Jemma Cox- Professional ePortfolio



EDN356: ASSESSMENT TASK 1: PROGRAM DEVELOPMENT AND ANALYSISSTUDENT NAME: Jemma CoxSTUDENT NUMBER: 32561204Part A: Rationale/15APTSDoes not meet requirements Needs Work(P)Satisfactory(C)Well Done(D)Outstanding(HD)Guiding philosophy: supported by theories 1.1, 2.1Relates philosophy to curriculum (ACARA)2.3Development and maturation of early adolescence addressed1.1, 1.2Aligns and explains how sport education and TPSR models link to early adolescence1.5,3,1Include supportive argument for skill acquisition and types of practice for this class.2.11.5Addresses inclusivity and fundamental game strategies in argument.4.1Part B: Analysis /15APTSDoes not meet requirementsNeeds Work(P)Satisfactory(C)Well Done(D)Outstanding(HD)Lesson structure1.1, 2.1Warm up and warm down activities3.1Age and stage of developmental appropriate?2.3, 3.1Engagement and scaffold skill development1.2, 3.2, 3.3, 3.4ACARA outcomes and Key learning area outcomes2.2, 3.2Analysis of inclusive practices in lessons and unit1.1, 1.2,1.34.1Links argument with rationale outlined in Part A2.2Authentic and Aligned assessment2.3Writing style presentation (5)See literacy standards UILGDoes not meet requirementsNeeds WorkSatisfactoryWell DoneOutstandingFluency style of writing:Spelling, Grammar, paragraphingReferencing APA(Min 6 ref.)TOTAL/35COMMENTS: EDN356Assignment 1 (Part A)Rationale IntroductionBeing a coach is a complex task, in particularly when developing a philosophy that learners of all types will benefit from. Various aspects of coaching, such as the Sport Education model, game sense and the Teaching Personal and Social Responsibility (TPSR) model, hold a significant impact in constructing a philosophy that is effective, in particularly when faced with influences such as adolescent needs and curriculum standards (Cumming, 2016). As a way to expand, this rationale will use the scenario of a year 9 class (with mixed abilities) to address how my coaching philosophy reflects the curriculum, the sport education model and the stages of early adolescents.My Philosophy In order to develop my philosophy, I have taken recognition of the various sporting experiences I have had, along with my view on what students value in health and sport education. Throughout my schooling, there have been circumstances that negatively impacted my participation in sport, however positive experiences included those where I felt valued as a team player and as an individual. Many situations where activities were repetitive and strictly teacher-directed caused myself to lose motivation, so in return I have chosen a democratic coaching style (Gaujers, 2007; Giancola, 2010). As a democratic coach, it is important to take recognition of emerging theories that are continuously affecting Health and Physical Education. Such theories include the “Sport Education” model, the “Teaching Personal and Social Responsibility” (TPSR) model and “game sense” approach (Cumming, 2016). By doing so, it provides support in implementing implicit teaching where students can make decisions, shape their own sporting experiences and build skills regarding autonomy, leadership and problem-solving (Giancola, 2010). Whilst I understand that some styles of coaching are only effective in certain situations, a democratic coach is flexible in terms of coaching methods. This ensures that the learning environment is always safe, inclusive and supportive for all students (Australian Sports Commission, 2008, p. 78; Gaujers, 2007). For example, students can be scaffolded (a process developed from Vygotsky’s Sociocultural theory of cognitive development) using aspects of questioning and direct instruction in order for them to progress and grow as more knowledgeable players (Australian Sports Commission, 2008, pp. 61-68; Duchesne, 2012, p. 81). Aside from this, having a democratic style of coaching allows coaches and teachers to be more approachable, supportive and enthusiastic. This means that there is a higher possibility of building positive student-teacher relationships, students feeling valued within the class, and the learning experience being more influential (Cumming, 2016). CurriculumThe Australian Curriculum Assessment and Reporting Authority (ACARA) is a major influence in developing an effective coaching philosophy that supports the needs of different learning styles (Australian Curriculum Assessment and Reporting Authority, 2014). There are various assumptions on what the curriculum framework should incorporate regarding Health and Physical Education, and in some cases there is disregard of “essential skills” such as self-management, problem-solving, competitiveness, collaboration and communication due to the high focus being on learning skills (Salter, 1999). Because of this, it is important for teachers to make the most of learning experiences. Curriculum models such as “sport education” and “teaching games for understanding” (TGFU) are example ways that reinforce the development of both physical skills and essential skills, and also allow an easier approach to completing summative and formative assessments (Salter, 1999; Clarke & Quill, 2003, p.?263). The sport education model, firstly, uses authentic and collaborative lessons to guide students learning, rather than ‘typical’ approaches where the focus is merely on skill and drill (Clarke & Quill, 2003, p.?264; Cumming, 2016). The TGFU model, on the other hand, uses a student-centred and game-centred approach to assist students in building tactical awareness and game sense strategies (Clemente, Rocha, & Korgaokar, 2012). Aspects of these models and my own coaching philosophy can be imitated when planning activities surrounding the curriculum standards for a year 9 class (Australian Curriculum Assessment and Reporting Authority, 2014). Using the content description, “Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)”, as an example, the use of teamwork in a sport education model is a successful strategy in allowing students to achieve focus areas such as relationships and sexuality, games and sports, and lifelong physical activities (Australian Curriculum Assessment and Reporting Authority, 2014). Sport education modelIn building my philosophy, there were various aspects of the sport education model that reflects my own personal view of coaching. Like my own philosophy, the sport education model uses a student-centred approach, however also emphasises the use of formal and seasonal competition to develop ‘competent, literate and enthusiastic’ players (Cumming, 2016; Salter, 1999). The “Sport Education in Physical Education Program” (SEPEP) is an approach to coaching that helps to incorporate the idea of competition (Cumming, 2016). Looking back at implementing sport education into a year 9 class, SEPEP focuses on positioning the players in roles, allowing them to work collaboratively within a team and then compete against other teams in a particular sport. By doing this, students are able to develop physical, social and cognitive skills, as well as build autonomous motivation in which they can take into the outside community (Wallhead, Garn, & Vidoni, 2014). Using the previous content description as an example, a seasonal approach to using the sport education model can include dividing the class into teams of mixed abilities. In those teams, each member is allocated a role such as captain, scorer, coach or referee and will from there start focusing on aspects such as the responsibilities of each role, game sense skills and tactics (Wallhead, Garn, & Vidoni, 2014). Making use of roles within groups ensures that there is maximum inclusion throughout that season and also gives the students an opportunity to take part in cross-curricula activities (such as using mathematics as a scorer). Aside from this, by facilitating student learning, they are able to explore the different perspectives in sport and, in turn, become more knowledgeable athletes and members of the community. Stages of Early adolescents As a coach, it is important to have a philosophy that is easily adaptable to support the needs of different students, such as early adolescents. The stage of adolescents most commonly occurs between the ages on 12 and 15, and during this time, they experience significant changes in development, growth and maturation that can impact on their participation during sport (Cumming, 2016). Puberty is a major influence on student engagement within sport, causing students to become insecure and loose motivation due to the distinct changes occurred in body shape and size. Particularly in girls, the rapid increase of body fat in comparison to other peers can impact their physical ability and, in turn, impact on their self-efficacy (Australian Sports Commission, 2008, pp. 139-140; Duchesne, 2012, p. 112). In addition to these changes, adolescents will also begin to focus more on developing a sense of belonging within particular social groups, and so shared activities should be used frequently in order to make learning experiences more meaningful. An effective way to carry out social collaboration within the class is through the TPSR model. The TPSR model uses four themes (student-teacher relationships, integration of physical education and life skills, transfer of physical skills to the community, and empowerment of students) in order for students to grow autonomy, interpersonal relationships, self-direction, and leadership skills (Cryan, 2013; Jones, 2013). Using this model obtains a safe and inclusive environment as it encourages students to work together during decision-making and setting goals, and to be more respectful and empathetic towards each other (Jones, 2013). Whilst the TPSR is an effective way to support collaborative learning, it is also an implication for coaches to be aware of over training and the possibility of injury during the stages of adolescents. Because adolescents are highly susceptible to injury (due to the rapid growth of bones in comparison to muscles), it is important that coaches recognise how much physical activity and recovery time is appropriate, and that each student is provided with suitable sport and safety equipment (Australian Sports Commission, 2008, pp. 141-142). In order to cater for the needs of early adolescents whilst developing activities that are both safe and inclusive, coaches must consider these implications in order for students to continuously build knowledge and skills in which they can carry out to the outside community.Conclusion Considering influences such as the stages of adolescents, curriculum and theories is a crucial aspect when developing a coaching philosophy. As a future coach, it was important to recognise whether my own coaching philosophy reflected the sport education model, and whether it would be effective in certain situations such as a mixed-ability year 9 class. Since evaluating the specific aspects of adolescent needs and curriculum standards, it is clear that a democratic coaching style would be successful in implementing learning experiences that are student-centred, inclusive, social, and allowed for a variety of skill development. References Australian Curriculum Assessment and Reporting Authority. (2014). Health and Physical Education Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.1. Retrieved from Sports Commission. (2008). Intermediate coaching: General principles manual. N. Den duyn & K. Saddington?(Eds.). Belconnen, A.C.T: Author.Clarke,?G., & Quill,?M. (2003). Researching Sport Education in Action: A Case Study. European Physical Education Review, 9(3), 253-266. doi:10.1177/1356336x030093004Clemente, F., Rocha, R. F., & Korgaokar, A. (2012). Teaching physical education: The usefulness of the teaching games for understanding and the constraints-led approach. Journal of Physical Education and Sport, 12(4), 417. Retrieved from . (2013). An evaluation of an after-school soccer program for at-risk sixth grade boys using the TPSR model (Doctoral dissertation, The University of North Carolina ). Retrieved from . (2016). EDN356- Development and Maturation [PDF document]. Retrieved from . (2016). EDN356- The Sport Education Model [PDF Document]. Retrieved from . (2016). EDN356- Principles of Coaching and Sports Management [PDF Document]. Retrieved from . (2012). Educational psychology: For learning and teaching (4th?ed.). South Melbourne, Vic: Cengage Learning.Gaujers,?R. (2007). Physical education studies: A resource for Units 1A to 1D. Cottesloe, W.A: Impact Pub.Giancola,?D.?P. (2010). Democratic Coaching: A Case Study (Master's thesis, University of Toronto). Retrieved from , R. (2013). Teaching personal and social responsibility (TPSR) through physical activity. New Zealand Physical Educator, 46(2), 26-29.Salter,?G.?D. (1999). Teaching Games and Sport in the New Zealand Health and Physical Education Curriculum. Journal of Physical Education New Zealand, 32(1), 17-20. Retrieved from ., Garn,?A.?C., & Vidoni,?C. (2014). Effect of a Sport Education Program on Motivation for Physical Education and Leisure-Time Physical Activity. Research Quarterly for Exercise and Sport, 85(4), 478-487. doi:10.1080/02701367.2014.961051 ................
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