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PHED 239 Module 4: High School

Sport Education Model Project

80 points
Due: Monday, December 12th
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 including the following information: skill level
(pre-control, control, utilization or proficient), fitness level, overall
personality).
Indicate method of selecting teams (i.e. teacher selects teams
independently, teacher works with team coaches (where coaches are

selected by the teacher). Also indicate the factors considered in the

selection (i.e. skill level, fitness level, overall personality).
Define student roles and create duty sheets for each 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). Cite National 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
includes practice sessions dispersed throughout season (see Round
Robin format sample). Also identify the duty team in the round-robin
schedule - Duty Team (which team is responsible to referee, keep
stats, keep score, etc.).
Create rules for how games will be played during the season (cite
reference).
Create one (1) cognitive quiz based 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.
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 two (2)
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, and ALL team and player statistics (i.e. batting avg., shots
on goal, assists, 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.
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!
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.

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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.
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. 247267). Champaign, IL: Human Kinetics.
Web Sites: www.pecentral.org, www.pelinks4u.org,
http://www.cwu.edu/~jefferis/unitplans/sportedsoccer/soccertc.html