Outram Primary Sports Policy-Local

8/14/2019 Outram Primary Sports Policy-Local

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Outram Primary Sports- An Overview

AIM: To enrich the lives of all students through sports

Recognising the immense role sport has to play in providing

health and social benefits.

Participation to Excellence- the full spectrum

The main objectives are:

-to increase participation in sport and sports activities by all

students

-excellence in sports performance by talented students

-to achieve these objectives, we will:

*develop and implement policies, programs and practices aimed

at improving access and equity in all aspects of sport.

*foster and encourage education and training in all elements ofsports development

*encourage the provision of integrated, coordinated and quality

support programs for athletes

*promote ethics and safety in sport

*maximise the availability of resources for the developmentofsport.


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LEVELS OF PARTICIPATION IN SPORTAll sports teams representing Outram School will be selected according to the

following:

This area is for mass participation. All students who want to

take part in particular sports codes will be given the opportunity

to do so. Lunchtime programmes could be ran to accommodate

these students.

Students in this area will be representing the school in

competitions. Will be part of school team-be coached by

teacher/parent.

Students with exceptional talent will fall into this category and

be given specialist coaching to extend them (sports academy).

RECREATION

COMPETITIVE

ELITE

The concept of upward mobility will be used for

students who show potential.

Recreation- Competitive- Elite


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Sports Academy

The programme will consist of the top athletes

from year 1-3(junior) and4-8(senior) classesparticipating in a variety of testing and analysis of

their personal fitness levels. Each session will be

concluded with a sports game(TGfU) promoting

leadership, competitiveness and cooperation.

Each class teacher identifies students who would

benefit from such specialised coaching and

performance analysis. The students would then

participate in the sports academy programme,

providing they meet the performance criteria.

The benefit identifying students to partake in the

programme is to further develop their knowledge oftheir own performances and to identify ways and

means ofimproving their performances. The

second phase of the development club is the sports

game. This gives a real outlet for the students to

compete against similar ability students and

develops mental perseverance and competitiveness

which can be down played during class P.E. and

sports sessions due to the differing ability levels.


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Assessment in Sport

Assessment in sport needs to be measurable and reflect the

nature of the sports units being taught. Ideally targets need tobe set and assessment must occur before and at the end of the

unit.

Developing Game Sense

Where possible teachers will implement the Teaching Games for

Understanding approach to P.E. lessons to develop and foster thinkingparticipants in sport.

Why use the game sense approach?

Firstly the most common question students will ask at the start of a P.E.

lesson is when are we going to play a game? While the time invested in

drills pays off when a game is started, there is more than likely going to

be two elements missing from the skills-drills-game cycle. GAME

SENSE and FUN.

We often see children in team sports following the play around in a pack.

Their skills in delivering the ball from one player to another may well be

excellent, but scoring opportunities will be limited by this pack

approach. If just one player thought about tactics and stood away from

the pack waiting for a loose ball or pass, it would provide a greater

opportunity to score. That player would have GAME SENSE.

As teachers we have a responsibility to deliver quality Physical

Education/Activity experiences (NAGs). We need to ensure that

childrens learning and development is fun and enjoyable as well asCOMPLETE. Imagine the satisfaction of a child using newly acquired

strategies to experience the joy of scoring that first goal or making that

first tackle.

Game sense can be learned. While there is obviously an important place

for technical coaching and skill development, the Game Sense method

encourages children to use their basic skills as well as develop strategies

or tactics themselves.


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Game Sense makes a game the focus of a lesson rather than the

technique. It challenges the players to think about what they are doing

and why. And the teacher becomes a facilitator, setting tasks to be solved

and creating situations where players take on the responsibility of finding

solutions for themselves.

The Game Sense approach aims to:

Present a more realistic view of what games are about, i.e.

teamwork, communication, decision making, rules, etc rather thantechnical skills in isolation.

Allow the teacher to take on the role of facilitator so that players

take more responsibility for their own development and learning

Develop thinking players who can solve problems that arise in a

game situation through tactical awareness and understanding

Promote an enjoyable, safe and challenging environment for all

participants

Cater for variations in players abilities (xxx, average, low ability)

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Outram Primary Sports Policy-Local