily Schedule
Generally, three categories: Generally, three categories:
Learning and practice days. Learning and practice days.
Practice & competition days. Practice & competition days.
Competition days. Competition days.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Daily ScheduleDaily Schedule
Learning and practice days.Learning and practice days.
Generally, includes both guidedand independent practice.
Generally, includes both guidedand independent practice.
Guided practice is led by teacher –using direct instruction.
Guided practice is led by teacher –using direct instruction.
Independent practice is done byteams at their home base (w. teachermoving about to assist).
Independent practice is done byteams at their home base (w. teachermoving about to assist).
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Daily ScheduleDaily Schedule
Practice and competition days.Practice and competition days.
Includes time for team practices. Includes time for team practices.
Competition could be scrimmage-based or part of season schedule
Competition could be scrimmage-based or part of season schedule
Scrimmages offer duty teamschance to practice scorekeeping,officiating, judging roles, etc.
Scrimmages offer duty teamschance to practice scorekeeping,officiating, judging roles, etc.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Daily ScheduleDaily Schedule
Competition days.Competition days.
Occur throughout the season, not just at the end.
Occur throughout the season, not just at the end.
New competitions may consist of more complex game/meet structure.
New competitions may consist of more complex game/meet structure.
The require time for learning new assignments and other non-playingroles.
The require time for learning new assignments and other non-playingroles.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
Daily ScheduleDaily Schedule
Lesson Closure Lesson Closure
Should be part of each lesson! Should be part of each lesson!
Highlights excellence in game playand Duty Team performance.
Highlights excellence in game playand Duty Team performance.
Recognize examples of Fair Play by individual players and teams.
Recognize examples of Fair Play by individual players and teams.
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
the teacher’s instructional function remains central, by way of working with individual teams during team practices
and competitions.
the teacher’s instructional function remains central, by way of working with individual teams during team practices
and competitions.
Daily ScheduleDaily Schedule
Teacher ALERT!Teacher ALERT!Learning & practice
daysLearning & practice
daysPractice & competition
daysPractice & competition
daysCompetition
days.Competition
days.
REGARDLESS OF THE LESSON TYPE . . .REGARDLESS OF THE LESSON TYPE . . .
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
First-Time UsersFirst-Time Users
Start with a “bare bones” version! Start with a “bare bones” version! Choose an activity with which you are
familiar. Choose an activity with which you are
familiar.
Use only basic student roles (i.e., coach,manager, fitness leader, referee, & scorekeeper).
Use only basic student roles (i.e., coach,manager, fitness leader, referee, & scorekeeper).
Develop a simple Fair Play system. Develop a simple Fair Play system.
Develop simple modified games (i.e., few rules,simple scorekeeping as well) . . .
Develop simple modified games (i.e., few rules,simple scorekeeping as well) . . .
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
First-Time Users (cont’d.)First-Time Users (cont’d.)
Start with a “bare bones” version! Start with a “bare bones” version! Devote extra time to teaching the model
as well as the content. Devote extra time to teaching the model
as well as the content.
Expectations for non-playing roles.Expectations for non-playing roles.
Teams practicing at own home base.Teams practicing at own home base.
Completion of Duty Team responsibilities . . . Completion of Duty Team responsibilities . . .
It is their first time too!!It is their first time too!!
Designing the Season to Accomplish GoalsDesigning the Season to Accomplish Goals
First-Time Users (cont’d.)First-Time Users (cont’d.)
Start with a “bare bones” version! Start with a “bare bones” version! Keep Championship points system simple. 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 GoalsDesigning the Season to Accomplish Goals