Team advance skill base to fit to other end into the rules of a and attempt to different game score. (Tchoukball) Discussion of rules 3 -Introduction of -Introduction of SEPEP (appendix 11) Ability to work SEPEP. (Give out SEPEP (Unit plan and and communicate -“paperwork” handout.) timetabling) as a team phase of season -Announce class teams. (appendix 12) Job application -Allow teams to (appendix 17) handout discuss team name and Enthusiasm potential roles within towards unit see – their SEPEP unit. if there is -Discuss how they development want the season to throughout the work finals etc. course of the unit. – Introduce framework already set out. - Allow students time to continue with job applications and team discussions. 4 Peer teaching -Team occupation (Appendix 13) Teams ability to – planned by results. (Appendix 14) carry out and 2 teacher, run by -Coach and captain (Appendix 15) perform tasks. students wrap given task cards and (Appendix 9) and captains – up. What did asked to run each (appendix 17) ability to control they like or not session in a circuit group. like about the format. lesson how discussion – would they ability to critique change it and assess training program. 5 Implement -Students are to (Appendix 17) Coach and change run a conduct own captains ability to – team training training session based plan and session on their thoughts and implement a reflection of the lesson/training previous run program. ‘teacher lesson’ -Discuss what worked Their ability to better and what didn’t critique and work so well? assess the success -Allow students time to of their training plan and implement a program round robin fixture and timetable for preseason Teams overall competition next ability to lesson. cooperate and undertake this task. 6 Small (Appendix 17) -Ability to -Based on the fixture conduct a training “Preseason” Round Robin formatted last lesson, session students are to conduct -team discussion and part-take in a small
Team advance to other end and attempt to score. Discussion of rules skill base to fit into the rules of a different game (Tchoukball) 3 -Introduction of SEPEP. -“paperwork” phase of season -Introduction of SEPEP (Give out SEPEP handout.) -Announce class teams. -Allow teams to discuss team name and potential roles within their SEPEP unit. -Discuss how they want the season to work – finals etc. Introduce framework already set out. - Allow students time to continue with job applications and team discussions. (appendix 11) (Unit plan and timetabling) (appendix 12) (appendix 17) Ability to work and communicate as a team Job application handout Enthusiasm towards unit – see if there is development throughout the course of the unit. 2 4 Peer teaching – planned by teacher, run by students – wrap up. What did they like or not like about the lesson how would they change it -Team occupation results. -Coach and captain given task cards and asked to run each session in a circuit format. (Appendix 13) (Appendix 14) (Appendix 15) (Appendix 9) (appendix 17) Teams ability to carry out and perform tasks. and captains ability to control group. discussion – ability to critique and assess training program. 5 Implement change – run a team training session -Students are to conduct own training session based on their thoughts and reflection of the previous ‘teacher run lesson’ -Discuss what worked better and what didn’t work so well? -Allow students time to plan and implement a round robin fixture and timetable for preseason competition next lesson. (Appendix 17) Coach and captains ability to plan and implement a lesson/training program. Their ability to critique and assess the success of their training program Teams overall ability to cooperate and undertake this task. 6 Small “Preseason” Round Robin -Based on the fixture formatted last lesson, students are to conduct and part-take in a small (Appendix 17) -Ability to conduct a training session -team discussion
robbie_small_tchoukball.docx