Courses Taken @ UVIC
Over the course of my degree, I have taken classes at UVIC that have enhanced my knowledge as a future educator. By participating and engaging in these courses, they have taught me the fundamentals towards becoming a physical education and social studies teacher.
Phys Ed Courses:
EPHE 105: Swimming
EPHE 106: Track and Field
EPHE 107: Gymnastics
EPHE 109: Recreation Dance
EPHE 113: Golf
EPHE 116: Badminton
EPHE 133: Strength Training
EPHE 117: Tennis
EPHE 120: Basketball
EPHE 122: Volleyball
EPHE 124: Field Hockey
EPHE 134: Yoga
EPHE 141: Human Anatomy
EPHE 142: Personal Health and Wellness Potential
EPHE 201: Qualitative Analysis of Human Movement
EPHE 241: Human Systemic Physiology
EPHE 245: Motor Learning
EPHE 246: Active Health
EPHE 344: Care and Prevention of Athletic Injuries
EPHE 346: Motor Development and Physical Maturation
EPHE 347: Sport in Society
EPHE 352: Instructional Techniques in Individual Activities: Secondary
EPHE 360: Exercise Prescription
EPHE 361: Coaching Studies
EPHE 443: Organization and Administration of Physical Education
EPHE 452: Teaching Strategies for Games in Physical Education
Social Studies Courses:
-First World War
-Vietnam War
-Second World War
-Weimar and Nazi Germany
-Race and Ethnicity in Canada Post 1900
-History of Modern Europe
-Environment, Society and Sustainability
-Geography of Canada
-Arctic and Antarctic
-Geocaching
-Global Change and Human Response
-El Telniwt and Indigenous Education
Classroom Management Courses:
ED-D 401 Intro to the Psychology of Classroom Learning
ED-D 406 Psychology of Adolescents
ED-P 498 Seminar + Two Week Teaching Practicum
Video Demonstrating TGFU and Sport Education As One
Linking TGFU & Sports Education to Knowledge Teaching Standard
Above is a video from EPHE 452 where most of the footage was captured in 2012, however even in 2016 during our semester we worked on the exact same tactics and models in this video. I like this video as it highlights our learning of both the TGFU and Sports Education Model during our four months in EPHE 452. In a short five minute video, we see that both the Sports Education and TGFU Model can be successfully run together hand in hand with a physical education class over the course of the semester or "Unit" I will be teaching. This video shows a Pickleball unit, the main game we played over the course of the semester, however, this style of teaching can be adapted to teach any sport unit within the B.C. curriculum. With the new curriculum being phased in over the next couple of years, I appreciate that these models have provided a new approach to teaching that can incorporate formative as well as summative learning. It adapts to the student's needs and skill level and proves how successful students can be in physical education regardless of how athletic they may or may not be. As the quote to the right suggests, in my future physical education classroom, I cannot wait to put my newly learned knowledge into practice and reinstill the love, desire and need of physical education in B.C. high schools. This course has expanded my horizons to now encompass the meaning of gamification, sports education and teaching games for student understanding.
My Understanding of the Sports Education Model
Handball and the Sports Education Model:
During our time in EPHE 452, we were given the opportunity to go out into the field and teach three physical education lessons to grade seven students at Gordon Head Middle School. We focused on TGFU concepts but our main priority was to dive into the elements of the Sports Education Model to develop team bonding and maximum student participation and success.
We chose handball because it is a growing sport we have slowly adopted from overseas in Europe and students love it! We feel that the tactics and strategies in handball cross over from other sports such as basketball, soccer, hockey, etc. Generally speaking, the skills to catch and throw are something most students have developed to a certain degree by the time they are in grade seven. That being said, the game of Handball is fresh, is not something typically taught on a regular basis in the traditional physical education curriculum and therefore we wanted to teach something students may have never experience before.
The Sports Education Model "Is a curriculum and instruction model designed to provide authentic, educationally rich sport experiences for boys and girls in the context of school physical education," (Siedentop, 2002).
- In this model, students participate in seasons that are often two to three times longer than typical physical education units.
- Students become members of teams immediately, and this affiliation allows students to plan, practice, and compete together, as well as benefit from all the social development opportunities that accompany membership in a persisting group.
- A schedule of competition is organized at the outset, which allows learners to practice and play within a predicatable schedule of fair competition.
- A culminating event marks the end of the season and provides both the occasion to mark progress and opportunity to celebrate success.
- Records are kept and used for purposes of motivation, feedback, assessment and the building of standards and traditions.
- The entire season is festive with continuous efforts made to celebrate success.
With this model, students from the very beginning of the season are assigned a role within their team. The roles are team manager, coach, official, equipment monitor, and team spirit. These are the roles we used in EPHE 452, however, you as the teacher can invent roles as you see fit for the sport you are engaged in. Additional roles for example could be "techy" (using IPad to capture team footage of practices, games, skill development, etc.), stats keeper, fitness instructor, referee or reporter.
We both love the Sports Education Model because "Each student in the class is involved equally. They all have roles to play that ensure a productive class session. They all get the same opportunity to participate and learn position play. Their performances all contribute to team success. The sports are modified (TFGU) to be appropriate for the skill levels and tactical competence of the students," (Siedentop, 2002).
The goals, therefore, are to help students become competent, literate and enthusiastic sportspersons.