Deakin

University EEH455

Sport Education Model in Physical

Education:
Basketball Unit: Teacher Resource Kit
Rachel Wheeler 900175482

12
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Sport Education Program:

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, 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

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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.

Sport Education Characteristics:

Seasons: A season involves a series of consecutive lessons, which include pre-season activities, and practice leading up to competition.

Team Affiliation: Students become a member of a team throughout the season, and take on different roles such as manager, coach, umpire and so on, as
well as playing in the team.

Formal Competition: The students practice throughout the season leading up to a formal competition and then a celebrative event at the conclusion of the
program.

Keeping Records: Provides opportunities for keeping records team records: outcome and scores of matches and individual records; player performance.

Festivity: The festivity of the sport can be encouraged through sports notice board, team photos, uniforms, and team chants.

Metzler, 2000.

The Sport Education Model provides opportunities to:

Ø Participate in a realistic context of a sport in a physical education setting.

Ø Explore a sport in a different way.

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 Ø Develop cooperative skills, social interaction skills and a team identity.
Ø Plan and develop a sports programme.
Ø Take responsibility for their own learning, and for their team.
Ø Be challenged by interaction with peers including peer support and peer trust.
Ø Feel an included and valued member of a team.

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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Description of Students Roles:

SEPEP provides an opportunity for students to understand and be involved in the management and organisation of a sport as well as playing the sport.
Students will be allocated into a team and will be a player, however when the teams are allocated they will also assume a role in their team. After the first
couple of lessons I will allocate teams along with the sports board representative, taking into account different skill levels and abilities, groups of friends. In
the first couple of lessons we will have a discussion of the characteristics of the different roles, and they will have an opportunity to show interest in which
role they wanted to play in their team. The roles include:

Ø Player
Ø Team Manager
Ø Captain/Vice Captain
Ø Coach
Ø Umpires
Ø Scorers
Ø Public relations
Ø Sports Board Representatives.
Ø Equipment manager

Australian Football League, 2003.

Player:

Every student will assume the role of a player.

Duties of a player include:

Ø Trying your best in all games.

Ø Being a fair and cooperative sports person.
Ø Including everyone in your team in the sport.
Ø Be able to cooperate effectively with team mates.

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 Ø Make the sports program an enjoyable experience for your team and other teams.

Team Manager and Team Captain:

Duties of a team manager and team captain involve:

Ø Possess leadership qualities.

Ø Need to set a positive example for other team members in terms of behaviour and fair play.
Ø Need to provide the team with direction, while listening to every body’s ideas and perspectives.
Ø Along with the coach sort out any disputes in the team or with umpires.
Ø Assist in warm ups and training sessions.
Ø Observe skilled behaviour and examples of fair play and conduct in the team for the awards ceremony at the conclusion of the program.

Coach:

Duties of a coach include:

Ø Organising training sessions and warm-ups.

Ø Discussing with the coach and other players strategies to enhance performance.
Ø Ensure everyone in the team is getting a fair go and is included in the games and team.
Ø Along with the captain sorting out any disputes among players or umpires.
Ø Organising practice matches
Ø Possess good communication skills and an enthusiastic and positive attitude.
Ø Guide and motivate the team.

Umpire:

Duties of an umpire include:

Ø Responsible for officiating practice and match games.

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 Ø Must know the rules well
Ø Must be fair and consistent in their decisions.
Ø Use the whistle correctly and be able to project their voice.
Ø Vote for best and fairest for each game.

Scorer:

Duties of a scorer include:

Ø Responsible for accurately recording the statistics and scores for each game.
Ø Compiles game scores.
Ø Provides records to coaches and public relations officer.
Ø Maintaining team records.

Public Relations:

Duties of the Public Relations role include:

Ø Collect scores for each game, and summarise results.

Ø Create and update a ladder of the teams.
Ø Organise a celebration at the end of the tournament i.e BBQ.
Ø Design a poster to provide information about the competition and celebration.
Ø Prepare and collect voting forms for umpire to complete after games.
Ø Judge the best chant and team uniform on the competition day.

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Sports Board Representative:

Duties of a Sports Board Representative include:

Ø Responsible for planning and running the season along with the teacher.
Ø Helping out with the selection of teams.
Ø Creating a fixture for the season.
Ø Help to organise the end of season event and celebration.
Ø Run the awards ceremony and distribute awards.

Equipment Manager:

Duties of an Equipment Manager include:

Ø Find out what equipment coaches and manager need for their warm-ups and training sessions.
Ø Be punctual to ensure that equipment is out and ready for the teams.
Ø Ensure that all equipment is returned and in the same condition as it was.
Ø 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:

Ø I will try my hardest in this competition.

Ø I will play by the rules and be a fair sportsperson.
Ø I will not argue with my team mates, other teams or the umpire or scorers.
Ø I will be a good sport all the time, encourage my team and acknowledge all good efforts from others.
Ø I will cooperate with my team mates, coach, umpires, and opponents.
Ø I will accept the umpire’s calls and not argue.
Ø I will be gracious in victory and defeat.
Ø I will do my best to include my team mates.
Ø I will do my best to make this experience fun and enjoyable for everyone.

I agree to abide by the code of behaviour above:

Signature of player:

Date:

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Safety:
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.

Ø Provide supervision of activities at all times.

Ø Discuss safety precautions and practices with students when doing a new activity.
Ø Ensure an adequate warm-up to reduce risk of injury.
Ø Organise activity areas where there is between students and obstacles including fences, posts, nets, bins and walls.
Ø Understand students learning abilities and any injuries or medical conditions they have.
Ø Pay attention to the suitability of the floor surfaces, and if they are slippery or dangerous in any way.
Ø Make sure that students are wearing appropriate clothing and footwear at all times.
Ø Encourage students to drink water during the program to rehydrate.
Ø Encourage students to follow sun protection practices like wearing a hat and sunscreen.
Ø Ensure facilities and equipment are appropriate and safe.
Ø Ensure first aid is readily available.

ACHPER, 2008

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Rules:

The program will be played against the official Basketball Rules, See Appendix 2.

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.

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Choosing a team role:

Here is your opportunity to show interest in what role you would like to contribute to your team. Myself and the sports board representatives will make the
final decision on the roles. We will do our best to allocate you to a role that you choose in your top 3 preferences but unfortunately not everybody will be
able to get what they want.

In the table below put your 1st preference, 2nd preference and 3rd preferences for the roles you would most want to do.

Team manager

Captain

Coach

Umpire

Scorer

Public Relations

Sports board Representative

Equipment manager

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SEPEP BASKETBALL:

Team name ____________________________________

Team uniform ____________________________________

Team chant

Team members

____________________ ___________________ ____________________ ___________________ ____________________

___________________

Team appointments

Coach

Manager (in charge off court) _______________________

Captain (in charge on court) _______________________

Scorer _______________________

Umpires __________________ _______________________

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Assessment:
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:

Ø To determine whether learning is occurring and at what level.

Ø To provide feedback on learning to improve performance
Ø For motivation purposes
Ø To select and screen.

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).

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Learning Domains and Interactions:

Sport Education aims for student learning across all three learning domains; cognitive, affective and psychomotor. These three learning domains cover the
main goal of SEPEP which are to be a literate, competent and enthusiastic sports person. Although from time to time there will be a focus on one domain
priority, over the whole season it will balance out amongst all areas of the learning domains.

Ø Literate: Cognitive and affective.

Ø Enthusiastic: Affective
Ø Competent: Pyschomotor with strong cognitive support.

(Mezler, 2001)

It is beneficial for a teacher to understand the learning that is fostered in all parts of the Sport Education model so the teacher can provide a balance for
each domain priority across the season.

The following table shows how the various domain priorities shift across various times in basketball Sport Education program.

Learning activity Temporary domain priority

Making organizational decisions 1. cognitive
2. affective
Pre season practice (player) 1. psychomotor
2. cognitive
3. affective
Pre season practice (coach) 1. cognitive
2. affective
3. psychomotor

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Learning duty roles (umpire, scorekeeper, trainer, 1. cognitive
etc) 2. affective
3psychomotor
Working as a team member 1. affective
2. cognitive
3.pyschomotor
During competitive games (player) 1. psychomotor
2. cognitive
3. affective
During competitive games (coach 1. cognitive (strategy and tactics)
2. affective (team leadership)
(Metzler, 2011)

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Level 6 Standards Assessed:

Physical, Personal and Social Learning: Health and Physical Education.

Strand: Domain: Dimension: Standards assessed:

Physical, Personal Health and Movement and • Students demonstrate proficiency in
and Social Learning. Physical Physical activity. the execution of manipulative and
Education 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

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 Interpersonal Building social • Students demonstrate awareness of
Development: relationships: 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.

Working in Teams: • Students work collaboratively,

negotiate roles and delegate tasks to
complete complex tasks in teams.
• Students develop and implement
strategies for improving their
contributions to achieving the team
goals

VELS, 2009

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Interdisciplinary learning: Communication and Thinking

Strand: Domain: Dimension: Standards Assessed:

Interdisciplinary Communication: Listening, Viewing and • Students identify the ways in which
Learning: Responding. complex messages are effectively
conveyed and apply this
knowledge to their
communication.
• Students use complex verbal and
non-verbal cues, subject-specific
language, and a wide range of
communication forms
Presenting: • They provide constructive
feedback to others and use
feedback and reflection in order to
inform their future presentations.
Thinking: Reasoning, processing • They generate questions that
and inquiring. explore perspectives
• They process and synthesise
complex information and complete
activities focusing on problem
solving and decision making which
involve a wide range and
complexity of variables and
solutions.
Creativity: • Students experiment with
innovative possibilities within the
parameters of a task.
• They apply selectively a range of
creative thinking strategies to
broaden their knowledge and
engage with contentious,

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 ambiguous, novel and complex
ideas. VELS, 2009
Reflection, evaluation • When reviewing information and
and metacognition. 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 Resources Assessment

Number
Where the 1- 3 outcomes per lesson What activities will you be What resources will How will you assess
lesson fits • dot points doing in each lesson? you be using and/or the learning in this
in the • how do they relate to where did you source lesson?
sequence assessment your lesson idea from
(single or Book/article/web
double) page etc
1 • Understanding SEPEP • Introduction to sepep • Siedentop, et • Class
philosophy and • What is SEPEP? al 2004. Discussion.
history and rules of • Explain SEPEP • Job Description • Observation of
basketball. philosophy Sheet class
• Understand goals and • Describe goals and • Choice of role interaction and
objective of unit and objectives of unit and form behaviour
expected behaviour. expected behaviour. • First journal • Assessment-
• Participation and • What are the roles of entry Engagement
engagement in the students vs the • Basketball and
activities. teacher? Australia, participation in
• Discuss and History and 2008. activities.
rules of Basketball. Appendix 3 • Students write
• Discuss what roles are Week 1 Journal
needed to run a season entry.
of basketball.
• Students fill out role

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 form, and choose their
top 3 preferences.
• Teacher chooses Sport
Board Representative.
2 & 3 • Code of Conduct • Work with the sports • Code of • Class
agreement. board representative to Conduct discussion
• Understanding choose teams and roles. • Team roles • Observation of
characteristics of • Each player reads and • Assessment class
roles and teams. signs the Player Code of Criteria interaction and
• Brainstorm and Conduct. • Weekly Journal behaviour
development. • Outline Student entry • Assessment-
assessment. • Rules, Engagement
• Discuss in detail how the appendix 1 and
lessons will run, and participation in
how the students are activities.
taking responsibility for • Students
their learning. weekly journal.
• Practice round robin, for
girls to understand how
the games will be
played. 5 minute halves.
4 • Understanding how • Teacher runs a warm-up • Weekly journal • Class
to run a warm-up. and explains dynamic entry discussion
• Skill development. activities, so they are • Peer • Observation of
• Taking ownership able to do it in the assessment team

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 over their team and following lessons. criteria interaction and
learning. • Basic basketball skills • Basketball behaviour
activities run by coach. drills and skills • Assessment-
• Conduct discussion on worksheet. Engagement
peer teaching. Criteria. • Warm up, and
• Fixture and tournament Appendix 3 participation in
details to be decided • Skill activities.
and planned by sports development • Students
board representatives. Appendix 4 weekly journal.
• Introduction to team
positions, plays and
strategies.
5 & 6 • Peer Teaching • Team warm ups run by • Weekly • Class
• Skill Development students. Journals. discussion
• Reflection • Peer teaching • Peer teaching • Observation of
assessment. criteria. class
• Set up four stations, • Warm up, interaction and
each station focuses Appendix 3 behaviour
On different skills, • Skill • Assessment-
including free throws and Development Engagement
shooting, dribbling, passing Appendix 4 and
and agility. Students need participation in
to create a drill and will activities.
teach it to the class next • Students
lesson. weekly journal.

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 • Coaching clinics on • Peer
different Assessment.
offensive/defensive •
plays including zones,
boxing out and man on
man.
• Warm down and teacher
reflection.
7 • Peer Teaching • Students continue to • Weekly • Class
• Reflection develop team strategies, journals discussion
• Skill Development tactics and plays. • Peer teaching • Observation of
and Tactics • Peer teaching, groups criteria
class
teach the whole class • Warm up,
the drill they made up. interaction and
Appendix 3
• Warm down and • Skill behaviour
discussion. Development • Assessment-
Appendix 4 Engagement
• and
participation in
activities.
• Students
weekly journal.
• Peer
assessment.
•

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8 • Team cooperation. • Warm up done by • Siedentop et • Class
• Assessment of roles coach/captain. al, 2004. discussion
• Reflection on • Training session run by • Warm up, • Observation of
progress. captain/coach. Appendix 3
class
• Practice round robin- 10 • Skill
interaction and
min games. Development
• Publicity for round robin Appendix 4 roles.
coming up. • Assessment-
Engagement
and
participation in
activities.
• Students
weekly journal.
9 & 10 • Feedback and • Warm up done by • SEPEP roles • Class
reflection. coach/captain. assessment. discussion
• Team cooperation • Training session run by • Weekly • Observation of
• Game reflection captain/coach. journal.
class
• Watch team chants. • Siedentop et
interaction and
• Round 1 and 2 al, 2004.
• Umpire gives voting • Warm up, roles.
forms in. Appendix 3 • Assessment-
• Teacher reflection and • Skill Engagement
feedback on

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 performance. Development and
Appendix 4 participation in
activities.
• Students
weekly journal.
• Skill
Development.
11 and 12 • Understanding of • Final games and • Weekly journal • End of season
SEPEP program. presentation. • Team SEPEP
• Game and self • Warm up done by reflection. reflection.
reflection coach/captain. • Roles • Journal
• Team cooperation. • Training session run by assessment reflection.
captain/coach. • Skill
• Watch team chants. development
• Round 3 criteria
• Umpire gives voting • End of season
forms in. survey.
• Presentation awards:
• Most valuable player.
• Most improved player
• Best team chant
• Best team uniform
• Fair play award
• Participation award.
BBQ lunch to follow.

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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:

• Observation on individual skill development.

• Observation on teams tactic and strategy.
• Game specific and individual.

Peer teaching:

• Peer teaching reflection.

• Ability to communicate their skill effectively with class.

Reflection and Evaluation:

• Self reflection on role.

• Team reflection.
• End of SEPEP season survey.

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Weekly journal entries:

Use the following to prompt your reflection every week:

Today I learnt.....

My strengths are.....

My weaknesses are....

What I enjoyed most about today’s lesson was.....

In the next lesson I would like to improve on......

I felt in my team I worked....

Have I involved myself in all aspects of SEPEP and my team?

What can I do to improve my performance?

How can I work better in my team?

What are my goals for the rest of the season?

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 Journal Assessment Criteria:

Criteria Excellent Very Good Satisfactory

Good

Provided a detailed and insightful initial self reflection. 5 Marks

Consistent weekly reflections consisting showing evidence of thought and evaluation. 15 marks

Well written reflections with correct grammar, spelling and punctuation. 5 marks

Completion of journal entries on time consistently week after week. 5 marks

Reflection /30

Comments:

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SEPEP Roles and Responsibilities Checklist:

At the end of each lesson think about the responsibilities that you successfully completed. For each responsibility successfully completed place a cross (X) in the box. For
each responsibility that you did not successfully complete place a (-) in the box. If you are the coach your role will not change and you will remain in this position for the
entire season. All other roles will change on a regular basis.

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Roles and responsibilities Lessons:
1 2 3 4 5 6 7 8 9 10 11 12
Coach
• Leads warm ups
• Makes descisions about team line ups
• Provides leadership for team
• Assist teacher when needed

Festivities:
• Create a celebratory end of season event
• provide merit awards recognising participation and major winners of the tournaments
Scorer
• Records scores during game play
• Maintains ongoing team records
• Summarises game scores
• Provides financial records to coaches and public relations officer.

Umpire
• Manages game play
• Interprets rules during game play
• Mediates conflict
• Is fair and consistent

Publicity
• Gets scores and records from scorer
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• Keeps ladder up to date

• Organisation of promotional information
• Evidence of posting online
Manager
• Organises home court space
• Reports injuries to teacher
• Sorts out disputes amongst players
• Assist in training sessions

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

We allowed everyone in the group to contribute to team ideas and discussions.

Rarely Always

We gave everyone a fair go in all games.

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Rarely Always

We were an encouraging and positive team throughout the season.

Rarely Always

We played fairly against other teams and were respectful to everyone involved.

Rarely Always

What would you change about your team next time?

What was your group effective in doing?

What skills did your team possess to help your success in this season?

Peer Assessment:

Criteria High Medium Low Not Shown

Set up equipment appropriately. 5 marks

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 Organised and prepared for the skill and drill execution. 5 marks

Communicated with the class effectively, to demonstrate skill. 5 marks

Engaged the class with a loud and clear voice. 5 marks

Comments:

/20

End of Season Survey:

What did I learn about the SEPEP basketball unit?

What would I change or do differently next time?

How did my team work effectively to make it a successful season?

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Criteria Excellent Very Good Satisfactory

Good

What did I enjoy most about this unit?

What did I enjoy least about this unit?

What skills did I improve on throughout the season?

SKILL ASSESSMENT CRITERIA

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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 member’s ideas and opinions. 5
marks
Student created and used space effectively during games. Student understood the rules, tactics
and plays of netball and could effectively use them in games. 10 marks

References:

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.

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Siedentop, D, 1991, Developing teaching skills in physical education 3rd 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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