PSE 4U Summative assignments
South Carleton High School has one of the most diverse athletics programs in the Ottawa-Gastineau area. As a Physical and Health educator we pride ourselves on providing successful and competitive programs. Your assignment is to help improve our school’s sports program.
Choose a sports team here at South (or a team you would like to see here)
Your assignment is to consult with a partner and design a training program for that particular team.
Your program should take the following into consideration:
· Type of sport and profile - history
· Age of athlete or competitor – Description of the typical athlete and gender, age group.
o See Part 1
· Detailed training program (2 months minimum, a typical high school season)
o See Part 2
· Common injuries an outline for three common injuries, how to treat or prevent them.
o See part 3
· Pick a specific skill. Describe it. Explain what it is or why it is important to know. Design an effective way to practice or drill the skill. Break the skill into phases - including the different movements and types of motion involved in the skill. Provide feedback. The Lesson should be no more than 20 minutes.
o See part 2
· Work with a partner; plan your practice to teach to 24 people.
· Plan out all necessary equipment ahead of time.
· Book your presentation date. Not presenting is not acceptable.
Part 1: Profile
Sport history, description, general rules, description of the typical athlete, age gender (1 page)
Part 2: Training program
You are a coach/trainer and have been hired by a school team to help them get ready for their sport season. Having completed fitness testing with him/her, you now need to create a 8 week fitness program that addresses their specific needs to help maintain or improve the 4 fitness components. They’ve asked you to include a circuit that they can do at home as part of their training.
1. Create a 8 week fitness program
Create a calendar chart for 8 weeks that includes:
a. 3-4 appropriate activities for the areas of improvement you need (K)
b. A variety of training methods (circuits, continuous, interval, weights)
c. FITT principle information for each exercise (frequency, intensity, time, type) (U)
d. Identify area of fitness being developed for each exercise (C, MS, ME, F)
e. Demonstrate a change in length of time/reps/intensity of activity over time
f. Identify each activity as anaerobic or aerobic
Include an 8-10 station circuit that your client can do at home using one of the three general structures of circuits from the course text. The exercises can be with or without equipment such as weights, jump ropes and other equipment you’d normally find in a gymnasium. (A)
Your circuit should include a balance of exercises that match with what components of fitness your client needs to improve in. (C, ME, MS, F)
You will need to create cards, minimum 4x6 inches with
Side A –the name of the exercise
-a diagram/photo of both the start and end position of the exercise
-the station number in one corner
-how many reps or how much time
Side B – a written description of the movement
-identify it as Cardio, Muscle Strength, Muscular Endurance, Flexibility
Evaluation Rubric for Training Program
Category / Level 1 / Level 2 / Level 3 / Level 4Knowledge/Understanding
Demonstrates understanding of FITT principle in relationship to components of exercise
Demonstrates understanding of RDIs, calories consumed and a balanced diet / Identifies FITT components with limited ability
Demonstrates limited understanding / Identifies FITT components with adequate ability
Demonstrates somewhat clear understanding / Identifies FITT components with considerable ability
Demonstrates clear understanding / Identifies FITT components with a high degree of ability
Demonstrates very Clear understands
Thinking
Explanation of program created, activities chosen, and training principles considered when planning fitness program / Limited demonstration of thinking skills / Some demonstration of thinking skills / Considerable demonstration of thinking skills / Thorough
demonstration of thinking skills
Communication
Circuit cards photos and description of exercises are clearly expressed
Communicates with a variety of methods (charts, analysis, tracking sheets, oral/written analysis) / Limited
Communicates very ineffectively / Adequate
Communicates somewhat effectively / Above Average
Communicates with good effectiveness / Exceptional
Communicates very effectively
Application
Makes connections between a variety of appropriate exercises chosen and 4 fitness components and areas of maintenance and/or improvement
Applies 6 biomechanical principles and Newton’s laws to show how to improve performance in a specific sport / Makes connections with a limited degree of effectiveness
Applies principles and laws with limited effectiveness / Makes connections with some degree of effectiveness
Applies principles and laws with some effectiveness / Makes connections with a considerable degree of effectiveness
Applies principles and laws with considerable effectiveness / Makes connections with a high degree of effectiveness
Applies principles and laws with high degree of effectiveness
Part 3: Athletic Injuries
Write a detailed profile of a three typical athletic injuries that occurs in your chosen sport or event. Include the following in your profile:
ü Definition/Name and a detailed description of the injury, include the muscles and bones, tendons, ligaments and any organ that is affected. What kind of injury is it? (ie, sprain, contusion)
ü How do you prevent the injury?
ü What treatment is required?
ü Is there any rehabilitation required?
ü Where is this injury most likely to occur? Name some activities where this injury is prevalent.
ü Pictures or Diagrams
ü Any additional information you feel is relevant.
Sports Injury Marking Rubric
Level 1 / Level 2 / Level 3 / Level 4Knowledge &
Understanding / Limited effort is made to name and identify the parts/limbs in the injury / Some bones and tendons are identified / Most of the main components are named and identified / All the components involved in the injury are named and identified
Thinking & Inquiring / No research has been done to complete the assignment / Limited research evidence is present. Some answers are supported. / Considerable research and diagrams support and supplement the student answers / Exceptional effort is made to demonstrate research and diagrams to support and supplement the assignment.
Communication / Limited effort is demonstrated.
Several Spelling & Grammar errors / Some effort is made. Few spelling & Grammar errors are present / Very few Spelling errors. / No Grammatical errors. The assignment well written.
Application / The above information is not related to how the injury can affect the individual / Some effort is made to relate the injury and its affects on the individual / Considerable description is present on how the injury affects individual and a personal experience is related / Exceptional description is present on how the injury affects individual and a personal experience is related
Part 4: Teaching a Skill
As the new coach you are also being asked to help the team by teaching a sport related skill. You will analyze the skill and create a plan to teach it to a group of grade 10 students. Your appraiser will be looking to see that you have an explanation and demonstration of the skill, a fun and interactive drill to allow for practice of the skill, effective feedback being given to students, adaptations and a chart breakdown of the 5 phases of a skill with key elements.
1. SELECT A SKILL
Develop a general list of skills for a sport of your choice and then choose one skill to teach.
The skill should be an isolated activity such as golf swing, racquette stroke, volleyball serve, jump shot, etc. Pick a skill that can be done in the gym and requires minimal equipment and space.
After observing a class at the beginning of the unit, you should have an idea of the abilities of a grade 8 class. Please challenge the students according to their skill level
Things you will be assessed for during your teaching:
Maximize activity (little waiting, small groups and move learners into practice quickly)
Use simple instructions and good voice (clear, audible, varied tone, some enthusiasm)
Check for understanding of instructions -watch faces, eye contact, ask if they have questions about what they are to do, how their body is to be positioned
Provide feedback during practice (what are you looking for, what vocabulary will you use, positive and corrective feedback, move about the group)
Evaluation Rubric for Practical Component
Communicate information and ideas are communicated clearly with a sense of audience and purpose / Communicates information and ideas with limited clarity and sense of audience and purpose / Communicates information and ideas with some sense of audience and purpose / Communicates information and ideas with clear sense of audience and purpose / Communicates information and ideas with strong sense of audience and purposeApplies breakdown of a skill and makes appropriate adaptations to teach a sport skill / Applies breakdown of a skill and sport adaptations with a limited degree of effectiveness / Applies breakdown of a skill and sport adaptations with some degree of effectiveness / Applies breakdown of a skill and sport adaptations with considerable effectiveness / Applies breakdown of a skill and sport adaptations with a high degree of effectiveness
SKILL ANALYSIS AND TEACHING A SKILL EVALUATION
Individual
SKILL CHART
_____ stages correctly identified
_____ clear instructions
_____ appropriate key points
_____ feedback for each stage
ADAPTATIONS OF SPORT
____ appropriate variety of adaptations for level of ability
____ appropriate adaptations for boys (if applicable to skill taught)
____ appropriate adaptations for girls (if applicable to skill taught)
INSTRUCTION (communication)
____ clear diagrams on skill chart
____ clarity of instruction (demo, then explain)
____ Vocabulary used at appropriate age level
____ short, positive feedback
____ feedback identifies what student needs to do to improve
____ has student’s attention before giving instruction/feedback
LESSON
____ appropriate view(s) athletes should see
____ effective formations
____ maximizes activity–little waiting
____ move learners into practice quickly, efficient distribution of equipment
____ well organized set up and take down of equipment
____ safety considerations