Designing the Season to Accomplish Goals Designing the Season to Accomplish Goals

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.


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)


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.


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.


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.


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!”


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.



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.


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.



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).



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.



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.



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.


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.


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 . . .


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) . . .


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!!


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.


Documents

Designing the Season to Accomplish Goals Designing the Season to Accomplish Goals