PE 11 Outcomes

Hello Class,

These are the specific curriculum outcomes that will be covered, in some form or another, over the course of the semester.

Tactical and Strategic Game Play

Students will be expected to

1.1 apply effective tactics and techniques to invade an opponent’s territory/space in offensive and defensive situations within an invasion/territory situation

1.2 apply effective tactics and techniques to send an object into open space so an opponent is unable to make a return within a net/wall situation

1.3 strike a ball so it eludes defenders within a batting/fielding situation

1.4 articulate the most effective offensive and defensive tactics within invasion/territory, net/wall, and batting/fielding games environments

1.5 apply progressive tactical principles in target games play

1.6 articulate the most effective techniques utilized while aiming at a target within the target games environments

1.7 identify games other than those addressed in this course to which specifics skills and tactics are applicable and transferable

Life Skills through Sport

Students will be expected to

2.1 demonstrate effective communication and interpersonal skills in game settings, and effectively connect these skills to life outside of physical education

2.2 demonstrate effective decision-making skills and critical thinking skills in game settings, and effectively connect these skills to life outside of physical education

2.3 demonstrate effective coping and self-management skills while in game settings, and effectively connect these skills to life outside of physical education

Sport in Society

Students will be expected to

3.1 identify social injustices in Canadian sport and articulate steps that would help address each of the injustices they identify

3.2 identify potential careers in sport and investigate related career pathways

3.3 recognize the importance of using inclusive language (related to such constructs as gender, sexuality, race, and ability) in sport and throughout life

PE 11 Course Outline

Park View Education Centre

 Physical Education 11

Course Outline / Communication Plan

Teacher: Mr. Dean McDow                                                          Phone: (School) 902-541-8207

Course Website: http://pvecpe11.blogspot.ca                              Email: mcdow@nspes.ca                 

COURSE DESCRIPTION

Physical Education 11 is designed for the student who has successfully completed their Physical Education requirement in grade 10 and is interested in continuing their development of athletic involvement and active participation.  This course emphasizes on teaching games for understanding within four major categories:  invasion/territory games, net/wall games, target games, and batting fielding games. Through participation in a variety of sport opportunities, students will be encouraged to be effective communicators, while working to develop strong interpersonal, decision-making, coping, and self-management skills.  A small theoretical component will focus on further understanding the four major categories of games as well as the issues surrounding sport as it relates to gender, culture, and career opportunities.

STUDENT EXPECTATIONS

- Students will attend class on time with proper gym gear and safely participate to the best of their ability in all classes. Some activities will not require students to change.

- Unexcused absences will result in a class mark of zero for the class in question.

- Legitimate extended periods of absence may be excusable with proper documentation.

- When ill, students are expected to bring a note from home and make up work missed. (See blog)

- Assisting in the set up and removal of equipment is not only appreciated but also expected.

- No food or drink in the gym, with the exception of bottled water.

- Students are not permitted to use any electronic device during class or in the locker room.

- Swearing, inappropriate language, taunting or disrespect of any kind will not be tolerated. Students need to be respectful of others and participate in a positive manner so everyone has the same potential to successfully complete the course outcomes.

- At the end of class, students need to wait inside the gym until dismissal.

Proper Gym Gear Includes:

* Clean, non-marking indoor sneakers that are tied are mandatory to participate! Safety guidelines indicate that participation in sock feet is not an option.

* Athletic clothing: T-shirt or long sleeved, shorts, sweatpants or yoga pants, etc.

* Hats, tank tops, bandanas, jean shorts, dresses, skirts are not permitted. Long hair should be tied back.

* Students are encouraged to bring a water bottle and headphones when in the fitness room.

COURSE EVALUATION

80% - Preparation and Participation (See Rubric Below)            

Teaching Games for Understanding and Life Skills through Sport

           

1. invasion & territory games       net/wall games          target games             batting & fielding games

2. effective communication, interpersonal skills, decision making, coping, and self-management skills

3. participating in simulated coaching experiences

20% - Theory Component

Sport in Society (gender, culture, & career opportunities in sport)

1. Written and presented projects & assignments

2. Written quizzes related to sports from the 4 different category of games

3. Practical teaching experiences

DAILY PHYSICAL EDUCATION ASSESSMENT RUBRIC

The best way to achieve a high mark in PE is to participate fully, safely, and respect your classmates, teacher and school. You will be assessed and evaluated for each class this semester, no matter where it takes place and assessment will be done by both self and teacher. The marking system for corresponding participation is shown below.

CLASS	0 POINTS	1 POINT	2 POINTS	3 POINTS	4 POINTS
ACTIVITY Gym or Fitness Room	Does not change clothing Refusal to participate Unexcused absence	Limited enthusiasm or negative attitude Minimal participation Takes numerous breaks	Low level of enthusiasm Participates casually Takes extended break(s)	Shows some enthusiasm with positive attitude Active participation Appropriate use of breaks	Enthusiastic and positive attitude Very active participation Appropriate use of breaks
THEORY Classroom	Insufficient participation or negative attitude Does not have required materials Unexcused absence	Minimal participation Does not have required materials Does not complete any assigned work	Relevant participation Has some required materials Partial completion of assigned work	Meaningful participation Prepared for class with required materials Near completion of assigned work	Significant participation Prepared for class with required materials Completes assigned work

PE 11 Project #1 - Category of Sport Powerpoint

Physical Education 11

Group Power Point Project

Objective:  Students will begin to explore a variety of sports and games as they relate to the 4 major categories and describe their understanding of the tactical goals connected to each.

Sport and Game Categories

1.    invasion/territory games

2.    net/wall games

3.    target games

4.    striking/fielding games

Directions:

1.     Students will form effective working groups of no more than 3 students.  (group names listed in project slide 1)

2.     Students will brain storm an elaborate list of all the sports and games they can think of.  As they come up with their ideas they will place them under the best suited sport category from above. (slides 2 – 5 will each be a slide representing the different games listed in each category) Marks will be based on the extent of each list and if sports are accurately placed in the “best suited” category. (for example slide 2 would be a list of all invasion/territory games you could think of)

3.     The next 4 remaining slides will be organized by the different sport categories. Using each tactical goal description provided on the handout, groups will explain and describe a way in which they could attempt to improve or encourage each tactical goal by using a sport specific example.  Groups can decide to use just one sport or game example from their original category brainstorming slide to cover all tactical goals, or choose a variety of sports to serve the same purpose.  Try assuming the role of the coach who wants to make his/her team and players better - these are how good practices need to be planned.

4.     This project will probably not be finished in 1 class so groups should save frequently.  Group members will need access to the working file even if a classmate is absent so passwords or sharing of the project through e-mail is suggested.

5.     Project will most likely be due at the end of next class

This project will be self, peer, and teacher evaluated after completion and will make up a fair portion of the semester theory mark.  If issues within the dynamics of the working group arise, let me know immediately.  Enjoy!

Mr.McDow

PE 11 Project #2 - Sport Analysis Powerpoint

Physical Education 11

Project #2

Categories of Sport - Sport Analysis

Project Type:  Power point presentation (min. 5 slides per sport chosen)

Group size: No more than 2

Sport Selection:  2 of the common sports – 1 from 2 different categories

                                    Exception: 1 group needs to compare baseball vs. softball

Common Canadian Sports

Invasion:                 Football                              

                                    Soccer

                                    Hockey

                                    Basketball

Net/Wall:               Tennis

                                    Badminton

                                    Volleyball

Table Tennis

Target:                     Archery

                                    Golf

                                    Curling

Striking/Fielding:           Softball vs. Baseball Comparison

Power Point Information: Students are asked to research 2 sports and be ready to share their findings to the rest of the class.  Information should include:

- Major rules of the game, player positions, scoring, violations, strategies

- History of the sport – where it originated, who invented it, how it came about

- Terminology specific to the sport

- Leagues, major tournaments, number of participants in Canada

- Any other relevant interesting facts

Due following next Theory class

PE 11 Project #3 - Cultural Sport Powerpoint Assignment

Physical Education 11

Games from around the world

Course Outcome: To research sports from other cultures.

Each group will be responsible to research in detail a sport or game played predominantly in other parts of the world.  The list below has some options but if there are other sports you are interested in just confirm them with me before you begin.

Your research will be included in a power point and should describe an understanding of how the game originated, where it is primarily played, rules of the game, and adaptations that would need to be included to allow us to play the game as a class over the final 3 weeks.  A link to a quality video of the game being played as well as diagrams would also be very useful.

Some possible options could include:

Cricket (England, India, Pakistan)

Korf Ball (Netherlands)

Fist Ball (Greece and Italy)

Net Ball (United States)

Rugby (United Kingdom)

Team Handball (Across Europe)

Buroinjin (Austrailia)

Tchoukball (Switzerland)

Here is a link to a website that may also help in the original search.  Choosing a sport that is not on the list above will need to be approved first before you start further research.  The expectation is that all games chosen would be appropriate for a PE class environment.

http://www.topendsports.com/sport/team-sports.htm