SEPEP is a very team driven model where within their teams students develop interpersonal and intrapersonal skills (Kulinna 2008).. SEPEP has six key features that need to be included when running a unit based on this model (Metzler 2012). Seasons: Within a regular SEPEP unit the structure needs to be based around a normal sporting season comprising of an organisation period, a preseason, a regular season and a postseason or festivity (Metzler 2012). For the best benefits of SEPEP units should comprise of a minimum of 20 lessons. This unit only includes 7 lessons as I felt this was more appropriate for the class and the curriculum set up at the school it is designed for. Lengthening this unit would simply mean making each of these included seasons longer. Affiliation: Students are placed in a sporting team and stay in this team for the remainder of the unit. This aims for students to experience the true notion of in a team (Metzler 2012). They work towards common goals together, make group decisions, experiences the successes and failures as a group, all whilst developing affective and social objectives (Metzler 2012). Within this unit the class will be split up into 5 teams with 5-6 players per team. Formal competition: Every SEPEP tournament must have a formal schedule of competition so teams can make short term and long term goals and decisions (Metzler 2012). Within this unit, throughout the first three weeks during the organisation and preseason seasons, the class themselves will come up with the round robin fixture for the following three week formal competition. Students will decide how many games per lesson and how long each game will go for. This is a student centred model however guidance should be given by the teacher to enable them to come up with a successful competition schedule. Cumulating The unit needs to end with an all inclusive final competition (Metzler 2012). Within this unit it will be held in week 7. This is the event all teams should be working for and should be exciting for students (more about this units cumulating event will follow).
5 Season Round robin Learning objective 4 and 5 as this is where students get to actively participates as a team Round robin is run by students Students fill in their journal and hand it back to the teacher Student journals Student derived fixtures and score sheets *Assessment ‘as’ learning – Student journal 6 Season robin Learning objective 4 and 5 as this is where students get to actively participates as a team robin is run by students Students fill in their journal and hand it back to the teacher Student journals Student derived fixtures and score sheets *Assessment ‘as’ learning – Student journal 7 Competition and festival All learning objective should be met by the end of this lesson Running of the competition. Organised by the Students Includes team uniforms, banners/signs, award ceremony etc. Students their reflections of the unit. Student derived score sheets(final competition guidlines) and fixtures score *Assessment ‘as’ learning – Student reflection *Assessment ‘of’ final competition rubric Assessing assignment rubric (this will be assessed from observations throughout the unit and from student journals). *Lap tops are used to research as the school this unit is planned for like to use the student’s laptops as much as possible.
2. Strategic and tactical knowledge Used strategic and tactical knowledge effectively within a game context Improved on strategic and tactical knowledge and used effectively within a game context however still needs to work on this. Made an effort in learning strategic and tactical knowledge within the pre season however could not transfer this into a game context Showed no effort to include strategic and strategic knowledge 3.Ability to undertake roles in a team Very knowledgeable with what their individual role involved. Carried out all duties exceptionally without any prompting from the teacher. Understood what their individual role involved. Carried out all duties little or no prompting from the teacher. Had some understanding of what their individual role involved. Carried out most their roles after prompting from the teacher. Had little to no understanding of what their individual role involved. Did not carry out their role effectively even with guidance from the teacher. 4.Contribution to team environment Very cooperative with team and always had input and also listened to other ideas as well Worked well with their team although sometimes they needed to listen to others rather than just voicing their opinion Didn’t input own ideas but did cooperate and listen to instructions from other team members Didn’t cooperate with team at all, didn’t input ideas or listen to instructions from other team members 5. Regular participation in physical activity Participated in every class for the 7 week unit. Missed one week of the unit. Missed two or more weeks of the unit. Missed more than 3 weeks of the unit. 6.Reflections throughout the unit All journal entries and reflection were thorough and well thought through. Most journal entries and reflection were thorough and well thought through. Journal entries and reflection were completed however more effort needed to be given Little effort to no effort was given to journal entries and reflection Mark ________/ 18
Time for self reflection References ACHPER 2008, ‘Phase: Sport Education Module, ACHPER, Melbourne. Alexander, K, Taggort, A, Medland, A, Thorpe, S 1995, ‘SEPEP: Sport Education in Physical Education Program, Australian Sports Commission, Belconnen, ACT J Haefner, J Haefner 2012, ‘Break through Basketball, Kulinna, P 2008, 'Models for Curriculum and Pedagogy in Elementary School Physical Education', Elementary School Journal, 108, 3, pp. 219-227, Education Research Complete, EBSCOhost, viewed 6 June 2012. Metzler, 2012, ‘Instructional Models for Physical Education, ‘Holcomb Hathaway, Arizona