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PHED 239 Module 4: High School Sport Education Model Project 85 points
Due: Monday, March 10th Once completed, this project will provide you with the basic knowledge, instructional guidelines, and resources needed to implement a Sport Education (SE) Model at the high school level. The purpose of the SE model is to create an authentic sport experience for students that is developmentally appropriate, and supports equal participation. The sport experience is based on all the features of a sport season. The objectives of a SE model are for students to develop sport-specific techniques and fitness; appreciate and execute sport-specific strategic play; share planning and administration of sport experiences; provide responsible leadership; work effectively within a group toward common goals; appreciate the rituals and conventions that give sports their unique meanings; develop reasoned decision-making skills; develop and apply knowledge about officiating and training, and become active participants in sport outside of school. For this project, you will randomly select one (1) sport from Dr. Manganos list. Your task is to design a portfolio complete with the following information: A. Season: 20 lessons which encompasses both practices and competitions Name of sport selected. Season is twenty (20) days in length. Class size is thirty (30) students (16 males and 14 females). Class meets twice per week for 50 minutes 10-week season. Indicate the space available for this season (diagram, dimensions) Indicate the equipment available for the season (quantity and specifics) B. Affiliation: Students stay on same teams throughout season. List the names of the students on each team (make them up) and describe each student (i.e. skill level, fitness level, is (s)he a leader or a follower, overall personality, is (s)he absent often, any friendship(s) with classmates). Indicate method of selecting teams (i.e. teacher selects teams independently, teacher works with team coaches (where coaches are selected by the teacher). Also indict the factors considered in the selection (i.e. skill level, fitness level, is (s)he a leader or a follower, overall personality, is (s)he absent often, any friendship(s) with classmates). Define student roles and create duty sheets for each role (1 sheet per role) including expectations and responsibilities (i.e. coach, manager, scorekeeper, publicist, statistician). Remember, everyone is a player on the team.

C. Formal Competition: Schedules of competitions that are interspersed with practice sessions and games. List three (3) unit outcomes for the season (include one of each domain - psychomotor, cognitive, affective) - what a student will know and be able to do as a result of participation during the season (rules, skills, tactics, strategies, student roles necessary for the season, sportsmanship/fair play, etc). Label NASPE and MA CF Standards. Design a season outline of twenty (20) lessons (see Badminton Block Plan sample). Design schedules of competitions using a round-robin format that also included practice sessions dispersed throughout season (see Round Robin format sample). Create one (1) modified- games to be included during season. Use modified games to allow students to learn different position play during the season and for equal playing opportunities. Be sure to also include any specific rules to play modified games and diagrams follow sample format as the Modified Games Project. Create list of traditional rules to play game (cite reference). Create one (1) cognitive quiz on rules of the game. Format needs to vary (i.e. T/F, multiple choice, and short answer questions). Include directions, point value per question, total value of the quiz, and answers. Diagram team rotation roles during regular season play - Duty Team (which team is responsible to referee, keep stats, keep score, etc.). D. Culminating Event: Creates excitement and motivation similar to a NCAA Championship, World Series, or Olympic experience. Design a one-day skills challenge. Need to include at least three (3) different skill challenges that focus on various skills involved in the sport. Diagram each skills challenge, points scored, and how each individual and/or team will participate. Design post season awards based on goals for the season (i.e. most outstanding team, fair play, skill improvement, teamwork, committee membership). List and define each award and create certificate for each award minimum of three (3) awards. E. Record Keeping and Statistician: Provides helpful feedback for players and teams. Design stats spreadsheets that compile league standings and league statistics, team and player statistics, and score sheets (i.e. batting averages, shots on goal, assists, kills, points per game). Fill in information on each spreadsheet (enter team names, players names, data for both individuals AND team, etc.). Create a newspaper article highlighting team performance, interviews with coach and players include title of the newspaper (make-up). F. Festivity: Provides excitement, a meaning to participants and adds a social element to the experience. Create team identity (i.e. college teams, pro teams, countries) and nicknames.

3 Identify team colors. Identify team mascot.

G. Class Management and Behavior: Create fair play/sportsmanship statement or goals. Create assessment rubric for fair play that abide to the fair play/sportsmanship statement or goals, and include total points awarded by each team (rubric example: 0 = never; 1 = rarely; 2 = often; 3 = always). FORMAT: Title page should include your name, Sport Education Model and the sport you are assigned, PHED 239 Module 4: High School, Dr. Mangano, Springfield College, date. Table of contents after title page listing each component or section. Last page is your reference list (Internet - professional texts see reference list below, handouts, etc.) - APA format at least three (3). Each page should be numbered at the bottom. Be creative with your design! Suggestions use clipart, photos, color, etc. Submit via GOOGLE DOC only!

Books Siedentop, D. (1994). Sport Education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics. Siedentop, D., Hastie, P. A., & van der Mars, H. (2011). Complete guide to Sport Education (2nd ed.). Champaign, IL: Human Kinetics. Book Chapters Hastie, P. A. (2003). Sport education. In A. Laker (Ed.), The future of physical education: Building a new pedagogy. London & New York: Routledge, Taylor, & Francis. Hastie, P. A. Teaching sport within physical education. In S. Silverman & C. Ennis (Eds.), Student Learning in Physical Education: Applying Research to Enhance Instruction (p-p. . Champaign, IL: Human Kinetics. Siedentop, D. (1987). The theory and practice of sport education. In G. Barrette, R. Feingold, R. Rees, & M. Pieron (Eds.), Myths, models, and methods in sport pedagogy. Champaign, IL: Human Kinetics. Siedentop, D. (1992) Movement and sport education: Current reflections and future images. In M. L. Howell & J. E. Saunders (Eds.), VII Commonwealth and International Conference on Sport, Physical Education, Recreation, and Dance, 6, 3-16. Brisbane: University of Queensland.

4 Siedentop, D. (1996). Physical education and education reform: The case for sport education. In S. Silverman & C. Ennis (Eds.), Student Learning in Physical Education: Applying Research to Enhance Learning (pp. 247-267). Champaign, IL: Human Kinetics. Web Sites: www.pecentral.org, www.pelinks4u.org, http://www.cwu.edu/~jefferis/unitplans/sportedsoccer/soccertc.html