ICT in Ed / Phys Ed

Integrating tech in the SEPEP classroom

Sports Education in Physical Education Program (SEPEP) is a student centred approach to Phys Ed. Its a model that seeks to provide an authentic means for students to engage in Physical Education by taking the best parts of community sport to enhance student learning.

If you’re unfamiliar with the SEPEP model check out this post and this video by the PEGEEK.

The greatest thing about SEPEP is the fantastic opportunity it provides for student centered learning. I start with structure and then gradually hand over the reins to students. How I do this changes from classroom to classroom as students needs and motivations, as well as program outcomes and assessments differ. To the same token, the technology I integrate in each of these classrooms is different.

 

ITC INTEGRATION IN MY SEPEP CLASSROOM INVOLVES:

  • Linking to purpose. Like all things relating to teaching, planning with purpose is crucial.  I try and avoid using technology for the sake of technology. At the very least I believe this ‘attitude’ to using technology can model a healthy balance of tech use to students. More importantly though, ITC should have a clear purpose. I usually begin with the SAMR model in mind and try to avoid technology that acts as a mere ‘substitution’. In my SEPEP classroom technology at the substitution level would have very little purpose (**Thats not to say it wouldn’t be suitable to other SEPEP classrooms – depending on the teacher, the students, the school and the devices available**). I try to integrate ITC that links to the program outcomes and assessments. I look for technology that will help create a student centred classroom and assist the students to  successfully complete their SEPEP roles and responsibilities. 
  • Allocating time to ‘teaching’ students how to use the technology. I make sure I allocate time to explaining  and showing students how I want them to use the ITC before the tournament begins. Just because students know how to use an iPad doesn’t mean they know how to use it in the SEPEP context. 
  • Debriefing. I’m a big believer in the lesson debrief. Especially in such a ‘student driven’ environment. I aim to leave 5-10mins at the end of each lesson for a quick Q&A that focuses on highlighting positives, discussing negatives and planning for a ‘better SEPEP future’. Before ITC this debrief would focus on things like student performance, sportsmanship, team work etc etc, but now the debrief also discusses ITC use/abuse/success/difficulties. If somethings not working its important the whole class learns together or we’ll keep making the same mistakes week after week (especially since the SEPEP roles are rotated around).

 

A LOOK AT SEPEP IN TWO DIFFERENT CLASSROOMS:

SEPEP can be as simple or as complicated as you want/need it to be. At the very least its a round robin of games with a simple focus on things like game play and sportsmanship. For the younger student it can be a great place to introduce and explore the student lead warm up. SEPEP can also be used as an ‘optional’ unit for the senior school student (ie. year 10) – great ‘preparation unit’ for those going on to do Year 11 or 12 ATAR Phys Ed studies.

 

1.) Year 7. Compulsory unit held twice weekly for 10 weeks with two classes of 30 mixed gender students (ie. 60 students and two teachers). Students are new to SEPEP model. 

  •  Assessment:
    • Students are assessed on their self management skills (ie. organisation, listens and follows instructions, shows initiative, enthusiasm, commitment to participation/team/improvement) and interpersonal skills (ie. cooperation, communication, respect, fair play, sportsmanship).
  • Student roles
    • Sportsboard (4-6 students) place all students into teams (with assistance from teachers), create tournament fixtures and manage the tournament ladder
    • Duty team is the ‘bye team’. This team is responsible for setting up the fields, announcing game day fixtures, umpiring games, scoring games and passing scores onto the Sportsboard
    • Coaches (rotated each game) are responsible for leading a warm up with their team, and, are encouraged to communicate with their team throughout the game (ie. positive support and encouragement). This role rotates each game so every student gets a go.
  •  ITC
    • Round Robin – I have this on my iPad and get the sportsboard to create the fixtures on it. Each lesson they have 5mins together at end to fill in the game results and announce updated ladder to the class. I then post a copy of the results and ladder (upload a screen shot) to our tournament ‘webpage’ (Seqta suite course coverpage). In this  particular SEPEP classroom I manage the website.
    • Scoreboard – The Duty Team has this on their iPad (as its a free app). It acts as a timer and scoreboard. If the game is in the gym we project it on the large screen for players and spectators to see.
    • Stretch ItWork it Swork It Kids  – These apps are great for student coaches leading the warm up (check out this previous post about the student lead warm up for more info)
    • Easy Portfolio – This is a good one for the teacher to collect evidence of student performance during lessons. I focus on capturing notes and evidence of students demonstrating interpersonal and self management skills as that is what students are being assessed on. I usually  do this is by recording a quick voice memo but you can also snap a photo, capture video or write a few notes.

2.) Year 10. Optional unit held daily for an entire Semester with one class of ~25 mixed gender students. Students are familiar with SEPEP model. This unit is offered as a ‘preparation unit’ for those going on to do Year 11 or 12 ATAR Phys Ed studies. Theory content that connects nicely into SEPEP could include: Exercise physiology (components of fitness, training principles, training types, sports first aid); Sports psychology (visualisation, motivation, goal setting); and Motor learning and coaching (performance analysis and effective instruction)

  • Assessment
    • Performance – During allocated SEPEP roles
    • Journal – Personal reflections and goal setting. Considers  self, teams, class and tournament.
    • Test – Questions relating to theory content
  • Student roles
    • Sportsboard: place students into teams, create fixtures, manage ladder and F&B voting
    • Weekly Rotated Roles:
      • Development Coach – Lead team on training day
      • Coach – Lead team on game day
      • Sports Trainers – Lead team on recovery day
      • Publicity team – Write short article and create photo collage or highlights reel to post on tournament website
    • Duty team is the ‘bye team’: Set up fields, umpire, score, time, record game statistics, take photos/videos to pass onto publicity team, pack up fields, pass scores onto sportsboard and pass statistics onto development coaches.
  • Lessons
    • Three ‘practical lessons’ allocated each week that include training session (lead by  development coaches), game day (lead by duty team and coaches) and recovery session (lead by sports trainers)
    • Two ‘theory’ lessons allocated each week.  During these times students learn content, prepare for their ‘rotated role’ of the week, participate in class debrief on practical lessons, or,  work on their reflective journals.
  • ITC
    • All ITC already mentioned in Year 7 example plus;
    • Google Site (class/tournament website). You need to have a google account if you want to set up a google site.  There are other options for setting up a class website but this one great if your students and you already use google drive. The school I’m at uses the SEQTA suite so I’ve only ever created websites in classes that have allocated theory lessons (ie. the seqta “course coverpage” acts as the ‘tournament website’ otherwise). I recommend dedicating a couple of theory lessons to exploring the purpose of, and then setting up the website (ie. Get students to view and rate websites set up by ‘real’ sports clubs and then brainstorm what they need/want on their website. Have discussions about websites being used as a communication tool and potentially link to national curriculum content “contributing to healthy and active communities”). 
    • DartFish Easy Tag – For Duty team to record game statistics that can then be passed onto allocated development coaches to design training sessions.
    • Coaches Note – To help Development Coaches and Sports Trainers lead their training and recovery sessions
    • PicLayFlipagram – For Publicity team to edit photos and/or create highlight reels that can then be posted on the tournamanet website.
    • Spotify, TuneIn, or Music Playlists – For Duty team to create bit of game day atmosphere (if playing tournament inside) I get them to play music during the allocated warm up time.
    • The PE Shake PE Games Free  – There are some great reasons why you should be playing games in your classroom. In this particular classroom  I use games to kickstart the training and recovery sessions as I find this age group can sometimes lack a bit of motivation and this whole class ‘funn’ can really help lift the mood. Plus, as much as you’re creating a student centred environment, they dont always get their timing and planning spot on so its good to have a few ‘extra activities’ up your sleeve.

 

 

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2 thoughts on “Integrating tech in the SEPEP classroom

  1. Pingback: The PE Playbook – April 2016 Edition – drowningintheshallow

  2. Pingback: The PE Playbook – July 2016 Edition – drowningintheshallow

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