Sport Education in Physical Education Program

(Teacher Resource book)

Basketball

Year 8

Caitlin Gout 900163084

Caitlin Gout 900163084 Page 1

 Contents

Rationale pg 3

Connection to VELS and the curriculum pg 4-5

What is SEPEP pg 6-7

Unit plan pg 8-12

Assessment pg 12-16

(Including rubric and student journal and reflection)

Individual student roles pg 17-18

(Including role preference form)

Outline of basketball and modified rules pg 19-21

Final competition pg 22

References pg 23

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Rationale

The class I chose for this project was a year 8 class as I had this class for not only physical
education but also science and health over my rounds, so I found I got to know them quite
well.

My results from the ‘cool PE’ survey indicated that students ‘just wanted to play the game’ in
physical education, and that they disliked learning the skills and playing a lot of minor games
and then hardly getting to use these skills in a game environment. I noticed they were a very
motivated class who when I added any competition into the class would strive from it. I did
take a one off basketball class with them and by the end of the lesson they wanted to play
more and learn more about basketball. I also noticed that there were lots of different levels
within the class and some students who had lesser skills let the stronger players take over the
games little.

I chose SEPEP to overall challenge this highly motivated class and to get them focussing on
what they like about physical education, ‘playing the game’. I want to encourage them to take
responsibility of their own learning in an environment where they are developing social,
cognitive and sport specific skills (Alexander et al. 1995). My aim within this unit is to
extend the already skilled players into coaching and organisation roles to give them a greater
sense of responsibility within the class and keep them engaged (Alexander et al. 1995). And
for the students who feel less confident in their skills it will give them a deeper understanding
of the sport and extended ‘training time’ to work on and develop their skills (Alexander et al.
1995). And lastly I chose SEPEP as I really like the idea of this model and would love to
have a chance to teach it within schools.

For this Unit I have chosen to do basketball. Both the model and sport chosen work well
together as with this class (a class of 26) I can have 5 teams of 5-6 players. The court
available has one ring on both the base lines as well as two on the side lines enabling two
games (four teams) to be able to play at once with one team officiating. Using SEPEP and
basketball also works well with the curriculum requirements.

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Link to the Victorian Essential Learning Standards (VELS) and the Curriculum

This model within this resource kit will fit into the curriculum by addressing the following
points within VELS.

Level 5 standards: “Students proficiently perform complex movement and manipulative

skills. They combine motor skills, strategic thinking and tactical knowledge to improve
individual and team performance.” -Students will aim to perform complex manipulative skills
by adapting their throwing technique to cater for distances, speed and accuracy within
basketball (VELS 2009).

This unit will also take teach for the following learning focuses:

Learning focus: “Students undertake a variety of roles in team games (for example, player,
coach, umpire or administrator) and reflect on their experiences. They respect the right of
others to participate. They reflect on their own personal and social behaviours in physical
activity settings, and how they contribute to creating an inclusive and supportive environment
for learning and fair play” (VELS 2009)

As this Unit is aimed at occurring towards the end of the year 8 physical education
curriculum it aims to move students to progression point 4.75 where students possess the
application of a combination of motor skills, strategies and tactic to improve individual and
team performance and are increasing their proficiency of complex movement and
manipulative skills (VELS 2009)

The following table indicates which areas will be focussed on and assessed within this unit
and how they relate to the VELS and curriculum requirements.

Learning Objectives Assessed Link to VELS

Basketball Skill acquisition As students work towards the achievement of
Level 5 standards in Health and Physical
Education, they develop and refine a range of
movement and manipulative skills. They
participate in a variety of team and individual

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 games and activities, using and building on
skills and strategies from other sports as well
as continuing to develop new, sport-specific,
skills.
Strategic and tactical knowledge Students engage in activities which develop
strategic thinking and tactical knowledge to
improve individual and team performance in
competitive sports or games. They
collaborate with team members planning
strategies and practising set plays for
responding to games-based tactical
challenges
Ability to undertake roles within a team Students undertake a variety of roles in team
games (for example, player, coach, umpire or
administrator) and reflect on their
experiences.
Contribution to a team environment Students respect the right of others to
participate. They reflect on their own
personal and social behaviours in physical
activity settings, and how they contribute to
creating an inclusive and supportive
environment for learning and fair play.

Regular participation in physical activity and Students monitor and analyse their own
reflections throughout the unit performance. They maintain regular
participation in moderate to vigorous
physical activity and analyse and evaluate
their level of involvement in physical activity

(VELS 2009)

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The SEPEP model

SEPEP stands for Sport Education in Physical Education Program.

The SEPEP model differs from other teaching strategies as the main objectives are for
students to become competent, literate and an enthusiastic sportsperson and opposed to just
teaching skills and rules of sports (Kulinna 2008).

A typical SEPEP unit is organised the concepts of the natural sport system including pre
season, formal competition and a final festivity (Kulinna 2008).

SEPEP encourages students to be engaged in the whole organisation of the sport system by
taking on extra responsibilities such as coach, captain, manager, trainer, publicist,
statistician, scorer and referee (Metzler 2012). It’s a student driven model where
students can even be responsible for running drills and team practice (Metzler 2012).

SEPEP is a very team driven model where within their teams students develop interpersonal
and intrapersonal skills (Kulinna 2008)..

SEPEP has six key features that need to be included when running a unit based on this model
(Metzler 2012).

1. Seasons: Within a regular SEPEP unit the structure needs to be based around a
normal sporting season comprising of an organisation period, a preseason, a regular
season and a postseason or festivity (Metzler 2012). For the best benefits of SEPEP
units should comprise of a minimum of 20 lessons. This unit only includes 7 lessons
as I felt this was more appropriate for the class and the curriculum set up at the school
it is designed for. Lengthening this unit would simply mean making each of these
included seasons longer.

2. Affiliation: Students are placed in a sporting team and stay in this team for the
remainder of the unit. This aims for students to experience the true notion of being in
a team (Metzler 2012). They work towards common goals together, make group
decisions, experiences the successes and failures as a group, all whilst developing

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 affective and social objectives (Metzler 2012). Within this unit the class will be split
up into 5 teams with 5-6 players per team.

3. Formal competition: Every SEPEP tournament must have a formal schedule of

competition so teams can make short term and long term goals and decisions (Metzler
2012). Within this unit, throughout the first three weeks during the organisation and
preseason seasons, the class themselves will come up with the round robin fixture for
the following three week formal competition. Students will decide how many games
per lesson and how long each game will go for. This is a student centred model
however guidance should be given by the teacher to enable them to come up with a
successful competition schedule.

4. Cumulating event: The unit needs to end with an all inclusive final competition
(Metzler 2012). Within this unit it will be held in week 7. This is the event all teams
should be working for and should be exciting for students (more about this units
cumulating event will follow).

5. Record keeping: Record keeping for games gives students an opportunity to become
more engaged within this unit (Metzler 2012). Within this unit coaches and players
will utilise these records for analysing their own team’s strengths and weaknesses
(giving a focus point for their training) and creating a weekly ladder that where
students will accumulate the scores and announce the ladder each week in their home
room.

6. Festivity: For students to be engaged and for this model to run successfully the
sporting event needs to be festive. It need to represent an actual sporting event for
students by including team uniforms, team photos, signs and banners and celebrations
(Metzler 2012).

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Unit plan

Lesson Objectives Learning activities Resources Assessment

number
1 Introduce the Introducing the model, Metzler 2012 *Assessment ‘as’
SEPEP model and unit and expectations for discussing learning – Student
unit to students. to the students. the SEPEP journal
model
(It is assumed Students will be given *Assessment ‘for’
during all 7 weeks the assessment rubric Student learning-
the 5 learning and questioned on journals (5 Explaining
objectives will be their current pages of assignment, unit
built upon. understanding of sport journal plus 1 and handing our
However I will education and page of rubric to students,
indicate which basketball student questioning
lesson more focus reflection per students on their
may be placed on Additional roles will student) prior knowledge
certain learning be explained to on sport education
objectives) students and what’s Assessment and basketball
expected of each roles rubric (1 per
Objective 3 and 4 Students then are to student)
as students discuss write down their
what it’s like to be preferences of Role

in a team and think additional role requirement

about individual thinking about their sheets (1 per

roles within a team own personal strengths student)

and weaknesses.

From here the teacher

will split the class into
teams based on their
preferences for
additional roles, their
basketball skill level
and other grouping

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 requirements about the
class known by the
teacher.

The rest of the class

will be taken by the
teacher running small
sided games and drills
that teams can use in
their preseason
training in the
following 2 weeks.

Teams and roles will

be announced at the
end of the lesson (or in
home group if the
teacher needs extra
time for arranging
groups).
2 Pre season training Half this lesson is *Assessment ‘as’
taken up with learning – Student
Learning objective organisation tasks. Student journal
1 as students begin These include teams journals
their pre training splitting up into their
schedule Students need
teams. Coming up with
bring in their
a team name.
laptops for
Discussing their team
their
member’s individual
individual
roles, teams goals.
team work.
Students will then
E.g. type up
work on their
fixtures,
individual roles
researching
planning how they are
basketball
going to achieve their
drills
(basketball

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 roles. break throughs
website).
The half of the lesson
is taken by the students
in their individual
teams working through
drill and skill
activities.

Students fill out their

journal and hand it
back to the teacher.
3 Pre season training Warm up is taken by Student *Assessment ‘as’
the teacher and small journals learning – Student
Learning objectives activity defining journal
1 and 2. This offensive and defence Students to
week’s pre season roles in invasion bring their
training has games. laptops to
students strategic research and
and tactical The lesson is student begin
knowledge within driven for the rest of developing
basketball the class as students their strategic
work through skill and and tactical
strategy drills as well knowledge of
as working on their basketball.
own roles.

Students fill out their

journal and hand it
back to the teacher
4 Season round robin This is the start of the Student *Assessment ‘as’
units competition journals learning – Student
Learning objective phase (prior to this the journal
4 and 5 as this is teacher will have Student
where students get discussed the plan of derived
to actively the competition phase fixtures and
participates as a with the event score sheets

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 team coordinators to ensure
students are on the
right track and to give
them any feedback or
ideas). The round
robin is run by
students. The teacher
needs to make sure all
safety measures are
taken.

Students fill in their

journal and hand it
back to the teacher.
5 Season Round Round robin is run by Student *Assessment ‘as’
robin students journals learning – Student
journal
Learning objective Students fill in their Student
4 and 5 as this is journal and hand it derived
where students get back to the teacher fixtures and
to actively score sheets
participates as a
team
6 Season round robin Round robin is run by Student *Assessment ‘as’
students journals learning – Student
Learning objective journal
4 and 5 as this is Students fill in their Student
where students get journal and hand it derived
to actively back to the teacher fixtures and
participates as a score sheets
team
7 Competition and Running of the final Student *Assessment ‘as’
festival competition. derived score learning – Student
sheets(final reflection
All learning Organised by the competition
objective should be Students guidlines) and *Assessment ‘of’
met by the end of learning- final

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 this lesson Includes team fixtures score competition rubric
uniforms,
banners/signs, award Assessing

ceremony etc. assignment rubric

(this will be
assessed from
observations taken
Students write their throughout the
reflections of the unit. unit and from
student journals).

*Lap tops are used to research as the school this unit is planned for like to use the student’s
laptops as much as possible.

ASSESSMENT

Assessment ‘For’ Learning occurs when the teachers uses inferences about students progress
to inform their teaching. This will be found within this unit within the first lesson where
students are questioned by the teacher to gain knowledge of the students’ current
understanding. Students are also given their rubrics for the assessments and explained what is
expected of them throughout the unit.

Assessment ‘As’ learning:

Assessment as learning occurs when students reflect on and monitor their progress to inform
their future learning goals. This type of learning will be included within this unit through a
weekly journal that each individual student will fill out each week of the unit.
Student Journal
(students will receive a booklet containing 5 journals pages and one reflection page)

Assessment ‘Of’ Learning

This will be the students overall mark for the unit. This marked will be comprised by the
student’s weekly journal task and final reflection and students achievement in the assessment
rubric that will be judged by observations throughout each lesson

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Rubric for assessment of the year 8 SEPEP
Basketball Unit
Learning objective 3 2 1 0
1. Skill Made a Made an effort Showed little Showed no
significant to improve interest in effort to
acquisition effort and their basketball improving their improve skills
improved upon skills however basketball and so did not
their still needs to skills and so improve skills.
manipulative work on still need work
basketball certain skills. to improve
skills and skill level.
knowledge
2. Strategic Used strategic Improved on Made an effort Showed no
and tactical strategic and in learning effort to
and tactical knowledge tactical strategic and include
knowledge effectively knowledge and tactical strategic and
within a game used knowledge strategic
context effectively within the pre knowledge
within a game season
context however could
however still not transfer this
needs to work into a game
on this. context
3.Ability to Very Understood Had some Had little to no
knowledgeable what their understanding understanding
undertake with what their individual role of what their of what their
roles in a team individual role involved. individual role individual role
involved. Carried out all involved. involved. Did
Carried out all duties little or Carried out not carry out
duties no prompting most their roles their role
exceptionally from the after prompting effectively
without any teacher. from the even with
prompting teacher. guidance from
from the the teacher.
teacher.
4.Contribution Very Worked well Didn’t input Didn’t
cooperative with their team own ideas but cooperate with
to team with team and although did cooperate team at all,
environment always had sometimes and listen to didn’t input
input and also they needed to instructions ideas or listen
listened to listen to others from other to instructions
other ideas as rather than just team members from other
well voicing their team members
opinion
5. Regular Participated in Missed one Missed two or Missed more
every class for week of the more weeks of than 3 weeks of

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participation the 7 week unit. the unit. the unit.
unit.
in physical
activity
6.Reflections All journal Most journal Journal entries Little effort to
entries and entries and and reflection no effort was
throughout the reflection were reflection were were given to
unit thorough and thorough and completed journal entries
well thought well thought however more and reflection
through. through. effort needed
to be given

Mark ________/ 18
Assessment Checklist: (to be marked off each week in order to help with the rubric)

Student name: Week 2 Week 3 Week 4 Week 5 Week 6

Skill acquisition

(place
comments of
what skills you
observe)

Strategic and
tactical
knowledge

Organisation

Team work

Carrying out
requirements of
their role

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*Tick or place comment about each category for all student

SEPEP Basketball Self Journal

This Journal needs to be filled out after every lesson and then handed back
to the teacher before you leave. Please be as reflective and insightful as
you can be.

What was my participation and enthusiasm like today?

How organised was I for the lesson and during the lesson today?

How did I contribute to part of the team today?

How did I work on my individual role in the team today?

What have I done today to improve my basketball skills? What skills have I
improved on and what skills do I need to work on?

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 Self reflection
(To be filled out after final competition)

Overall, what was my participation like over the 7 week unit?

How well did I perform my individual role? Did I complete tasks efficiently?
Was I self motivated?

What skills have I developed over the last 7 weeks in working as part of a team?

What did I improve about my basketball skills and knowledge? What do I still
need to work on?

What has been my favourite part of this unit?

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Individual player’s roles and responsibilities
Within your team, the following roles have been assigned to each student from a list of your
preferences. For teams that only have 5 players, the manager and publicity officer roles will
be merged. During this competition only 4 teams play at a time leaving one team to officiate
including refereeing, scoring and time keeping.

Coach
Responsible for: Leading skill and strategy practice, making decisions about team positions,
provides leadership for the team communicates with and supports the captain and
assists teacher when needed.

Capitan
Responsible for: Selecting appropriate warm-up activities, leading team warm ups, reports
injuries to the teacher and provides on court leadership for the team

Statistician
Responsible for: Maintaining ongoing records, summarises game scores, summarises team
statistics and in conjunction with other teams, calculates the weekly ladder.

Manager
Responsible for: Inspecting and caring for equipment, distributes equipment, making sure the
team knows and where and when they are playing, and is responsible for motivating
the team.

Publicity Officer
Responsible for: Gets the ladder from the statisticians and along with other publicity officers
announces it to the class during home group/ puts it in the bulletin, organises team
uniforms, banners and signs for the final festive competition

Event coordinator
Responsible for: Organising the game fixtures and taking your teams ideas to weekly
meetings to discuss with the other event coordinator final rule modifications, length of
games and any other queries teams may have.

(ACHPER 2008)

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Individual Role Preference Form
Name________________________

Please list your top 3 preferences

1._____________________________________________________

2.______________________________________________________

3._______________________________________________________

Please elaborate why you would be good at role for each preference you have
given. Think about what you individually would bring to the role, what your
strengths are and what interests you?

Preference 1

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Preference 2

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Preference 3

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 Year 8 Basketball SEPEP
In a normal game of basketball 5 players from each team are allowed on court, in this
competition only 4 players will be allowed on at a time due to the smaller court and
so teams can sub players to experience the sunning tactics used in a real game.

Scoring:

- 1 point is scored when an unguarded shot is taken from behind the free throw (these
are awarded to a player resulting from a foul committed by the opposing team)
- 2 points are scored when a shot is scored anywhere within the 3 point line
- 3 points are scored when a shot is scored anywhere outside the three point line

Skills:

- Dribbling- bouncing the ball with 1 hand using your fingertips instead of your palm so
that it rebounds back to yourself (the only legal way to move with the ball)
- Passing- moving the ball by throwing, bouncing, handing, or rolling it to another
player (Chest, Bounce, Lob)
- Shooting- throwing the ball to make a basket
- Pivoting- stepping once or more in any direction with the same foot while holding the
other foot at its initial point.
- Rebounding- The recovering of a shot that bounces off the backboard or the rim.

Fouls:

- Blocking- impeding the progress of an opponent by extending one or both arms

horizontally or getting in the path of a moving player.
- Charging- running into a stationary player while you are moving with the ball.
- Hacking- the player hits the arm or hand of the person holding the ball.

Penalties for fouls:

-Foul on player: the other team is awarded a throw in from the nearest point

-Foul on a player in the act of shooting: if the shot is successful it counts, if not the
player is awarded two free throws.

-5 fouls by one player results them being sent off for the remainder of the game

Any unsportsmanlike fouls will not be tolerated in this competition and will result in the
player being taken out of the game for the remainder of the game.

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Violations:

results in a change of possession with the team in bounding the ball at the side line opposite
where the infringement took place

- Travelling- moving illegally with the ball

- Double dribble- a player dribbles the ball with both hands at the same time or they
stop and then start dribbling again

*As the playing court is modified the three point line and free throw is decided by students
and enforced by the referees of each match.

Offense- Team that had the ball and is trying to score

 Fast break- dribbling or passing the ball towards your basket before the defence can
set up
 Things to think about- spacing, angles (passing and cutting), timing and each player’s
role in the team.

Defence –Team trying to stop the other team from scoring

Types of defence

 Man-to-man- a defensive strategy where everyone guards an assigned player

 Zone defence- a defensive strategy where everyone guards an area instead of a player

*How would you use this with only four players?

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Modified Basketball court
Blue court – court 1

Yellow court- court 2

Middle section for officiating, subs, referees ect.

4 players from each team on at a time

*This unit is set up using smaller courts with goals already provided on the side lines and smaller
teams as this is what is available at the school. If a double gym is available it would be preferable to
use a standard basketball court.*

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It’s finally here....OUR FESTIVE FINAL COMPETITION
The final competition organisation is up to you the students but here are some things you need to
include and think about

Opening ceremony: Introducing this great day and what we need to get through

Team uniforms, team banners/signs, team cheers

Team photos

Warm up

Fixture including finals

Score sheets including extra points (team spirit, sportsmanship etc.)

Award ceremony

Time for self reflection

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References

ACHPER 2008, ‘Phase: Sport Education Module, ACHPER, Melbourne.

Alexander, K, Taggort, A, Medland, A, Thorpe, S 1995, ‘SEPEP: Sport Education in

Physical Education Program, Australian Sports Commission, Belconnen, ACT

J Haefner, J Haefner 2012, ‘Break through Basketball,

http://www.breakthroughbasketball.com/

Kulinna, P 2008, 'Models for Curriculum and Pedagogy in Elementary School Physical
Education', Elementary School Journal, 108, 3, pp. 219-227, Education Research Complete,
EBSCOhost, viewed 6 June 2012.

Metzler, 2012, ‘Instructional Models for Physical Education, ‘Holcomb Hathaway, Arizona

Victorian Essential Learning Standards (VELS) 2009, Retrieved 5th June 2012,
http://vels.vcaa.vic.edu.au/overview/index.html

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