Team+6

= ** TEAM 6 ** =

Tommy, Jess, Tardif, Chloe, Ryan, Cam & Jade
** 22/3/11 ** ** 12:40pm ** ** Attended: ** Chloe Wright, Cam Osiurak, Matt Tardif, Jade Warner, Ryan Lucas, Jess Wade, Tommy Whitbourne ** Apologies: ** None ** 12:40 – Meeting opened ** **Chloe** – Asked what did the group take out of the Hastie reading **Jess** – The article highlighted that the sport education model was successful in enabling students to improve their skills as well as their tactical awareness of the game **Tardif** – The students were able to better transfer their skills to a game situation **Ryan** – That’s good because with the current PE program a lot of the time is focused on skill development and they perform the skill over and over again but they don’t actually know how to use it in a game. **Chloe –** It wouldn’t be that successful in improving the skill level in the people who already know how to play the sport because they are only coached by their peers and not by a professional **Tommy –** Agreed but said that they would get other benefits from the season such as knowledge of how the season is meant to run. **Jade –** Highlighted that the team who allowed their best players to touch the ball more were more likely to win and asked the question of are the weaker players still getting included? **Cam –** But that is the same for every competitive sport and that if it were smaller teams like it should be then the weaker players would still get more of the ball than in a different competitive game situation **12:50 Jess –** moved onto the Hastie and Buchanan article and said that this was the one she found most interesting because of the connection it found between Sport Education and the teaching of personal and social responsibility **Ryan –** Agreed but also said that sometimes competition can bring out the worst in people such as a need to cheat or be too aggressive. **Chloe –** There were some people that got too competitive even in today’s session which may bring others down and make them not want to participate. **Jess –** Agreed but said that by being the duty team students are given a chance to experience what it is like to be an umpire and set up all the games and also when they coach they want the respect of their team mates and therefore may be more likely to respect their team mates in return. They also have a sense of responsibility to their team. They want to be on time and try their best in the games to help their team. **12:55 Tommy –** In reference to the Hastie and Curtner-Smith article explained how the data was found and that they used qualitative data in the form of reflective sheets that were completed by the students after each lesson. **Cam –** Said that he thought it was good that the students believed that they were getting a better understanding of the sport and the skills and tactics involved. This means that they are more confident. **Tardif –** This is good because it means that they may be more likely to participate in this sport throughout their life if they believe they are skilled at it. **Jade –** Did not like that this model combined sport education with TGfU as it would make it more teacher centred which takes away from the main aim of sport education. **Ryan –** This might work for a certain group of students such as the ones who have behavioural management problems and can’t be responsible for running the session themselves. Also primary school aged children as they would get a better understanding of the skills and tactics involved in the sport. ** 1.05 – Meeting closed **
 * Minutes Week 4:**

This week we had a strong focus on our defensive strategies as we believed that we would be a stronger team if we could successfully stop our opposition from scoring which would also greatly increase turnovers. Therefore the concept of the ‘shifting wall’ was introduced to us. In short the ‘shifting wall’ involves creating a line of players around the exclusion zone, creating a barrier between the offensive team and the goals. The key coaching points to this were to keep an arms width apart from each other to ensure that you can cover more space. Also, to watch the opposition players on the side of the goals who may get an easy shot if the wall has shifted away from them. The wall then shifts from left to right with the ball. Tommy also highlighted that we should spread out our taller players. However, sometimes we found it hard to get into our positions before our opposition were shooting, especially when there was a fast break against us. This proved to be a problem in our training as there were constantly gaps left in our wall which meant that it was easy to break through it and score. Tommy suggested that we nominate two fast players to stay up with the ball and pressure the offensive team to allow time for the others to get back. The key coaching points to this strategy was that the team needed to be aware of which players would be pushing up and who needed to get back in defensive. It was decided that the goalie would be able to see where the ball was and what players were near and would call out the names of people who were to push up and try and either slow the play down or cause an intercept. The issues we experienced that was relevant to teaching and coaching was the idea of inclusion. Our team had every member present which meant that we have seven players, whereas almost every other team we played only had 6 or in some cases 5. Having an extra player obviously gave us an unfair advantage and we weighed up our options of subbing players. This would have ensured that the teams were even but it also may have created disengagement with the player who was on the bench. We decided that a one player advantage was not a big enough lead to justify sitting out players. However we were faced with this problem again when we played a team where we had two extra players. In the end it was decided that Jess would play on the opposition’s team. This did raise some interesting arguments. The strongest being that Jess might not compete to the best of her ability in order to help her team winning or that she might have been their weakest player which was also not fair. There are a few ways in which our team could improve. Firstly, we need to work on our teamwork and utilising all members on our team. At the moment there are some people on our team who are a lot more confident than others and therefore they seem to have a lot of control over the ball whereas the ones who are new to the sport or are more timid are simply just running up and down the field and contributing to our ‘wall defence’. Secondly, we need to work on slowing the ball down. It became clear early in the session that there was little point trying to get a fast break with only one or two players as there are not enough options to pass too. Therefore when we are in procession of the ball we need to wait until the other members of our team can get in front to receive the pass. We also go too fast when we are tired and make a lot of unforced errors such as passing to a player who is not free or inaccurate passing which almost always results in a turnover. Finally, our team would benefit from some shooting practice to ensure that everyone in the team is a confident shooter. At the moment the opposition can double team the players that they know are likely to shoot which makes it even harder for us to score. Minutes Week 5: **Attended: ** Chloe Wright, Cam Osiurak, Matt Tardif, Jade Warner, Ryan Lucas, Jess Wade, Tommy Whitbourne 
 * Session Reflection week 4:**

12.25 Apologies: None Ryan: So this week’s reading was the Hastie reading, what was this article based around? Jess: Well the purpose of this study was to ask the central question: do girls receive differential opportunities to practice and play in a unit of sport education, and are girls marginalised at any stage throughout the competition element of the unit. Tom: The article argued to begin with, in the past girls have been the recipient of gender stereo-typing where teachers and male students deem them to be unable or have low ability levels in sporting contexts. Cam: It also referred to how low-skilled girls had a very low rate of efforts during a class with a success rate of under 50% which was found in previous studies. Jade: Yeah and also that girls often reported not feeling included or confident enough to participate in these classes due to boys dominating and taking control of the class. Matt: So this article then looked to draw upon the sport education model to understand test these notions and to begin to understand why it occurs and what can be done about it. Chloe: From the interview data I thought it was interesting to note that all girls said they preferred this class style over regular PE. From memory they said they found it more fun as they got to participate and play more often when compared to the regular PE which involved boring activities such as running laps and doing bland skills. Jade: The data that showed girls participation in response rates per minute was amazing in how much it increased with formal competition. Oh and the comment that said girls believed they that they were more involved in class management. Tom: So do we feel that this program works well in giving girls opportunities to become involved, like would it work in all cases? Ryan: Well I think the key asset of this Sport education style is that has lots of different roles and empowers all students to become involved. Like there are referees and teams but also coaches, organisers, statisticians and like commentators and people that tally results and keep the ladder and such. Matt: Yeah this definitely adds to the traditional PE class and the empowerment factor is integral to producing the positive differences this article discusses. Cam: I felt it was important to note that the girls also explained that they liked the mixed nature of the teams which means that the co-ed nature of the class can remain and still have girls participation at a level that is satisfactory for their development. 12. 50 Chloe: Well definitely the overall goal of sport education is to encourage students to be active now and into their future lives and I think that it has seemed to succeed in changing girls perceptions of such classes. **Minutes Week 6:**

**12/4/11**

**Attended:** Jess Wade, Thomas Whitbourne, Cam Osiurak, Matt Tardif, Jade Warner, Ryan Lucas, Chloe Wright

**Apologies:** None

**12.10 – Meeting Opened** **Jess** – Asked what did the group make of the Carlson reading? **Cam** – Well I felt that the article argued that sport education such as the program we are conducting in this class is far better for teaching students sport then “regular PE’ **Ryan** – Yeah the author described how low-skilled students are ridiculed in regular PE style classes and often quit without trying and rarely actually improve their skills through programs **Jade** – I agree with this argument I remember similar situations when I was in class where the higher skilled kids dominated and less-skilled students never got to participate properly **Matt** – Yeah I definitely remember students being made fun of and during team games being bagged for dropping the ball or giving it up easily **Tom** – So what other arguments did this article put forward? **12.20 Chloe** – Well the article described that the 3 elements – time, remaining with the same cohort group and increased student responsibility are the reasons behind this sport education method being more successful in creating inclusion and increasing skill development amongst all students, doe we agree with this? **Matt** – Well I’m not sure that it increase all students skills but rather teaches the better skilled students to support the lesser skilled students and teaches them to support each other as this will in the end create better results for the team and give everyone the feeling of success even if it is only through improvement **Ryan** – Agreed I believe that teaching others and seeing them progress through your help and guidance can often be equally or more rewarding then success and this is what is contended in Kinchin article. It describes how a student who is skilled in the area of sport the Sport education class was doing still felt he gained from the class by learning how to take responsibility for others and playing on a team where individual skill level can differ greatly **Jade** – so to go back to what Chloe said about the 3 elements that Carlson discussed, do we think that these factors cover the benefits of sport education sufficiently? **Tom** – Well it is clear that spending a long period of time on the same activity gives the lesser skilled students time to improve their skills and therefore feel more adequate about contributing in the games for their team **Cam** – that’s true but does this context allow higher skilled students to progress or do they reach their peak and plateau and therefore get bored **12.30 Matt** – Well this is where as we discussed before the higher skilled students must understand that helping lesser skilled students will be what gives them the feeling of success and improvement, it also teaches them compassion and caring and to treat others goals and successes as just as inportant as ones own **Jess** – Yes I think overall that is the message that Kinchin's article portrayed to the reader **Cam** - OK well does spending a long period with the cohort group support this success and skill improvement also? **Jade** – Well yes it does like we said for the weaker students which is a positive but if there are problems within the group such as two students who don’t get along and also this will only grow as a problem throughout the weeks. And could create a negative experience for those in the group **Ryan** – Yes but can’t it be argued that this will teach students to deal with such rivalries and problems they have with other people as they are likely to face this in further life in workplaces and such **Tom** – Yeah I suppose it can but this will be at the expense of the rest of the group which is unfair on others especially if it affects other interactions **Matt** – Ok so this notion of increased responsibility............? **Jess** – Well as we discussed before students that are stronger are given the increased responsibility of helping others and the weaker ones of improving over a longer period so I think it is clear that it does encourage increased responsibility! **Cam** - Agreed **12. 40 - Meeting Closed**

Minutes Week 9: Attended: Chloe Wright, Cam Osiurak, Matt Tardif, Jade Warner, Ryan Lucas, Jess Wade, Tommy Whitbourne  Apologies: None

12.10 Jade: So this week’s reading was discussing physical education and how it is taught in middle schools in America. Ryan: Yeah it spoke about how almost all schools that fit this mould use multi-activity approaches were regular popular sports like basketball and soccer are taught for a few weeks and then swapped between. Matt: Also they said this pattern continues throughout the ‘middle years’ with little change between 6, 7 or 8. Jess: I think this is true of schools in Australia as that is similar to what I experienced in PE at school, like we did 4 week blocks of a sport then changed without ever going into any real depth. Cam: Yeah definitely and it was always lets learn all the skills then play a game or slightly modified one without anyone ever really gaining and understanding of the way to play the game. Matt: There definitely was very little acknowledgement towards games sense or teaching games for understanding, like everything was like a drill with no tactics involved. Chloe: I tend to agree with the article in that we should teach lifetime leisure activities as part of the curriculum as a good percentage of students won’t play organised sport past school. Tom: Yeah I don’t think that they should not teach sport altogether though it’d just that they need to create a balance between lifetime leisure and regular sport. Ryan: Maybe a concept where lifetime leisure and sport are offered at the same time and although it is compulsory to participate you only need to choose one of these options and there is room to move between them. Chloe: Yeah so students only have to choose one class and if they prefer not to do sports they can just participate in lifetime leisure. Jade: That sounds good so students who don’t want to spend a whole term in one specific activity or sport can move across and gain understanding in others as well. Cam: So the article used the example of strengthening and conditioning which they suggested could be used in the sport education setting instead of a sport such as soccer. Do we think that would work in that context? Tom: I reckon it could, it would be different and the personal nature of the goals that could be set would hopefully drive students to be involved. Jess: Well there is always the possibility that it could become too competitive and just involve guys doing heaps of weights to try and get the best results and it may not create a community atmosphere like organised sport might. Matt: Maybe this would work in a bigger school if there was several different sports education communities like a soccer, handball, basketball and a couple of lifetime leisure communities as well. Ryan: Yeah especially if there was like 80 kids in each so the year level would need like 300+ kids. 12. 35 Chloe: I can see this working maybe even across more than one year level. It would at least be worth trying to implement it somewhere maybe a university to try if it hasn’t been done already.