Tchoukball Resource Kit

A Sport Education Approach

Robbie Small – 900 183 544

Contents

1. Introduction………………………………………………………………2

2. Rationale………………………………………………………………….3

3. Curriculum Framework ………………………………………………….1

4. Assessment overview…………………………………………...………12

5. Unit Outline……………………………………………………………..12

6. Final Unit Assessment…………………………………………………..12

7. References……………………………………………………………....12

8. Appendices…...………………………………………………………....12

1

Introduction

The following resource kit has been developed to assist Physical Education teachers in delivering the sport of Tchoukball to their students. The kit has been set for a target age group of year 9 girls to assist with developmental changed that occur throughout this stage of life. It is recommended that this unit take place over a 4 week period to allow for this game and approach to teaching, to be delivered effectively. Tchoukball is a game that allows athletes to work on their own team plays without any overriding physical dominance from the opposition, as well as allowing all players ample opportunity to score points for their team. As Tchoukball is a relatively unknown sport throughout the Physical Education world, this resource kit has been developed to ensure teachers of the sport are comfortable when delivering this game to their students.

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Rationale

At the year nine level, students begin to develop a sense of insecurity and independence in which regular schooling become predictable and boring. (Year Nine) “is a very difficult year for teachers and students and that the traditional models of learning and teaching are not successfully engaging the majority of Year 9 students and meeting their learning needs” (Bissett, unpublished). With this in mind, it is important that we, as teachers, continue to challenge and keep our students engaged and included within their educational institution. “Girls begin to focus powerfully on their need to be independent. Privacy becomes a concern, and often an obsession. Girls have an underlying desire to establish control (She Knows Parenting.) Within the SEPEP course, these needs are met, in which students are given their own independence to structure their team, their names and their fixtures and are given a chance to take control of their unit of learning. Within my teaching rounds, I conducted a small questionnaire for my year nine students asking them to answer questions based on their feelings towards Physical Education (appendix 16.) Throughout this questionnaire, I received an overwhelming response (approx. 78%) from students wanting to be more competitive within their learning tasks. Students mentioned that they were sick of playing modified games and wanted a chance to play a competitive style of sports. Students also mentioned that they were sick of the same sports being played every single year, with the same activities being conducted. Through these results, I figured SEPEP would be perfect, not only would students be able to choose their activity, they would also be able to do so based on a new sport. This would avoid students recycling these same old ideas and have an opportunity to become creative and plan their own lessons and activities.

The Sport Education in Physical Education Program (SEPEP, or simply Sport Education) allows students to learn in an inclusive manner, in which all students are designated a specific role, as well as being given the opportunity to be within a team setting with their peers. This age can lead to many students “clicking” or excluding others, however, the SEPEP program ensures that students are equally separated into teams and grouped with students in which they may never have associated with. This strategy allows all students to have an equal start within their team and avoids any over dominant or bullying behaviour within any given team.

Furthermore, the SEPEP program allows students to discover sport from a different perspective. Students involved within this program will not only be an active member of their team in a sporting sense, but all students will be given an active role as an organiser, similar to that of a sporting club. Through these unique features, all students are able to convey their strengths, whether it is sporting or “administration,” as well as help other students in those areas. This program, therefore, allows students to work independently, as well as within team environments to assist with social skills and cooperative behaviour.

Within the SEPEP program, students are asked to recreate a sporting season, with each team representing a sporting club. Within each teams sporting club they will require the following:

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Coach – Student is responsible for organising and running training programs, as well as focus on tactics or team plays. Coaches must work cooperatively with team captain and all team members. Coaches will be asked to make a training program for their team each week to submit within their folio. Captain – Captains are responsible for ensuring that all team members are participating cooperatively and in the team’s best interest. The captain is also responsible for representing the teams on field behavior as well as setting examples in training by motivating and supporting. The captain is not necessarily the team’s best performer, but the team leader. Captains will be asked to create a cooperative task for their team each week to submit within their folio.

Statists / Fixture – In order for a team to be fully aware of the performance of their players an opposition, each team is required to look at statistics. Statisticians are required to record any major information on a spreadsheet for coaches, managers and players to look at. Statisticians will be asked to create a team statistics page each week to submit within their folio.

Publicist – the job of the publicist is to ensure that relevant information is communicated throughout the community and teams. This could include a whole school approach, creating newsletters, game reports, player profiles ladders or score updates around the school. Publicists will be required to create a team newsletter each week to submit within their folio.

Equipment Manager – Equipment managers are among the most important in the class. In order for each game day to go ahead, equipment managers are required to ensure that all equipment is ready, set up and accounted for. Without this job being done, games cannot go ahead. Equipment managers will be asked to create a checklist each week to submit within their folio.

(Metzler, 2000)

Due to the above nature of this course, an unknown sport allows for all students to start at the ‘beginner’ level in terms of knowledge and experience. For this reason, the sport of Tchoukball is a perfect to ensure all students are required to research and develop their knowledge of the task. When developing teams for this task, it is important to think about which students would suit each role within a team to allow for complete equality within the competition. At the conclusion of this unit, students should have a strong understanding of what it takes to be a team and run a competition, have a very strong understanding of the rules, skills and tactics involved within Tchoukball and have shown development within their cooperation skills.

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Curriculum Framework

When conducting a SEPEP unit, it is very easy to allow students to undertake their unit successfully, however, have no relevance to the VELS (Victorian Essential Learning Standards) curriculum. It is important to remember that this unit involves a very self-directed style of learning; the teacher is there to facilitate, observe and assess students learning and progress. As a teacher it is not only important to know how to assess, but also what to assess. The SEPEP model of teaching is unique because it gathers interpersonal skills from all areas of the Victorian curriculum, as opposed to just the Health and Physical Education Model. This unit plan, however, has been specifically structured around the VELS coursework to ensure the current curriculum is met, and significant evidence is provided for assessment.

Cognitive – tactics

Throughout this unit students gain tactical knowledge including: Attacking positions Defensive positions Utilising players Spatial Awareness

Psychomotor –skills

Throughout this unit students gain skill-based knowledge including: Throwing skills Catching skills Accuracy Vision

Affective –feelings

Throughout this unit students develop Affective emotions including: Being part of a team Inclusion Enjoyment of sport Being involved within a community Higher self esteem

As the above table shows, assessment within this field is not always based purely on sporting performances, nor work samples, rather growth and understandings portrayed throughout the duration of the unit. The following tables display the links between this coursework and the VELS Physical Education curriculum.

Health and Physical Education Level 6 Learning Focus and Standards

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-focus on identifying and implementing ways of

improving the quality of their performance during

- they develop proficiency in a range of high-level

movement

They discuss sporting conduct, and implement

fair play and good sporting behaviours.

Students participate in peer teaching or coaching situations with a focus on

skill development and improvement.

They learn and practise tactics and strategies

relevant to the sports and activities in which they are participating, including the development of strategies

to counter tactical challenges in game

situations.

-They may be introduced to new sports, games or

activities which will require them to learn new skills or adapt previously

learnt skills in a new context

-develop skills, knowledge and behaviours for

enhancing safe participation in these

activities

They identify and explain the rights and

responsibilities associated with developing greater

independence

They employ and devise skills and strategies to

counter tactical challenges in games

situations.

They identify and explain the rights and

responsibilities associated with

developing greater independence

They use training methods to improve their fitness level, and participate in

sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous

physical activity.

They assume responsibility for conduct of aspects of a sporting

competition in which roles are shared and display appropriate sporting

behaviour.

Assessment overview “Sport Education relies heavily on authentic assessment of students’ performance, knowledge, and behaviours” (Metzler, 2000). Because of the practical component of this style of teaching, being the home and away season, students are required to conduct player profiles, as well as team profiles. These profiles and development statistics can be directly recorded to show each teams progress throughout the competition season (Metzler, 2000). Furthermore, checklists (see appendix 1) can be created to ensure that each team member has productively undertaken their job each week. Watching and recording a student undertake their role ensures that all students can be accurately measured assessed and recorded in a simple and easy manner (Metzler, 2000). With these observations recorded, the teacher can then be free to undertake a direct role in assisting, facilitating and monitoring students learning within the class. In order to gain an understanding of the roles involved in working as a member of a sporting community, Metzler (2000) believes that students are required to be assessed within these fields. Through these assessment practises we can truly gain an understanding of how much our students have taken from the SEPEP unit.

Within assessing this unit, it is important to take a range of assessment pieces, both through formative and summative assessment. Throughout the learning phase, it is important to ensure that our students are on the right track; this form of assessment is known as formative assessment. Throughout this unit guide, there will be a number of formative assessment examples, in which students will be asked to portray their knowledge within a certain skill, role or task. From the results of this minor assessment, we are not only able to view the short term development of our students, but also areas in which we are required to improve on within our own teaching to help get the required content across. This is known as assessment for learning (State Government of Victoria, 2006). Another form of formative assessment within this resource kit will be evident within a student reflection each lesson. As students reflect upon their learning, whether they know it or not, they are learning about their strengths and weaknesses within the classroom, as well as setting goals for future learning. This type of assessment is known as assessment as learning (State Government of Victoria, 2006).

Students will be formatively assessed intermittently throughout the course of their SEPEP unit. At the conclusion of this practical unit, students will be asked to create a team portfolio and create a presentation for the class to view. This folio will be a collation of all of their work throughout the SEPEP season as well as a personal reflection of their time within their team. The folio piece will be an overall summarising assessment piece, known as summative assessment (State Government of Victoria, 2006).

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Assessment Style Description How will this be assessed in this unit?

Formative assessment(AS learning)

Occurs when students reflect on and monitor their progress to inform their future learning goals.

Student reflection task. Created throughout the course of the unit and at the end of each class.

Formative Assessment(FOR Learning)

Occurs when teachers use inferences about student progress to inform their teaching.

End of class discussions.

Summative Assessment(OF Learning)

Occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

Portfolio Piece

(State Government of Victoria, 2006).

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Unit Outline

Week number

Lesson number

Outcomes Learning activities Resources Assessment

11 -Skills

associated with handball - Teamwork and cooperation-Rules of handball-Introduction to game of handball.-Initial (Beginning of Unit) teamwork and cooperation skills.-Ability to grasp and utilise skills required within handball.

1. Shoe Tie2. 10 Pass

(Overpass - extending to underpass)

3. Shooting Drill4. Numbers

Game

(appendix 2)(appendix 3)(appendix 4)(appendix 5)(appendix 17)

Ability to Cooperate with others. (Assists with team selection for SEPEP.)

Ability to manipulate their skill base to fit into the rules of a different game (Handball.)

2 -Introduce game of Tchoukball.- Basic rules and gameplay- Rules and gameplay of Tchoukball

1. Everybody Up 2. Single file

lines of 4 of more in front of frames.

3. Discussion of Shooting Rules.

4. Team advance to other end and attempt to score.

5. Discussion of running/defending rules

(appendix 6)(appendix 7)(Appendix 8)(Appendix 9)(appendix 10)(appendix 17)

Ability to Cooperate with others. (assists with team selection for SEPEP.)

Ability to manipulate their skill base to fit into the rules of a different game (Tchoukball)

3 -Introduction of SEPEP.-“paperwork” phase of season

-Introduction of SEPEP (Give out SEPEP handout.)-Announce class teams. -Allow teams to discuss team name and potential roles within their SEPEP unit. -Discuss how they want the season to work – finals etc. Introduce framework already set out. - Allow students time

(appendix 11)(Unit plan and timetabling)(appendix 12)(appendix 17)

Ability to work and communicate as a teamJob application handoutEnthusiasm towards unit – see if there is development throughout the course of the unit.

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to continue with job applications and team discussions.

24 Peer teaching –

planned by teacher, run by students – wrap up. What did they like or not like about the lesson how would they change it

-Team occupation results. -Coach and captain given task cards and asked to run each session in a circuit format.

(Appendix 13)(Appendix 14)(Appendix 15)(Appendix 9)(appendix 17)

Teams ability to carry out and perform tasks. Coach and captains ability to control group.

Final discussion – ability to critique and assess training program.

5 Implement change – run a team training session

-Students are to conduct their own training session based on their thoughts and reflection of the previous ‘teacher run lesson’-Discuss what worked better and what didn’t work so well?-Allow students time to plan and implement a round robin fixture and timetable for preseason competition next lesson.

(Appendix 17) Coach and captains ability to plan and implement a lesson/training program.

Their ability to critique and assess the success of their training program

Teams overall ability to cooperate and undertake this task.

6 Small “Preseason” Round RobinTeam discussions on tacticsReflection piece

-Based on the fixture formatted last lesson, students are to conduct and part-take in a small round robin. This will give students a small insight into the tasks involved on game day, as well as get some practise and strategic benefit throughout the day. At the conclusion of this round robin, students will be asked

(Appendix 17) -Ability to conduct a training session-team discussion-Reflection piece for folio – what worked well in their team? What can work better? What will you change next time?

37 First Round Of

competitionClass DiscussionReflection

Students will be given their chance to undertake the first session of their home and away season. Class discussion – based on whether students thought the

(Appendix 17) -Team performance-Cooperation-Class discussion-Implementation of any changes (ability to critique)

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games ran smoothly. What can be changed to ensure games run smoother?

8 -Run rounds 2 and 3

Students are to undertake rounds two and three of SEPEP. After last class’ discussion lesson should run smoothly, with each member knowing what to do and how to do it.

(Appendix 17) -Reflective practises -Weekly tasks.- Team performance-Team cooperation

9 Round four and Round five.

Students are to undertake rounds four and five of SEPEP. After last class’ discussion lesson should run smoothly, with each member knowing what to do and how to do it.

(Appendix 17) -Reflective practises -Weekly tasks.- Team performance-Team cooperation

410 1st finals – work

on presentation and folio

Students will undertake the first set of finals. This week, however, students not participating will be asked to umpire the game.-Students will then be given an opportunity to work on folio piece and presentations..

(Appendix 17) -Reflective practises -Weekly tasks.- Team performance-Team cooperation- Ability to umpire - knowledge of rules

11 Preliminary final – work on pres and folio

Students will undertake the Second of finals. This week, however, students not participating will be asked to umpire the game.-Students will then be given an opportunity to work on folio piece and presentations..

(Appendix 17) -Reflective practises -Weekly tasks.- Team performance-Team cooperation- Ability to umpire - knowledge of rules

12 Grand final and presentations

Students will undertake the grand Final.Students will then be asked to present and hand in their folio pieces. Winners announced and presented with prize. Most Valuable player awarded.

(Appendix 17) Major Assessment piece – folio (see appendix 17)

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Final Unit Assessment Throughout the course of this unit, students will be assessed at different stages. As a summative form of assessment, students will be asked to create a folio piece, summarising their learning experiences within the SEPEP unit. This folio piece will require students to show their growth throughout the unit and will comprise, to some extent, of formative assessment pieces.

Within this this piece, students will be required to collate all work from previous lessons to create a presentation as well as a hard copy of their folio. The contents of this assignment will be based on:

Team name Roles and responsibilities Your training sessions Reflection piece Strengths and weaknesses Team Development Evidence of cooperation Team performance Presentation Style.

(See appendix 17)

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References

Australian Council for Health, Physical Education, and Recreation (2008), ‘Phase Sport Education Model’ Victoria Branch. Sourced 8/6/2012 from http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/phasesportedumod.pdf

Bissett, M. (unpublished) “Research Report: Restructuring Year 9. Victorian Schools Innovation Commission” Sourced 7/6/2012 from http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/UnderstandingYear9_PartA-rpt.pdf

Edwards Camp and Conference Center, (Year unknown). ‘Cooperative group Games’ Sourced 9/6/12 from http://www.campedwards.org/images/COOPERATIVE%20GROUP%20GAMES.pdf

Frank, L, (2004) ‘working in pairs.’ Sourced 9/6/2012 from www.goalconsulting.org/CB/files/ Paire d %20activi ties .doc

Metzler, M, 2000, Instructional Models for Physical Education. Boston, Allyn and Bacon.

She Knows Parenting, (year unknown.) “A crisis of confidence: Teenage girls and the risky years” Sourced 7/6/2012 from http://www.sheknows.com/parenting/articles/5319/a-crisis-of-confidence-teenage-girls-and-the-risky-years

State Government of Victoria, Department of Education and Early Childhood Development (2006), “Prep to Year Ten Assessment- Assessment Advice.” Sourced 8/6/12 from http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/default.htm

Steihl, J, Morris, D & Sinclair C. (2008) ‘Teaching Physical Activity: change, challenge and choice. Human Kinetics

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Appendices

Appendix 1

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Appendix 2

Shoe TieHave your group pair up, but make sure every pair has at least one shoe that has laces. Have one of the partners untie their shoe. Working together, the partners must re-tie the shoe, but each person may only use one hand. You can make them both use their non-dominant hand to make it more challenging. (Frank 2004)

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Appendix 3

Everybody Up Participants pair up with someone of similar size. Ask them to sit back-to-back with knees bent and feet flat on the ground. Then, while pressing against each other, stand up. (It is best not to interlock elbows. Instead, squeeze elbows together in order to avoid twisting arms.) Once they have mastered pairs they may progress to triples, quads, and possibly the entire group in a circle. (Edwards Camp and Conference Center, Year unknown).

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Appendix 4

10 pass In groups of 3-4 the students will pass the ball from baseline to baseline with another team of 3-4 students defending. The students must pass the ball ten time and cross the baseline on the other side of the court without the defense catching/intercepting the ball. Steihl et.al (2008)

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Appendix 5

Numbers Game

This game will require students to work with all members of their team. Due to the nature of differing numbers, students will rarely have a chance to play with the exact same team members every time – allowing them to develop a sense of teamwork and communication skills. Students will be divided into two teams and asked to line up along opposing sides of the court. As the teacher yells out a number – for example 3- the first three students within each line must run out and play European handball. Every time the play end (out of bounds or score) the players must return to the back of their line. Steihl et.al (2008)

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Appendix 6

One line Walkthe class must stand in one line along the length of a basketball court. With each member connecting feet with the people next to them. As a class, students will be required to travel along the width of the basketball court without anybody falling over, or disconnecting feet. Steihl et.al (2008)

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Appendix 7

Single file lines of 4 of more in front of framesThrower throws at frame and goes to end of line. This is a cooperative activity so teams are trying to work together to throw and catch.

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Appendix 8

Objective of the Game:

Throw the ball on the rebound surface after a maximum of three passes. After the rebound, the ball must touch the ground for a point to be scored. If the ball is caught by the other team, then no point is scored and the game carries on.

They must catch the ball after it bounces off the rebound surface and before it touches the ground. In order to be in the best position for that, the players must continuously reposition themselves according to the passes of the other team. They may not intercept the ball or hinder the opponent.

The Field and the Players:

40 x 20 m field with 9 players to a side.

20 x 12 m field with 7 players to a side. Playing Time: Males, Three fifteen minute periods. Females/Mixed, Three twelve minute periods.

Equipment needed:

One Handball. Two Rebound surfaces (frames 1 x 1 m tilted at 55 degree angle) Any type of playing surface.

Scoring:

When, he throws the ball on the rebound surface and the ball touches the ground outside of the forbidden zone. If the ball is caught before it hits the ground by the other team no point is scored.

to the other team when, throws the ball beside the frame, the ball bounces back off of him, or the ball bounces off the frame and lands outside the playing area or in the forbidden zone.

The team who did not get the point restarts the game from behind the frame where the point was scored.

Fouls:

A player takes more than three steps while in possession of the ball. A player steps out of the limits or in the forbidden zone while holding the ball. A player drops the ball or dribbles it on the ground. A player makes the fourth pass for his team. A player intercepts a pass willingly or not from the other team. A player prevents the free moving of the other team or their passes while they are in possession of the ball. A player catches the ball after a rebound if the shot was taken by a player on the same team. A player takes a third consecutive shot(total of both teams) on the same rebound surface.

Fouls when the ball hits the metallic edge of the frame and its natural trajectory is modified:

If the ball is caught by the other team the game continues. If the ball falls out of the playing area or in the forbidden zone then a point is lost. If the ball falls with in the playing area, there is a foul and the defending team gains possession of the ball. the other team gains possession of the ball. The game restarts at the spot of the foul and atleast one pass must be

made before a shoot is taken.

The Forbidden Zone:

In front of each frame, is a half circle with a three meter radius, called the forbidden zone. A player can only be in this zone if they have just thrown the ball on the frame, passed the ball, or solicited a pass.

In either situation the player may not touch the ground while holding the ball.

Special Rules:

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There are no specific sides to the field, teams can throw at either frame. No intercepting the other teams passes. No more than three passes before the ball has to be thrown to the frame. No more than three steps while holding the ball.

Ball Handling

Players may catch, throw, hit, and impell the ball in every way with hands, fists, head and trunk. Three contacts of the feet on the ground may be made. Catching the ball and landing with both feet on the ground

counts as two contacts. The ball may be passed from one hand to the other even if contact is lost in between. The ball may be held for up to three seconds. Playing while kneeling or lying on the ground is allowed. A player may not touch the ball with their feet or legs. A player may not throw the ball intentionally at an opponent. A player may not drop the ball after recieving a pass.

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Appendix 9

Team advance to other end and attempt to scoreRemove the ball from one side of the court and give a ball to the opposite end team. The offensive team will advance the ball and try to score. The opposing team try’s to prevent the score by catching the rebound.

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Appendix 10

Objective of the Game:

Throw the ball on the rebound surface after a maximum of three passes. After the rebound, the ball must touch the ground for a point to be scored. If the ball is caught by the other team, then no point is scored and the game carries on.

They must catch the ball after it bounces off the rebound surface and before it touches the ground. In order to be in the best position for that, the players must continuously reposition themselves according to the passes of the other team. They may not intercept the ball or hinder the opponent.

The Field and the Players:

40 x 20 m field with 9 players to a side.

20 x 12 m field with 7 players to a side. Playing Time: Males, Three fifteen minute periods. Females/Mixed, Three twelve minute periods.

Equipment needed:

One Handball. Two Rebound surfaces (frames 1 x 1 m tilted at 55 degree angle) Any type of playing surface.

Scoring:

When, he throws the ball on the rebound surface and the ball touches the ground outside of the forbidden zone. If the ball is caught before it hits the ground by the other team no point is scored.

to the other team when, throws the ball beside the frame, the ball bounces back off of him, or the ball bounces off the frame and lands outside the playing area or in the forbidden zone.

The team who did not get the point restarts the game from behind the frame where the point was scored.

Fouls:

A player takes more than three steps while in possession of the ball. A player steps out of the limits or in the forbidden zone while holding the ball. A player drops the ball or dribbles it on the ground. A player makes the fourth pass for his team. A player intercepts a pass willingly or not from the other team. A player prevents the free moving of the other team or their passes while they are in possession of the ball. A player catches the ball after a rebound if the shot was taken by a player on the same team. A player takes a third consecutive shot(total of both teams) on the same rebound surface.

Fouls when the ball hits the metallic edge of the frame and its natural trajectory is modified:

If the ball is caught by the other team the game continues. If the ball falls out of the playing area or in the forbidden zone then a point is lost. If the ball falls with in the playing area, there is a foul and the defending team gains possession of the ball. the other team gains possession of the ball. The game restarts at the spot of the foul and atleast one pass must be

made before a shoot is taken.

The Forbidden Zone:

In front of each frame, is a half circle with a three meter radius, called the forbidden zone. A player can only be in this zone if they have just thrown the ball on the frame, passed the ball, or solicited a pass.

In either situation the player may not touch the ground while holding the ball.

Special Rules:

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There are no specific sides to the field, teams can throw at either frame. No intercepting the other teams passes. No more than three passes before the ball has to be thrown to the frame. No more than three steps while holding the ball.

Ball Handling

Players may catch, throw, hit, and impell the ball in every way with hands, fists, head and trunk. Three contacts of the feet on the ground may be made. Catching the ball and landing with both feet on the ground

counts as two contacts. The ball may be passed from one hand to the other even if contact is lost in between. The ball may be held for up to three seconds. Playing while kneeling or lying on the ground is allowed. A player may not touch the ball with their feet or legs. A player may not throw the ball intentionally at an opponent. A player may not drop the ball after recieving a pass.

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Appendix 11

SEPEP (Sport Education in Physical Education) Task

• Your task is to plan, organise, implement and conduct a seasonal tournament based on the game of Tchoukball.

• Throughout this season you will not only become a player within your team, but you will also be given a specific role to ensure that your team and season runs as smoothly as possible

• As well as being a player within the league, your extra role can comprise of the following:

Coach Captain Statistician Publicist Equipment Manager

• You have already been randomly placed within your teams of 4-5. Once you are grouped you will be required to discuss who will be appropriate for each role.

• If your team cannot decide on roles, you will be required to write a letter of nomination to your teacher, who will then decide on the appropriate roles within your team.

Each week you must vote for the best on field for your game! At the end of this unit we will collate the votes and decide on an overall Best and fairest winner

In order for this season to be as fun and smooth as possible, it is up to you to undertake your role with the upmost effort and pride. Remember, our team is there to help and support us, if you want your team to succeed you need to ensure you are there for your team mates!

Good Luck!

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Appendix 12

2012 SEPEP Application Form.

Name –

What role are you applying for? –

Why would you like this role?

Why would you suit this role?

Signature:____________________

Co-Signed by:__________________

Co-signer’s signature: __________________

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Appendix 13

Stage 1 – Students are to

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Appendix 14

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Appendix 15

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Appendix 16

Year 9 Girls PE Questionnaire – Please circle the most appropriate.

1- not at all 10 – Very Much So

I enjoy Physical Education

1 2 3 4 5 6 7 8 9 10

My favourite part of Physical Education is competition

1 2 3 4 5 6 7 8 9 10

I participate in sport outside of School

Yes No

I enjoy sport only when I am with my friends

1 2 3 4 5 6 7 8 9 10

My favourite lesson of PE ever was: __________________________________________________________________________________

Why?

____________________________________________________________________________________________________________________________________________________________________

I feel insecure when I play competitive Sport

1 2 3 4 5 6 7 8 9 10

I wish Physical Education involved more:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix 17

Assessment task – Folio

Throughout the course of this unit, you will be asked to create a folio of your work. Based on your roles, you will be asked to create a different piece of work to help strengthen your team. In conjunction with this, you will be assessed on work as a team. This work includes:

Your ability to cooperate as a team The creativeness and justification of

your team name Your ability to include yourself, and

others in your teams. Your ability to help each other out Ability to create, and abide by, your

code of conduct.

In addition to this, you will be asked to conduct a small presentation to show the class. Each member should have an input into this class with each member mentioning their role within the team, as well as what they did within this role.

For example:

Coach – weekly training

Captain – Weekly Cooperative Activity

Stats/Fixture – Weekly scores, team fixture

Publicists – Weekly team newsletter

Equipment Manager – Checklist created and completed.

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Criteria Not Shown Low Medium High Very High

Team Occupation(20 marks)

No Evidence or support for role within team.

(0-4)

Evidence shown of role of each team member with little or no detail.(5-9)

Evidence shown of each team member’s role. Includes some detail of job tasks.(10-14)

Evidence shown of each team member’s role. Includes details of job tasks as well as evidence to support job being undertaken. (15-18)

Evidence shown of each team member’s role. Includes details of job tasks as well as evidence to support job being undertaken. Each week’s task is included. (19-20)

Team development(15 marks)

No evidence of team development.

(0-3)

Little (one or two pieces of) evidence of team development. Including name, code of conduct form, strategies and training program.(4-7)

Some (three pieces of) evidence of team development. Including name, code of conduct form, strategies and training program.(8-11)

High (four and above pieces of) evidence of team development. Including name, code of conduct form, strategies and training program.(12-13)

All evidence of team development shown. Including name, code of conduct form, strategies and training program. Each explained to the upmost detail. (14-15)

Reflection(25 marks

No reflection shown.(0-5)

Reflection piece does not show evidence of overall development from each lesson (6-10)

Reflection piece shows some evidence of overall development from some team members.(11-15)

Reflection piece shows evidence of overall development from all team members.(16-20)

Reflection piece shows evidence of overall development from all team members as well as feedback from their individual roles. Reflection includes reasons for decisions made and team direction. (21-25)

Willingness to cooperate(15 Marks)

Did not cooperate with team or show any signs of following code of conduct. (0-4)

Little cooperation shown by team member towards overall program and team mates.(5-9)

Good cooperation with team mambers and code of conduct. Did not make any extra effort to communicate with or support their team.

(10-13)

Team member showed active signs to cooperate with team mates.(14)

Team member actively tried to cooperate with team mates, as well as include all team mates in discussions, trainings and game plays. (15)

Team performance and effort(15 marks)

Team did not play any game.

Team played few games with minimal effort.

Team played all games, some effort shown

Team played all games with all members participating with full effort.

Team played all games, with 100% effort and showed support and encouragement throughout the season.

Presentation style(10 marks)

No prepared presentation piece.

Folio lacked documents and was hard to follow.

Some documents shown. Folio was easy to follow.

All evidence shown, with input from all team members. Folio easy to show.

All evidence shown, with evidence from all team members. Folio is bright, colourful and easy to follow.

Assessment Rubric

Total - ____/100

Extra Comments -

34