Sepep Resource file PDF

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SEPEP Resource File Zach Artingstall

Table of Contents

Introduction……………………………………………………………………………………………………………….…..……3

Understanding SEPEP………………………………..………………………………………………………………….………4

Teacher’s Role and Associated Resources……………………………………..…….………………………………..6

Student Roles and Associated Resources………………………………………….………………………………..10

Programming and Associated Resources………………………….………………………………….………..……20

Game Modification and Associated Resources………………………………………………………..……….…26

Selection and Associated Resources……………………………………………………….……………………..……27

Competition Formats and Associated Resources…………………………………………………………...……35

Publicity and Associated Resources……………………………………………………….………………….…..……44

Festivities & End of Season Event and Associated Resources ………………………………………..……47

Extra Materials…………………………………………………….………………………………………………………..……51

References………………………………………………………………………………….………………….……..……………54

INTRODUCTION Physical Education is a very important area to the Australian Currciulum, as it promotes the development of lifelong healthy habits, the gaining of social responsibilities, and the forming of social relationships (Arthur-Banning, Wells, Baker, & Hegreness, 2009; Penny, Clarke, Quill, & Kinchin, 2005). By participating in out of school like sporting events, in physical education classes (what the SEPEP model is all about; authentic environments), it can cause students to enjoy participation in sport, and as a result, seek sporting opportunities outside of school to further enhance health benefits (Penny et al., 2005). The ideas of students gaining responsibilities, and the creation of out of school like sporting events, are the main differentiating factors between SEPEP and other curriculum models (Penny et al., 2005). In addition, the SEPEP model increases student resiliency, empathy and ability to take on certain challenges in a confident way, by creating an authentic learning environment where content is taught in a very practical way (Griffin, & Butler, 2005; Penny et al., 2005; Siedentop, 1994). This model links to the curriculum through Ss2.1.MPA067, and Ss2.3.MPA069, which look at encouraging students to carry out certain roles and responsibilities, and determine and abide to fair play rules, in order to achieve the learning outcomes for physical education (Australian Curriculum, 2020). To add, the Sports Education Curriculum Model can also link to other models. For example, it can lean towards a more tactical and decision making focus, which can link to the teaching games for understanding curriculum model, helping to give students and understanding on the significant tactics, and relevance of certain skills (Mitchell, Oslin, & Griffin, 2013). It is however important to note, that the way hybrid models are implemented by the classroom teacher, would have to be slightly different compared to the usual. In saying all of this, although I do value this model very highly, I do believe it is more efficient for secondary students due to the extra responsibilities that are required of students, as they are required to run their own games, take on various roles, and create a team-like environment (Penny et al., 2005; Siedentop, 1994; Stran et al., 2012). If careful consideration is given to the level of implementation (lower levels for primary students), role of the teacher (more in control, and provide efficient scaffolds) and role of the students (in a way that they are easier to operate), it can also be made suitable for primary school students.

UNDERSTANDING SEPEP

This model contains 6 main elements

1) Seasons: All about involving students in a season like environment. Helps those that do not participate in out of school sports, to experience a season. This should mirror what actually happens in out of school, real world sporting contexts, such as having a selection system, a preseason, and a regular season with fixtures.

2) Affiliation: It should bring the sense of belonging to a team, which can be a great way to motivate students, to take responsibilities associated with being a part of a team. For example, attendance, student roles such as coaching, refereeing…etc…

3) Formal Competition: Needs to involve everyone, and be perceived to be fair by all students. Ensures that there is no team that runs away with the competition and fixturing is done in a systematic way.

4) Culmination event: In any competition, there is a final event to celebrate progress of students over the full season. A recognition of roles and responsibilities that students had is also made during this time.

5) Record Keeping: Results and other stats such as fairest and best are kept

6) Festivity: The festive side includes themes such as team shirts, logos, songs, team names…etc… all the features involved with out of school, sporting experiences.

In addition, the levels of implementation model can be used to suit the needs of the class: Level 1: Compliance stage (limited responsibilities of students, season played) Level 2: Cooperation stage (extended season, more rules, more festives, greater responsibilities) Level 3: Community stage (in addition to level 1 and 2 traits, development of school-community links and accountability, greater diversity) (Rycroft, 2020).

TEACHERS ROLE

- Teacher’s role is highly influenced by the level of implementation of the SEPEP unit (Compliance, Cooperation, Community), and also the year level of the students, and this role will change among the different levels. - Alexander (1995) communicated that “SEPEP is not a ‘throw out the ball’ model in which teachers abdicate their professional responsibilities”. So for example…in a year 9 class who do not have the ability to run the whole program themselves, the teacher would need to support students and make sure that the program runs effectively - 4 Major roles: 1) Teacher as an architect: 

Teacher provides an academic environment that allows students to be supported to meet specific learning outcomes

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Involves gradually giving more responsibilities to students, to allow the teacher to remain an architect and ultimately be responsible for the educational environment, and vitality of programme

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Creates an environment where students feel supported with lots of scaffolding required

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Creates an environment that ensures student learning and development throughout the program

2) Planning: 

Involves different planning to regular lessons that follow different curriculum models, for example, the teaching games for understanding and traditional models

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Involves being proactive by knowing and planning before things happen in the program

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Most effective SEPEP curriculum's is a result of good teacher planning and classroom management

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Things that could be planned: beginning of class management routines, class transition routines, organising of student roles, behind the scenes resource development

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Considers LEST in a slightly different way, for example, could have home base areas for where students meet after each transition in the class, and this is where fixtures are reviewed, where the coach may talk to their team..etc...

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Another example: Music is played and when the music stops, it is the end of a particular section to the lesson and students are required to move on.

3) Stepping Back: 

Can be seen as advantageous in some situations, and disadvantageous in others

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Teachers often express their concern about “stepping off centre stage” in a physical education class, as it is often perceived that students do not have the skills to manage an effective SEPEP programme

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Teachers often see this idea as a “cop-out” as it removes teacher responsibilities

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Instead of just stepping-back, a scaffolding approach of handing over responsibility should be displayed. This will allow them to have appropriate knowledge of content and understanding

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Another scaffolding approach that could be done, is by handing over the student roles in a gradual manner, so they know how to do their required tasks efficiently. This will help support students who struggle.

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Create environment, and plan

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Advantages of stepping-back: more and varied opportunities to meet Health and Physical Education outcomes (students can show you what they can do, (if you don’t give them the responsibility, they will not show you what they can do)), assists students with their new roles or skill development, and provides time for authentic assessment (giving you time to observe and assess as students now have responsibility to run lessons, so you take on a different role).

4) Teaching: 

Rather than teaching in terms of teaching students skills and tactics, the SEPEP teaching looks at other parts of the curriculum where students need help in managing themselves and

support 

Hybrid approach of teaching could be seen, where a teaching games for understanding curriculum model can be utilised to get students use to tactical awareness elements that are taught to them during scaffolding

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In early sessions the teacher can spend time defining student roles

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Promoting the values of fair play, equal competitions and the assessing of student needs in terms of game-related skills

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Alexander (1995), said that “an educational environment is designed where fair play and sporting values are taught, practices and reinforced consistently

PREPARATION CHECKLIST – FOR CLASSROOM TEACHER [] Have the SEPEP video ready for students to watch

[] Presentation gives students clear understanding of what SEPEP is all about [] Students able to demonstrate their knowledge by writing a short summary of what SEPEP is [] Students understand the differences of roles and that responsibilities are expected of them [] Student applications are ready for students to apply for roles [] Student roles are picked in a fair manner [] Students have required resources and examples to carry out their role (many in this resource file) [] Scaffolding to students is present and evident [] Evident increases in student roles are evident [] A code of conduct is available so students know their role expectations and classroom rules [] Teams have been created on a fair basis [] Every student has a role that is expected of them to carry out [] Student roles have efficient platforms for them to complete work as a group, away from school [] Students have access to other group’s work prior to each lesson [] Students are making weekly progress on their individual role [] The fixture system is efficient and will enable a fair competition [] There are scheduled duty teams to enable players teams not playing, can carry out their role [] All students made a contribution to their role [] The tournament ran effectively [] The teacher can provide resolutions to any conflicts throughout the season [] Safety of students is always the first priority [] Continuous assessments are conducted on students roles and gameplay

STUDENT ROLES

- Good idea to have an initial presentation to show students the different roles and introduce these to students

- In this presentation, ensure students understand and are motivated to commence the season.

- It needs to be explicit, introduce roles, be creative to ensure engagement

- Proactivity is another big factor, for example if there is going to be a wet weather lesson or an assembly that will cut into the Physical Education lesson, you can use this shortened or indoor time to inform students about the SEPEP curriculum model.

- Inform students about SEPEP characteristics, teacher’s roles, students role’s and assessments that would be expected of students

- Allocation of roles can be done by asking for volunteers to allocate roles, by the teacher allocating forms or by application forms conducted by each student

-Assessment of the SEPEP module comes down to individual teaching philosophies. For example, do you want your curriculum valued by the students, parents and school administrators? Do u believe your work is as important as any of the other learning areas?

- Make clear to students, and staff what u want them to know. Show parents it’s not just a skills focus in Health and Physical Education, but also the gaining of responsibilities

- Things to consider for Assessment: How do u know ur students are progressing in their gameplay? What do u look for? What do you look for, to judge whether students are exibiting fair play? How do u know the team coaches are successful in their leadership role.

Possible Student Roles: -

Player

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Captain -

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Sports Board Member -

-

Coach

Selection Panel

Game modification/rules/umpire/referee -

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Ethics/Tribunal -

Fixtures

-

Records

-

Publicity

End of season event -

Duty Team -

1st Aid

SOME OF THE RESPONSIBILITIES FROM THE MAIN ROLES LISTED ABOVE:

SPORTSBOARD: Role Description: - Organise other committees, and be involved in all decision making process along with the teacher.

Duty:

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Ensure the unit runs smoothly week in week out

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Check all the work from other committees, to ensure all tasks are completed before each lesson and available to the class

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Manage culminating event

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Work closely with in class teacher

Personal skills:

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Fair and responsible

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Confident

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Willingness to collaborate and solve problems

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Attend to student concerns

CAPTAIN/COACH:

Role Description: - Is involved in ensuring that their team demonstrate good sportsmanship, work in a cooperative, responsible and appropriate manner to their own teammates and opposition teams.

Duty: -

Leads the team

-

Is a part of the coin toss before the game and elects what way the team will go

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Encourages and assists teammates always

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During the 2nd lesson of the first few weeks, will look at the tactical awareness strategies that have been taught in class, and make sure they understand them, in order to implement them for the season.

Personal Skills:



Good communicator

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Listens

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Positive attitude regardless of the situation that the team is in

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Leadership

TEAM SELECTION:

Role Description: - Will grade and provide an evaluation criteria sheet (for others to grade while they play), during various drills or practice game simulations, in order to create fair teams for the tournament. Can help captain to place students in various positions, depending on how they perfromed in the preseason games.

Duty:

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Assess player skills, tactical awareness, and ability to play in various positions

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Assists in skill development by providing students with knowledge on what they need to perform in order to score highly in the evaluation

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Resolve any conflicts in team strengths by shifting players from teams if perceived unfair

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A part of the team decision making process

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Cooperate with records, fixtures, and publicity

Personal skills: 

Analytical and aware of the correct technique points to various skills

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Good communication and listening skills – will need to use the KTPs that were taught in class during the normal physical education time in the first few weeks

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Positive attitude

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Planning and searching for evaluation resources

FIXTURES:

Role Description: - Providing of fixtures, and the creation of a fair tournament in terms of who will play who.

Duty:

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Make decisions regarding fixtures

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Consider various formats such as round robin, separate pools...etc…

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Ensure the fixtures are fair

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Roster other roles to umpire each game, grade players...etc...

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Work in conjunction with results, and publicity to create a meaningful experience

Personal skills: -

Ability to be fair and non-biased

-

Work with others and solve problems

-

Attend student concerns

PUBLICITY:

Role Description: - Responsible for providing a form of communication which contains information that promotes the season, the teams, the class, the year level, the results, the school, and community. Can do so by forming a poster, newsletter, interview...etc…with photographs, videos...etc…of the games being played.

Duty:

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Promote the season by conducting new articles, interviews, team photos, match reports...etc…

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Can display work in school notice board, at assembly, in the newsletter...etc…

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Take photographs, write reports and create documents

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Collaborate with other roles such as records, festivity, and end of season event to make documents meaningful

Personal skills: 

Creative and artistic minded



Confident

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Is a good communicator and public speaker

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Good at handwriting or computer use

FESTIVITY:

Role Description: -Ensures that the season is festive, decorative and enjoyable

Duty:



Preview upcoming games and design promotional material alongside publicity

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Create themes and dress codes for various days

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Create team logos, team names, team uniforms...etc...

Personal skills: 

Ability to be fair

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Creative and artistic minded

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Work with the needs of other students

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Sell ideas

RECORDS:

Role Description: - Will play an active role in creating and keeping records for the season, which will be demonstrated and presented in some way for all class members to check on a weekly basis.

Duty:



Post or present all relevant information on the season to show the class

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Collect results for each game and create a league table

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Work with the fixtures, publicity and team selectors to collaborate findings, results and decisions made.

Personal skills: 

Cooperative

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Fair, and responsible for updating results and the table

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Willingness to work and use technology to form various statistics

END OF SEASON EVENT:

Role Description:

-Create an event for the last 2 weeks of class and what will occur in these l...