PSE 4U Summative Assignment

South Carleton High School has one of the most diverse athletics programs in the Ottawa-Gatineau area. As a Physical and Health educator we pride ourselves on providing successful and competitive programs. Your assignment is to help improve our school’s sports program.

Choose a sports team here at South (or a team you would like to see here).

Your assignment is to consult with a partner and design a training program for that particular team.

Your program should take the followinginto consideration:

  • Type of sport and profile - history
  • Age of athlete or competitor – Description of the typical athlete and gender, age group.
  • See Part 1
  • Detailed training program (2months minimum, a typical high school season)
  • See Part 2
  • How our body acquires energy and the processes involved to produce the movements required to perform physical activity
  • See part 3
  • Pick a specific skill. Describe it. Explain what it is or why it is important to know. Design an effective way to practice or drill the skill. Break the skill into phases - including the different movements and types of motion involved in the skill. Provide feedback. The Lesson should be no more than 20 minutes.
  • See part 2
  • Work with a partner; plan your practice to teach 20 people.
  • Plan out all necessary equipment ahead of time.
  • Book your presentation date. Not presenting is not acceptable.
  • See Part 4

Part 1:Profile

Sport history, description, general rules, description of the typical athlete, age gender, etc

(1 page)

Evaluation Rubric for Profile

Level 1 / Level 2 / Level 3 / Level 4
Knowledge/
Understanding
/20 / Profile is missing information in multiple categories.
The information provided is insufficient and vague. / Profile contains most of the required information.
The information provided is sufficient but lacks detail. / Profile contains all of the required information.
The information provided lacks detail. / Profile contains all of the required information.
The information provided is detailed and goes beyond what is expected.

Part 2: Training program

You are a coach/trainer and have been hired by a school team to help them get ready for their sport season. Having completed fitness testing with him/her, you now need to create an 8 week fitness program that addresses their specific needs to help maintain or improve the 4 fitness components. They’ve asked you to include a circuit that they can do at home as part of their training.

  1. Create an 8 week fitness program
  1. Create a calendar chart for 8 weeks that includes:
  1. 3-4 appropriate activities for the areas of improvement you need
  2. A variety of training methods (circuits, continuous, interval, weights)
  3. FITT principle information for each exercise (frequency, intensity, time, type)
  4. Identify the area of fitness being developed for each exercise (C, MS, ME, F)
  5. Demonstrate, for each activity, a change in duration, reps & intensity over time
  6. Identify each activity as anaerobic or aerobic
  1. Explain why you chose these activities, the overall program and the focus of your training principles. What are you attempting to maintain and/or improve?
  2. Use and identify 6 biomechanical principles along with Newton’s 3 Laws when explaining your fitness program.
  1. Include an 8-10 station circuit that your client can do at home using one of the three general structures of circuits from the course text. The exercises can be with or without equipment such as weights, jump ropes and other equipment you’d normally find in a gymnasium. Your circuit should include a balance of exercises that match the components of fitness your client needs to improve in. (C, ME, MS, F)

You will need to create cards, minimum 4x6 inches with:

Side A –the name of the exercise

-a diagram/photo of both the start and end position of the exercise

-the station number in one corner

-how many reps or how much time

Side B – a written description of the movement

-identify it as Cardio (C), Muscle Strength (MS), Muscular Endurance (ME),

Flexibility (F)

  1. Include a one week Menu Plan that is appropriate for the sport you are training for.Ensureyou take into consideration RNIs and RDIs, creating a healthy balanced menu that will provide the athlete with the required energy for their task at hand.

Break down each meal and include:

  • Calories
  • Food group & Macronutrient
  • Portion size
  • Energy content
  • Explanation of why this menu is best suited for this time period in your training

Level 1 / Level 2 / Level 3 / Level 4
Knowledge/Understanding
Demonstrates understanding of FITT principle in relationship to components of exercise
Demonstrates understanding of RDIs, calories consumed and a balanced diet
/15 / Identifies FITT components with limited ability
Demonstrates limited understanding / Identifies FITT components with adequate ability
Demonstrates somewhat clear understanding / Identifies FITT components with considerable ability
Demonstrates clear understanding / Identifies FITT components with a high degree of ability
Demonstrates very Clear understands
Thinking/Inquiry
Explanation of program created, activities chosen, and training principles considered when planning fitness program
/15 / Limited demonstration of thinking skills / Some demonstration of thinking skills / Considerable demonstration of thinking skills / Thorough
demonstration of thinking skills
Communication
Circuit cards photos and description of exercises are clearly expressed
Communicates with a variety of methods (charts, analysis, tracking sheets, oral/written analysis)
/10 / Limited
Communicates very ineffectively / Adequate
Communicates somewhat effectively / Above Average
Communicates with good effectiveness / Exceptional
Communicates very effectively
Application
Makes connections between a variety of appropriate exercises chosen and 4 fitness components and areas of maintenance and/or improvement
Applies 6 biomechanical principles and Newton’s laws to show how to improve performance in a specific sport
/15 / Makes connections with a limited degree of effectiveness
Applies principles and laws with limited effectiveness / Makes connections with some degree of effectiveness
Applies principles and laws with some effectiveness / Makes connections with a considerable degree of effectiveness
Applies principles and laws with considerable effectiveness / Makes connections with a high degree of effectiveness
Applies principles and laws with high degree of effectiveness

Evaluation Rubric for Training Program

Total:/55

Part 3: Energy & Movements

Explain how your athletes will acquire the energy to train for their sport and how this energy is manipulated and transformed into the muscle contractions required to perform the physical activity.

Beginning with food consumption and finishing with a specific movement, find a unique way to express everything we’ve learned pertaining to the combination of these processes.

  1. Nutrition
  2. Energy Systems
  3. CV & R Systems
  4. Neuromuscular System
  5. Muscle Structure (attachments, O/I)
  6. Skeletal System (movement, joints)

Evaluation Rubric for Energy & Movements

Level 1 / Level 2 / Level 3 / Level 4
Knowledge &
Understanding
/15 / Limited effort is made to name and identify the structures involved. / Some structures are identified. / Most of the main structures are named and identified. / All the components involved in the processes are named and identified.
Thinking & Inquiring
/10 / The majority of the processes involved are missing and the ones included aren’t in the correct order.
No detailprovided. / All processes are included; however they aren’t in the correct order.
Some detail provided. / All processes are included and the majority are in the correct order.
Considerable detail provided. / All processes are included and in the correct order.
Thorough detail provided.
Communication
/20 / Limited effort is demonstrated.
Many Spelling & Grammar errors. / Some effort is made. Few spelling & Grammar errors are present / Very few Spelling errors. / No Grammatical errors. The assignment is well written.
Unique method of expressing information

Total:/45

Part 4: Teaching a Skill

As the new coach you are also being asked to help the team by teaching a sport related skill. You will analyze the skill and create a plan to teach it to a group of grade 10 students. Your evaluator will be looking to see that you have:explained and demonstrated the skill, a fun and interactive drill to allow for practice of the skill, given effective feedback to students and made adaptations and a chart breakdown of the 5 phases of your skill with key elements.

SELECT A SKILL

Develop a general list of skills for a sport of your choice and then choose one skill to teach.

The skill should be an isolated activity such as golf swing, racquet stroke, volleyball serve, jump shot, etc. Pick a skill that can be done in the gym and requires minimal equipment and space.

Keep in mind that you will be gearing your lesson towards a group of grade 10 students. If necessary take the time, beforehand, to observe the skill level of students at this age, in order to ensure you challenge the students appropriately.

Things you will be assessed for during your teaching:

  • Maximize activity (little waiting, small groups and move learners into practice quickly)
  • Use simple instructions and good voice (clear, audible, varied tone, some enthusiasm)
  • Check for understanding of instructions -watch faces, eye contact, ask if they have questions about what they are to do, how their body is to be positioned
  • Provide feedback during practice (what are you looking for, what vocabulary will you use, positive and corrective feedback, move about the group)

Evaluation Rubric for Practical Component

Level 1 / Level 2 / Level 3 / Level 4
Communication
Communicates information and ideas are clear with a sense of audience and purpose
/20 / Communicates information and ideas with limited clarity and sense of audience and purpose / Communicates information and ideas with some sense of audience and purpose / Communicates information and ideas with clear sense of audience and purpose / Communicates information and ideas with strong sense of audience and purpose
Application
Applies breakdown of a skill and makes appropriate adaptations to teach a sport skill
/20 / Applies breakdown of a skill and sport adaptations with a limited degree of effectiveness / Applies breakdown of a skill and sport adaptations with some degree of effectiveness / Applies breakdown of a skill and sport adaptations with considerable effectiveness / Applies breakdown of a skill and sport adaptations with a high degree of effectiveness

Total:/40

Individual Skill Analysis& Teaching Evaluation

Skill Chart (visual)

Stages correctly identified 012

Clear instructions 012

Appropriate key points 012

Feedback for each stage 012

Adaptation of Sport

Appropriate variety of adaptations for level of ability 012

Appropriate adaptations for boys (if applicable to skill taught) 012

Appropriate adaptations for girls (if applicable to skill taught) 012

Instructions(verbal)

Clear diagrams on skill chart 012

Clarity of instruction (demo, then explain)012

Vocabulary used is appropriate given age level012

Short, positive feedback 012

Feedback identifies what student needs to do to improve 012

Has student’s attention before giving instruction/feedback012

Lesson

Appropriate views when demonstrating012

Effective formation of students012

Maximizes activity–little waiting012

Move learners into practice quickly012

Efficient distribution of equipment 012

Well organized set up and take down of equipment012

Safety considerations 012

Summative Totals

Part 1:/20

Part 2:/55

Part 3:/45

Part 4:/40

Grand Total:/160