Professional Documents
Culture Documents
SEPEP is a program designed especially for Physical Education, which can be used for a variety of sports including team
sports, individual sports and fitness programs. The SEPEP model encourages participation and involvement in physical
education in school and out of school, because it provides an opportunity to take on a variety of different roles within a
sporting event, including manager, coach, umpire, scorer and many more. It gives students an opportunity to take ownership
and responsibility of their own learning, with the teacher taking the role of the facilitator, (Australia Sports Commission,
2007).The Sport Education model has several distinct characteristics including, Seasons, Team Affiliation, Formal Competition,
Keeping Records and Festivity, which will be discussed in detail later on, (Metzler, 2001). The Sport Education Program was
designed by Daryl Siedentop (1991), to provide students with a rich sporting experience in a physical education context.
The season will cover 12 lessons and will be played in the Physical Education Centre. The Physical Education class has 30
students in and has been specifically developed for a Year Nine Girls Class- Level 6 VELS.
Year 9 Student have been categorised as the most at risk group for losing motivation in school . I noticed in my first
practicum the year 9 girls were the group I found most challenging as they would often lose interest in some activities and
start chatting with their friends. I found it hard to keep everyone engaged and motivated to participate consistently
throughout the lesson. At the start of my practicum I gave the girls a Cool PE survey (See Appendix 1), asking them a range
of questions about their physical education classes. I collated the data from the surveys and structured this program around
the results. Most of the girls did enjoy physical education, and one thing they wanted to change about their PE classes was to
do something different. A few of the girls said they enjoyed team sports and some of them even play basketball outside of
school.
Recent research has shown that girls experiences of Physical Education in school are often negative, (Australian Sports
Commission, 2007). The SEPEP model was chosen because I believe it will increase their motivation and engagement,
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considering it is a student-centred model of learning. The students will take responsibility of their learning and have
opportunities to take on different roles in a team, such as a player, umpire, scorer, team manager, and many more. Myself as
the teacher will take the role as a facilitator, helping students out and making sure everything is running smoothly. A large
part of the SEPEP program is the Competition and Celebration at the conclusion of the season and unit. I think this part of the
program will really motivate and excite the students. For the competition they will be able to get dressed up and create
outfits for their teams, they will also be given the opportunity to create a team chant or dance for their team. I believe this
aspect will really appeal to the girls, and will allow them to get involved in their team spirit. SEPEP relies on direct instruction,
peer teaching and cooperative learning, so it will give everyone a chance to work together and try something different.
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The central goals of a Sport Education Program are to teach you to become a literate, enthusiastic and competent sports
person.
Metzler, 2000.
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Player
Team Manager
Captain/Vice Captain
Coach
Umpires
Scorers
Public relations
Sports Board Representatives.
Equipment manager
Player:
Every student will assume the role of a player.
Duties of a player include:
Trying your best in all games.
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Coach:
Duties of a coach include:
Umpire:
Duties of an umpire include:
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Scorer:
Duties of a scorer include:
Responsible for accurately recording the statistics and scores for each game.
Compiles game scores.
Provides records to coaches and public relations officer.
Maintaining team records.
Public Relations:
Duties of the Public Relations role include:
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Responsible for planning and running the season along with the teacher.
Helping out with the selection of teams.
Creating a fixture for the season.
Help to organise the end of season event and celebration.
Run the awards ceremony and distribute awards.
Equipment Manager:
Duties of an Equipment Manager include:
Find out what equipment coaches and manager need for their warm-ups and training sessions.
Be punctual to ensure that equipment is out and ready for the teams.
Ensure that all equipment is returned and in the same condition as it was.
Be organised throughout the season.
Code of Conduct:
It is important that all players in the Basketball Sport Education program have a common code of behaviour to adhere to in all
games and throughout the season. After consultation with the class this code of behaviour has been formulated for the
Basketball Sport Education Program. All players involved in this competition must sign and abide by this code of conduct.
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Code of Conduct:
All Players in the competition must abide by the following:
I
I
I
I
I
I
I
I
I
will
will
will
will
will
will
will
will
will
Safety:
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An important objective of these procedures is the provision of safe environments for physical education in sport.
When planning this program it is my responsibility the activities, equipment and settings are all safe for students.
Here are some things I can do to make sure it is a safe environment for my class.
ACHPER, 2008
Rules:
The program will be played against the official Basketball Rules, See Appendix 2.
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There will be six teams, each with five players on. The games will go for 15 minutes, with a minute break at half time. The
sports board representative will create a fixture in which all teams will verse each other. The competition will be played
over 4 lessons, followed by the award ceremony and end of season festivities.
Team manager
Captain
Coach
Umpire
Scorer
Public Relations
Sports board Representative
Equipment manager
SEPEP BASKETBALL:
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Team name
____________________________________
Team uniform
____________________________________
Team chant
Team members
____________________
___________________ ____________________
___________________
___________________ ____________________
Team appointments
Coach
Manager (in charge off court)
_______________________
_______________________
Scorer
_______________________
Umpires __________________
_______________________
Assessment:
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Assessment is an ongoing process, referring to obtaining and interpreting information about the skills, knowledge and
attitudes of pupils both formally and informally. Assessment is used to determine how a student is progressing, and make
changes in the program to maximise student learning and performance (Tinning et al, 2001).
Purposes of assessment:
Tinning, et al 2001.
Assessment for Learning occurs when teachers use inferences about student progress and learning to inform their teaching.
The wide variety of information that teachers collect provide the basis to for determining what needs to be done next to
maximise learning. The purpose of this type of assessment is Formative and is done throughout the learning process.
Assessment as Learning occurs when students monitor and reflect on their progress to inform future learning goals. This type
of assessment lets students take responsibility for their own learning and monitoring future direction.
Assessment of Learning occurs when teachers use evidence of student learning to make judgements of student learning
against goals and standards. The purpose of this type of assessment is usually summative and is done at the conclusion of a
unit or task.
(Manitoba Education, 2006).
Learning activity
Making organizational decisions
2. affective
1. psychomotor
2. cognitive
3. affective
1. cognitive
2. affective
3. psychomotor
1. cognitive
2. affective
3psychomotor
1. affective
2. cognitive
3.pyschomotor
1. psychomotor
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2. cognitive
During competitive games (coach
3. affective
1. cognitive (strategy and tactics)
2. affective (team leadership)
(Metzler, 2011)
Domain:
Dimension:
Standards assessed:
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Physical,
Personal and
Social Learning.
Health and
Physical
Education
Movement and
Physical activity.
Interpersonal
Development
:
Building social
relationships:
Students demonstrate
proficiency in the execution of
manipulative and movement
skills during complex activities.
They demonstrate advanced
skills in selected physical
activities.
Students employ and devise
skills and strategies to counter
tactical challenges in games
situations.
They assume responsibility for
conduct of aspects of a sporting
competition in which roles are
shared and display appropriate
sporting behaviour.
VELS, 2009
Students demonstrate
awareness of complex social
conventions, behaving
appropriately when interacting
with others.
They evaluate their own
behaviour in relationships,
identify potential conflict and
employ strategies to avoid
and/or resolve it.
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Working in
Teams:
Domain:
Communicati
on:
Dimension:
Listening, Viewing
and Responding.
Standards Assessed:
Students identify the ways
in which complex messages
are effectively conveyed
and apply this knowledge to
their communication.
Students use complex
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Thinking:
Presenting:
Reasoning,
processing and
inquiring.
Creativity:
Reflection,
evaluation and
metacognition.
VELS, 2009
When reviewing information
and refining ideas and
beliefs, students explain
conscious changes that may
occur in their own and
others thinking and analyse
alternative perspectives and
perceptions.
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UNIT PLAN:
Lesson
Outcomes
Learning activities
Number
Where
1- 3 outcomes per
What activities will you
the
lesson
be doing in each lesson?
lesson
dot points
fits in
how do they relate
the
to assessment
sequenc
e (single
or
double)
1
Understanding
Introduction to
SEPEP philosophy
sepep
What is SEPEP?
and history and
Explain SEPEP
rules of
philosophy
basketball.
Describe goals and
Understand goals
objectives of unit
and objective of
and expected
unit and
behaviour.
expected
What are the roles
behaviour.
of the students vs
Participation and
the teacher?
engagement in
Resources
Assessment
What resources
will you be using
and/or where did
you source your
lesson idea from
Book/article/web
page etc
Siedentop,
et al 2004.
Job
Description
Sheet
Choice of
role form
First journal
entry
Basketball
Australia,
2008.
Class
Discussion.
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
participation
in activities.
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activities.
2&3
Code of Conduct
agreement.
Understanding
characteristics of
roles and teams.
Brainstorm and
development.
Discuss and
History and rules of
Basketball.
Discuss what roles
are needed to run a
season of
basketball.
Students fill out role
form, and choose
their top 3
preferences.
Teacher chooses
Sport Board
Representative.
Work with the
sports board
representative to
choose teams and
roles.
Each player reads
and signs the
Player Code of
Conduct.
Outline Student
Appendix 3
Code of
Conduct
Team roles
Assessment
Criteria
Weekly
Journal
entry
Rules,
appendix 1
Students
write Week
1 Journal
entry.
Class
discussion
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
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Understanding
how to run a
warm-up.
Skill
development.
Taking ownership
over their team
and learning.
assessment.
Discuss in detail
how the lessons will
run, and how the
students are taking
responsibility for
their learning.
Practice round
robin, for girls to
understand how the
games will be
played. 5 minute
halves.
Teacher runs a
warm-up and
explains dynamic
activities, so they
are able to do it in
the following
lessons.
Basic basketball
skills activities run
by coach.
Conduct discussion
participation
in activities.
Students
weekly
journal.
Weekly
journal
entry
Peer
assessment
criteria
Basketball
drills and
skills
worksheet.
Warm up,
Class
discussion
Observation
of team
interaction
and
behaviour
AssessmentEngagement
and
participation
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5&6
Peer Teaching
Skill
Development
Reflection
on peer teaching.
Criteria.
Fixture and
tournament details
to be decided and
planned by sports
board
representatives.
Introduction to
team positions,
plays and
strategies.
Team warm ups run
by students.
Peer teaching
assessment.
Set up four stations,
each station
focuses
On different skills,
including free throws
and shooting,
dribbling, passing and
agility. Students need
Appendix 3
Skill
developmen
t Appendix
4
in activities.
Students
weekly
journal.
Weekly
Journals.
Peer
teaching
criteria.
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4
Class
discussion
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
participation
in activities.
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Peer Teaching
Reflection
Skill
Development
and Tactics
Students
weekly
journal.
Peer
Assessment.
Weekly
journals
Peer
teaching
criteria
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4
Class
discussion
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
participation
in activities.
Students
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weekly
journal.
Peer
assessment.
Team
cooperation.
Assessment of
roles
Reflection on
progress.
Warm up done by
coach/captain.
Training session run
by captain/coach.
Practice round
robin- 10 min
games.
Publicity for round
robin coming up.
Siedentop
et al, 2004.
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4
9 & 10
Feedback and
reflection.
Team
cooperation
Warm up done by
coach/captain.
Training session run
by captain/coach.
SEPEP roles
assessment.
Weekly
journal.
Class
discussion
Observation
of class
interaction
and roles.
AssessmentEngagement
and
participation
in activities.
Students
weekly
journal.
Class
discussion
Observation
of class
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Game reflection
Siedentop
et al, 2004.
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4
11 and
12
Understanding of
SEPEP program.
Game and self
reflection
Team
cooperation.
Weekly
journal
Team
reflection.
Roles
assessment
Skill
developmen
t criteria
End of
season
interaction
and roles.
AssessmentEngagement
and
participation
in activities.
Students
weekly
journal.
Skill
Developmen
t.
End of
season
SEPEP
reflection.
Journal
reflection.
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awards:
Most valuable
player.
Most improved
player
Best team chant
Best team uniform
Fair play award
Participation award.
BBQ lunch to follow.
survey.
Student assessment:
Written:
Journal Entries:
Journal entries are to be completed weekly, reflecting on what they have learnt, their strengths and weaknesses and
effort in their role.
Game reports, newsletters, results. Task specific- public relations.
Umpire reports (if required)
Oral:
Team discussions.
Individual performance within their role.
Peer teaching: students had to think of a drill as a team for their specific skill station and teach it to the class.
Performance:
Peer teaching:
High
Mediu
m
Low
Not
Shown
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Reflection /30
Comments:
1
0
11
1
2
Captain
Leads team warm ups
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Equipment Manager
Inspects and cares for equipment
Ensure the correct equipment is brought to training and matches
Distributes equipment
Ensures all equipment is collected and returned at the end of each session.
Sports board
Prepares a list of team duties
Roster of training facilities
Makes good descisions regarding any disputes that may arise
Organisation of events
Team Evaluation:
Place a cross along the line that best represents your group.
Rarely
Always
Always
Always
Always
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We played fairly against other teams and were respectful to everyone involved.
Rarely
Always
Peer Assessment:
Criteria
High
Mediu
m
Low
Not
Shown
Organised and prepared for the skill and drill execution. 5 marks
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Comments:
/20
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Criteria
Always
Mostly
Someti
mes
Not
Shown
Skill execution:
Student showed a high level of participation, and was able to proficiently
execute a range of skills with ease. Student takes responsibility for their own
learning and completes their role every week to the best of their ability. 10
marks
Demonstrates and maintained a positive attitude throughout the whole
season, respecting team mates, opponents, umpires and scorers. 5 marks
Group:
The student promoted equality in their group, accepting every members
ideas and opinions. 5 marks
Student created and used space effectively during games. Student
understood the rules, tactics and plays of basketball and could effectively use
them in games. 10 marks
References:
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Australian Football League, 2003, AFL Sport Education in Physical Education Program, AFL Publishing, Melbourne
Manitoba Education, 2006, Rethinking Classroom Assessment With Purpose, Citizenship and Youth, Program Schools division,
Manitoba.
Metzler, M, 2000, Instructional Models for Physical Education. Boston, Allyn and Bacon.
Siedentop, D, 1991, Developing teaching skills in physical education 3 rd ed, Mountain View, CA. Mayfield
The Australian Council for Health, Physical Education and recreation, 2008, Phase Sport Education Model, ACHPER, Kew East,
VIC
Tinning, R, MacDonald, D, Wright, J & Hickey, C, 2001, Becoming a Physical Education Teacher, Pearson Education Australia.
Victorian Essential Learning Standards, 2009, Health and Physical Education: Level 6 Standards,
http://vels.vcaa.vic.edu.au/vels/hpe.html , retrieved on June 6th 2012.
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Appendix 1:
Year 9 Cool PE Survey:
1. Do you participate in any sporting activities outside of school? If so what do you play?
2. What feelings do you associate with P.E? eg, happy, sad, excited.
6. On a scale of 1-10 how much do you enjoy P.E? 10 being the highest?
7. When you see P.E on your timetable for the day what is your first reaction?
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Appendix 2:
Basketball Rules:
Basketball Australia, 2008, Official Basketball Rules 2008, Retrieved on 5 th June 2012,
http://www.basketball.net.au/index.php?id=352
National Basketball Association, 2004, Official Rules of the National Basketball Association, retrieved on 5 th June 201, from
http://www.nba.com/analysis/rules_index.html
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Appendix 3:
Warm: up
Grow-tail.com, N.D, Basketball Warm-up Routine, retrieved on 5 th June 2012 from http://www.growtall.com/basketball-warmup-routine.htm
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Appendix 4:
Basketball Skill Development and Drills:
Coaches Clipboard 2001, Basketball Drills, Retrieved on 5 th June 2012, http://www.coachesclipboard.net/BasketballDrills.html
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