eportfoliolcoghill.weebly.com · Web view2018-11-12 · Students will all be strongly encouraged to participate during the day. To try and get all students actively involved teachers

Coghill_L_16435656 Assignment 2 HPE

Sports Activity Day Reports

Lauren Coghill

16435656

EDPR3008

1


Proposal:

6th September, 2017

Dear Mr. Jones,

I am writing to seek permission to hold a sports activity day on Thursday 19 th November on

the school oval. The day will start at 10am and finish at 2pm and will include all students

from Grade One to Grade Four. There will be no cost to parents.

The proposed activity day has no scoring only encouragement to try their best and have fun

which promotes fair play and inclusiveness (Landy, 2002). There will be modified activities

for students with special needs to encourage inclusion and having a go. To increase student

motivation students will be given leadership opportunities (Australian Sports Commission,

2017) such as student leaders within the group and ‘specialist coaches’ for those students

who can mentor those students who need a little more assistance, as well as buddies for

those students with disabilities.

Active play has a vital role in children’s development (Department of Health and Human

Services, 2015) and students will be given opportunities to practice and further their

fundamental motor skills (FMS). The sports activity day incorporates FMS and provides

opportunities for students to use and practise their skills in a fun and supported way.

This sports activity day will provide students with learning opportunities to learn through play.

Children learn most effectively through play (Department of Education WA, 2013) as play

based learning creates scenarios where students can explore, discover and express their

own individual ideas and create their own learning experiences (Landy & Burridge, 2009).

Students will work collaborate with students and communicate with each other to complete

the activities. This means that students will not only be developing their FMS but also

develop their social, emotional, language and sensory skills throughout the sports day

(Pangrazi, Beighle & Pangrazi, 2009).

I hope you will take into consideration all the positive learning opportunities that this sports

activity day provides when making your decision.

Kind regards

Lauren Coghill

Head of PE Department, Forrest Street Primary School

2


Inclusiveness:All schools are required to embrace inclusiveness across their pedagogy, curriculum and

school community and no student should be excluded based on their disability (McLaren,

2010). The Disability Standard for Education (2005) states that ‘All education providers must

take reasonable steps to ensure that the student is able to participate in the courses or

programs provided by the educational institution, and use the facilities and services provided

by it, on the same basis as a student without a disability, and without experiencing

discrimination (Commonwealth of Australia, 2006 pg. 27)’. The Sport Activity Day at Forrest

Street Primary School will make modifications to many of the activities in order not to

discriminate against any of the students in the following ways:

Tyler Jones (1M) Autism Spectrum Disorder (Group 1)Tyler is very particular about his routine and knowing what is happening. Mrs Martin will give

insight daily in the week leading up to it to try and elevate his stress (Autism Spectrum

Australia, 2014). Tyler will also be given a timetable of the day and pictures of the activities.

These pictures will also be put up as signs on the day for each activity.

Sam Pitson (3/4D) Appendix surgery (Group 7)Sam had his appendix out two weeks ago and is still sore. He has a doctor’s certificate to

return to school but is not allowed to do any physical activity. Sam will be time marshal and

will walk around to all activities and assist with small tasks such as holding a skipping rope,

and offering encouragement for his fellow students.

Dean Gardiner (2M) Wheelchair (Group 2)Dean is permanently wheel chair and has full movement of his arms. Dean will also have his

aide Robyn with him to assist push him on the oval as all students are aware of the rules

with not pushing Dean’s wheelchair unless his asks for assistance as this is inappropriate

(Giangreco, McEwen, Fox & Lisi-Baker, 2002). Dean will be able to be involved in all of

the activities by completing tasks when he cannot participate such as holding the skipping

rope and being the umpire in tug-0-war.

Matthew Butcher (3/4P) Down Syndrome & vision impairment (Group 4)Matthew has down syndrome and has moderate vision impairment. He will be with his aide

Cameron and will be able to participate in all activities with assistance. The ball games all

include balls that have bells and skittles will use sounds from the iPod that will play music to

allow him to hear where they are (Vision Australia, 2016).

3


Seth Dookie (1J) (Group 5) & Amelia Gloury (2M) (Group 6) Moderate-Severe AsthmaticsBoth students are vigilant in their Asthma Management plans. Students will have their

inhalers with them at all times and the supervising teachers must ensure that they do not

overexert (Asthma Australia, 2016).

Caitlyn Waterson (3/4D) Profound hearing loss (Group 3)Caitlyn wears hearing aids but she still has trouble understanding conversational speech

(Aussie Deaf Kids, 2015). Caitlyn will be assigned a buddy for the day who will be with her

for the day and each activity will have a picture sign up to assist Caitlyn.

Maddison Black (3/4P) Severe vision loss (Group 8)Maddison will have her aide Darcy with her for the day. Maddison responds well to

instructions and this will assist her with activities such as skipping (Darcy can say when to

jump). Like with Matthew, Maddison can use the foam balls with bells and ipod placed

behind the pins in the bean bag skittles to provide an auditory target (Willings, 2009) to

encourage participation.

4


Timetable of the day:

Groups

5


Activity Supervisor Helpers Resources required

Notes/ Modifications

Tee Ball Mrs Martin Ben Farmer (Parent)Marita Austin (Parent)Ava Ancrum(House Captain)

Tee ballBatBasesGlovesTeeHelmets

Buddy the students with disabilities up. Either a runner or a hitter

Tug-o-war Mr Jones Adam Baker (SEDA Student)Ben Baxter (Parent)

Large rope with a rag tied in the middleTwo starting linesMiddle line

Dean Gardiner to referee when his group is playing.

Obstacle course

Mrs Brennan Carly White (SEDA student)Michelle Slow (SEDA student)

RopeTable4x hula hoops6x conesRolling matStarting linehurdles

High jump bar and wider cones needed for Dean Gardiner.

Buddy for Matthew Butcher and Maddison Black.

Catch me ball game

Mrs Makepeace

Danielle Cain (Parent)Wes Carthew (Year 6 School Captain)

5 x tennis balls5 x netballs5 x basketballs 5 x frisbee5 x soft dodge balls3 x Lines drawn in chalk2 x Ball mesh bags

Beeping foam balls will be used for vision impaired students.

Bean bag skittles

Mr Dove Bec Stratton (Parent)Logan Wescott (House Captain)

Bean bags1.25 litre bottles ¼ filled with different objects like marbles, rice, pasta, paperPhone/ipod in a plastic cup

Phone/ipod is for students with hearing loss or vision impairment which will be placed behind skittles.

Skipping Mr Beckett Amy Hayes (Student Teacher)Sienna Manson (School Captain)

Skipping ropes ranging in sizes, including two large group ones, 20 individual ones

Dean Gardiner and Sam Pitson to hold rope.

Beach ball hit

Mrs Lowther Mr TurnbullTy Farmer (House Captain)

3 x beach balls, 1 x filled with rice and pasta

Use rice filled balls for Matthew Butcher and Maddison Black

3-legged race

Mrs Pitt Megan Cross (Student teacher)Charlotte Watson (House Captain)

Old stockingsWitches hats

Dean Gardiner to be tied together at arm.

First Aide Mrs Parsons First aid kit including list of students (photos included) with asthma, anaphylaxis, allergies, vision impairments and

Mrs Parsons has cert II in first aide, anaphylaxis trained and has asthma management certificate

6


hearing lossRisk management book Mobile PhoneSunscreenWaterFirst aide officer vest

Time Keeper

Mr Vernon Sam Pitson (injured student)

Stop watchHorn

Marshall Mrs Coghill Xavier Stewart (SEDA student)

PaperPen

Toilet marshals

Mrs BeggMr Evans

7


Activity Description Modifications Fundamental movement skills

Curriculum link

3-legged race through zig zags

1. In pairs, students tie one left leg to the other’s

right leg.

2. Students should practice walking together until

they get a rhythm going.

3. Then try hopping and running.

4. When all teams are confident they can have a

race (Kidspot, 2017).

Most Year 1/2 students may require

assistance with tying the stockings, some 3/4

students may as well.

Year 1/2:

Shorter race, spend longer practicing, spread

witch’s hats wider apart.

Year 3/4:

Longer race (whole side of oval), less time

practicing and witches hats closer together

for greater difficulty when dodging

Running,

jogging,

dodging

Use strategies to

cooperatively with a partner

when practising new skills

(ACPMP030)

Persisting with new activities

can have positive outcomes

(ACPPS033)

Beanbag toss with skittles

1. Setup 6 ‘Skittles’ in a V shape

2. Game Rules: Divide students into four teams of 8

players. Each team has 6 bean bags to throw.

3. Standing on a mat, each student throws all 6 bean

bags consecutively at the skittles to knock them

down.

4. Students after their turn will collect bean bags and

stand back up the ‘skittles’ for the next student.

Year 1/2:

Start with throwing mat 2 metres away from

the skittles, move back if necessary

Year 3/4:

Start with throwing mat 3 metres away from

the skittles, move back if necessary

iPod in a cup for vision impaired students

Throwing

balancing

Identify rules and demonstrate

turn-taking and sharing

equipment when participating

in minor games (ACPMP032)

Apply innovative and creative

thinking in solving movement

challenges (ACPMP049)

8

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACPMP049


http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACPPS033



Tee Ball 1. Divide students in to two teams, one team fields,

the other bats.

2. When Fielding: The fielding team need a catcher

(player who puts the ball on the tee), a player on

each of the three bases, a pitcher to filed within

the diamond area and all other players are fielder

standing other fielders are placed around the

playing area and are tasked with fielding the ball,

catching and trying to run players out.

3. When batting: the ball will be placed on a tee

from which the batter shall hit it. The batter can

have as many swings as they need at the ball

until they hit it.

4. The batter is out when:

The ball is caught without hitting the ground.

A fielder with the ball stands on a base before

the runner makes it to that base.

A fielder with the ball tags a runner between

the bases.

An innings is complete when all players on

the batting team has had a turn.

5. Swap sides (Rules of Sport, 2016)

Some students may require runners/ batters/

buddies

Throwing,

catching,

striking,

balancing,

running,

jogging,

sliding,

dodging

Participate in games that use

a number of different

fundamental movement skills,

(ACPMP027)

Demonstrating acceleration

and deceleration of movement

in physical activities

(ACPMP047)

Beach 1. In one large group, give students one beach ball Year 1/2: Throwing, Demonstrating how to include

9




ball in air with rice

and ask them to work together in a team to keep

that ball in the air. Students can hit, pat, head but

the ball as long as it stays in the air.

2. When the students have practiced with one ball,

add another ball, trying to keep two balls in the

air.

3. If two balls are easy add a third ball

Three balls may be challenging, but give

students the opportunity to experiment.

Year 3/4:Add a fourth ball if needed

Ball filled with rice can be used for vision

impaired students

catching

jumping,

jogging,

leaping

others and make the team feel

like they belong (ACPPS019)

Working cooperatively with team

members to maintain

possession in a game

(ACPMP048)

Obstacle course

The obstacle course will be set up with the six

stations

Year 3/4:Add more hurdles, hula hoops and witches

hats.

Spread out hurdles, hula hoops and witches

hats.

Rolling,

jogging,

running,

leaping,

jumping,

balancing,

dodging

Performing movements under,

over, through and between

objects, people and equipment

(ACPMP029)

Adopt inclusive practices by

modifying physical activities to

ensure that everyone is

included (ACPMP048)

Catch me if

1. Draw a large circle with chalk with a line in the Year 1/2: Jogging, Selecting and implementing

different movement skills to be

10






you can ball game

middle.

2. Balls/frisbee will be set up on the middle line.

3. Students are divided into two teams and stand at

their end of the chalk circle.

4. On the whistle, students are to race to the middle

line and pick up one ball/frisbee and throw it into

the other team’s half.

5. If the ball/frisbee is caught by a player then that

ball/frisbee is put in to the mesh ball bag.

6. If the ball/frisbee is dropped, then it is thrown

back to the other side.

7. Continue playing until all balls/frisbees are caught

(Coach Finch, 2017).

Start off with 3 of each type ball/ frisbee

Year 3/4:Start off with 4 of each type ball/ frisbee

Students with vision impairment can use the

balls with bells or be the player that puts the

balls in the bag.

running

throwing

catching

successful in a game

(ACPMP025)

Apply basic rules when

participating in physical

activities (ACPMP050)

Skipping 1. Students will be given a range of skipping ropes

to practice with; long skipping ropes, individual

skipping ropes.

2. Students can skip individually, with a partner, in a

group or even lie the skipping rope on the ground

and jump over it.

Attempt ‘Double Dutch’ where two skipping

ropes are crossed over each other

Jumping,

leaping,

skipping

Performing fundamental

movement skills involving

controlling objects (ACPMP025)

Explore how success,

challenge and failure

strengthen identities

(ACPPS033)

11






Tug of war

1. Divide students in two teams with an end of a

rope each.

2. Students are to pull backwards on the rope to

try and get the flag to cross a chalk line.

3. Change teams around and go again

Year 1/2:

Students may not fully understand how

changing body positioning and weight can

assist with pulling.

Pulling,

balance

Demonstrating how to transfer

weight from one part of the body

to another (ACPMP025)

Practise and apply movement

concepts and strategies with

and without equipment

(ACPMP045)

12




Safety/ duty of careA letter will be sent home to parents outlining what is involved in the activity day, along with

a permission form that must be completed prior to the day. There will be a ‘Risk

Management’ booklet completed prior to the day as well. This booklet will have student’s

medical details and contact details, as well as a copy of the permission form. The risk

management booklet will also include numbers for the office, the principle, Mrs. Coghill and

an emergency evacuation plan. A mobile phone will be at the first aide station in the middle

of the oval. All staff will wear their high viz vests which includes the photo booklet of students

with medial alerts.

An attendance roll will be taken at the start of the day and at the end of day when the

students return to class. There are also two toilet marshals who will walk students to the

toilet blocks and back. All volunteers for the day whether they be a parent or a student

teacher must hold a valid and current Working with Children’s Check.

The teacher-in-charge, Mrs Coghill, will also inspect the oval in the morning to look for any

hazardous objects that may hurt or injure a student. It is Mrs. Coghill’s responsibly to ensure

that the students can participate in a safe environment (Department of Education Western

Australia, 2008). The required equipment will be checked prior to being used and balls

pumped up, rolling mats checked for holes and safety gear checked.

Behaviour ManagementStudents will all be strongly encouraged to participate during the day. To try and get all

students actively involved teachers must notice small success and celebrate these

(Gabbard, LeBlanc & Lowry, 1994), and offer praise and encouragement to all students.

Students should feel proud of their personal achievements throughout the day.

Inappropriate behaviour needs to be corrected by the teacher. Teachers need to be able to

stop the behaviour before it grows into a larger problem using the yellow card, orange card,

red card warning system. Students will be made aware of the rules of the day in the first ten

minutes. They will know what is expected of them and that the same school rules still apply,

with the same consequences for inappropriate behaviours applying.

Word count: 2757

13


ReferencesAsthma Australia, 2016. Asthma emergency. Retrieved from

https://www.asthmaaustralia.org.au/vic/about-asthma/asthma-emergency

Aussie Deaf Kids, 2015. Describing the severity of hearing loss. Retrieved from

http://www.aussiedeafkids.org.au/describing-the-severity-of-a-hearing-loss.html

Australian Curriculum. (2017). Health and physical education / Years 1 and 2 / personal,

social and community health / communicating and interacting for health and

wellbeing / ACPPS019. Retrieved from

http://www.australiancurriculum.edu.au/health-and-physical -education/curriculum/f-

10?y=1-2&y=3-4&s=PSCH&s=MPA&layout=1

Australian Curriculum. (2017). Health and physical education / Years 1 and 2 / movement

and physical activity / moving our body / ACPMP025. Retrieved from








and physical activity / understanding movement / ACPMP029. Retrieved from




and physical activity / learning through movement / ACPMP030. Retrieved from







14


Australian Curriculum. (2017). Health and physical education / years 3 and 4 / personal,

social and community health / being healthy, safe and active / ACPPS033. Retrieved

from http://www.australiancurriculum.edu.au/health-and-physical

-education/curriculum/f-10?y=1-2&y=3-4&s=PSCH&s=MPA&layout=1





1 Australian Curriculum. (2017). Health and physical education / Years 3 and 4 / movement

and physical activity / understanding movement / ACPMP047. Retrieved from












and physical activity / Learning through movement / ACPMP050. Retrieved from



Australian Sports Commission. ( ). How to motivate young people. Retrieved from

https://www.ausport.gov.au/participating/resources/coaches/tools/coaching_children/

how_to_motivate_young_people

15


Autism Spectrum Australia. (2009). Quick guide to autism. Retrieved from

https://www.autismspectrum.org.au/sites/default/files/quick-guide-to-autism-lores.pdf

Coach Finch. (2017). Catch me if you can. Retrieved from

http://www.peuniverse.com/videos/catch-me-if-you-can

Commonwealth of Australia (2006). Disability standards for education 2005 plus guidance

notes. Retrieved from

https://docs.education.gov.au/system/files/doc/other/disability_standards_for_educati

on_2005_plus_guidance_notes.pdf

Department of Education Western Australia. (2008). The outdoor education and recreation

Activities. Retrieved http://det.wa.edu.au/policies/detcms/policy-planning-and-

accountability/policies-framework/policies/outdoor-education-and-recreation-

activities.en?cat-id=3457100

Department of Education Western Australia. (2013). Fundamental movement skills: book 1

learning, teaching and assessment.

Department of Health and Human Services (2015). A healthy start to school. Victorian

Government. Retrieved from

https://www.betterhealth.vic.gov.au/~/media/bhc/files/campaign/a-healthy-start-to-

school/2015%20healthy%20start%20to%20school.pdf?la=en

Gabbard, C., LeBlanc, B., & Lowry, S. (1994). Physical education for children: building the

foundation (2nd ed.). Englewood Cliffs, New Jersey: Prentice Hall.

Giangreco, M., McEwen, I., Fox, T., & Lisi-Baker, D. (2002). Assisting students who use

wheelchairs: guidelines for school personnel. Retrieved from

http://www.uvm.edu/~cdci/archives/mgiangre/QG3ExtraWC141-154.pdf

Kidspot. (2017). Three legged race. Retrieved from

http://www.kidspot.com.au/things-to-do/activities/three-legged-race

Landy, J., & Burridge, K. (2009). Kids with zip. Port Melbourne: Pearson Australia.

16


Landy, J. (2002). P.E. teacher's pre-sport skill lessons, activities & games for grades 4-6 (1st

ed.). Paramus, N.J.: Parker Pub. Co.

McLaren, H. (2010). Physical Education and physical activity: Opportunities for students with

a disability. Government of South Australia. Retrieved from

https://www.decd.sa.gov.au/sites/g/files/net691/f/physical-education-report-2010.pdf

Rules of Sport. (2016). Tee-Ball rules. Retrieved from

http://www.rulesofsport.com/sports/tee-ball.html

Pangrazi, R., Beighle, A., & Pangrazi, D. (2009). Promoting physical activity and health in

the classroom. Pearson Higher Ed USA

Vision Australia. (2016). Preparing for school. Retrieved from

https://www.visionaustralia.org/services/children/preparing-for-school

Willings, C. (2009). Physical education adaptions. Retrieved from

http://www.teachingvisuallyimpaired.com/pe-adaptations.html

17

Documents

eportfoliolcoghill.weebly.com · Web view2018-11-12 · Students will all be strongly encouraged to participate during the day. To try and get all students actively involved teachers