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LEARNING THE SPORT EDUCATION MODEL. TASK #1:. GROUPS/SECTIONS: A =Ben, Matt, Scott, Lok, & Marcellus / Front Page & Features B =Mark, Walker, Kait, & Brad / Objectives & Sportsperson C = Christian, Anthony, Chris, & Heather/ Student Roles & Benefits/Teacher Roles

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LEARNING THE SPORT EDUCATION MODEL


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    1. LEARNING THE SPORT EDUCATION MODEL

    2. TASK #1: GROUPS/SECTIONS: • A =Ben, Matt, Scott, Lok, & Marcellus / Front Page & Features • B =Mark, Walker, Kait, & Brad / Objectives & Sportsperson • C = Christian, Anthony, Chris, & Heather/ Student Roles & Benefits/Teacher Roles In your groups, become the “master of knowledge” for your particular section. • You will have 10 minutes to know everything there is to know about your section. • As you are learning, come up with examples for your topic and how it relates to the sport of BADMINTON.

    3. TASK #2: • Now that you have become the “master of knowledge”, each person in your group will form a separate group (4 groups!) with one member from the other groups (at least one person from A, B, and C in each group). Here you will teach each other about what you learned about your particular section. • Make sure you give your Badminton examples to the rest of the group for your topic! • You will have 15 minutes for this task!

    4. Task #3: In your task 2 groups complete the following task using your knowledge of the Sport Education Model

    5. Sport Education Modelby Daryl Siedentop , Peter Hastie, Hans van der Mars Curriculum & Instructional Model

    6. Discussion Questions: • Describe the importance of having affiliation in your Sport Education Model. • Why is it important for the students to learn different roles other than just how to be a player? • Explain the differences between a literate, competent and enthusiastic sports person. • Name two objectives of the Sport Education Model and why they are important. • Can the Sport Education Model be used for activities other than sports?

    7. What else is there to know about the Sport Education Model? • Differences from youth, community and interscholastic sport: • Participation requirements • How much time is required for each section of sport? • What does a practice/game schedule look like? • Developmentally appropriate involvement • Skill level? • Elite teams vs Recreation teams (ie. Travel teams)? • Diverse roles beyond that of a player • What roles are learned at a youth, community and interscholastic level?

    8. Other things to think about… • Introducing the SE model for the 1st time - • Start with a highly popular sport/activity to get the model rolling • Start with one class instead of all classes to get a foot in the door • Responsible, mature, etc. • Instead of allowing students to focus on what they lack, focus on each team’s unique abilities.