INTRODUCTION.
Assessing Project-Based Learning.
What is PBL?
Project-Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects
https://drive.google.com/file/d/1gKH8dlHI9v29fp2z8h-Eh4Nr-9ECwkeF/view?usp=sharing
Subject and Grade Level: Grade 8- Physical and Health Education.
Unit Name: Association Football.
Association football, more commonly known as football or soccer, is a team sport played with a spherical ball between two teams of eleven players. It is played by 250 million players in over 200 countries and dependencies, making it the world’s most popular sport. The game is played on a rectangular field called a pitch with a goal at each end. The object of the game is to score by moving the ball beyond the goal line into the opposing goal. (Association football, 2019)
Overview:
In this unit, the teacher will introduce and teach the necessary skills and plays of Association Football. The students will then be grouped in two teams and tasked to embark on a project that will help them discover the most effective strategies or skill improvement techniques needed to develop a training program (to be submitted at the end of the unit) for their team in order to win the Yuhang District Junior High Football Championships.
OBJECTIVES:
The students will work together in teams to design and analyze a training program for improving physical performance and health.
Standards addressed:
Students through inquiry design, analyze, evaluate and perform a plan to improve performance in physical and health education.
For each Physical activity, students must:
Respond readily to instructions, recognize and follow relevant rules, etiquette and safety procedures for activities or events, in practice and during competitions.
Understand the safety risks of wearing inappropriate clothing, footwear and jewelry and why particular clothing, footwear and protection are worn for activities.
Know how to use equipment safely.
Be familiar with a warm-up routine before exercise and cool-down routine after exercise relevant to the exercise or physical activity.
Be familiar with the practices, drills and games that are used for the execution of the project.
Scenario for the students:
“Your team qualified for the finals and you have two weeks to train, the winners of these finals will each receive a one-year scholarship. What are you going to do?”
Students will be required to actively become part of the process in trying to find a solution and will have to discuss, communicate and work collaboratively to determine their weaknesses as a team and how to improve to win the championships. Students will have to apply their knowledge of skills acquired over time and their research skills. The students will discuss the scenario and start to plan. They will determine the activities (drills and exercises) they will do for the next two weeks to improve as a team. This will also require them to self-reflect about where they are and where they need to be. In addition to the planning and reflection, they will be required to present and put their plan into practice. Furthermore, they will have to allocate different roles within their teams to help them stay focused and aware of their specific duties. They will also continue to motivate and support each other during the project to succeed.
Throughout the project, the teacher’s role will be to give feedback, support and guide the students, He will also be responsible for providing equipment the students will need during their practice sessions. At the end of the training period, the students will play a championship game against the other team as the teacher assesses their play in terms of skill improvement, strategy, communication and teamwork. The practice sessions will be videoed and the students will have to use the recordings to track their progress. They will analyze the videos every after a practice session and determine what drills or exercises they need to change or maintain to meet their target (winning the game/finals). At the end of the training period (2 weeks), they will produce a video reflection of their overall performance while noting how they worked with their team, the effectiveness of the training plan and their performance individually and as a team while clearly noting their strengths and weaknesses.
Assessment:
The assessment of all students’ performance will take place during the activities and will not be based on filmed video evidence.
Students will be assessed on skills (possibly) in a conditioned situation and then in a game/longer/full activity.
Assessed Skills:
The mark will be determined by the performance of individual skills and their application in game situations. It will also be determined by the ability to perform attacking and defending skills in a game situation particularly for higher ability students.
Skills and Techniques:
Passing.
Receiving.
Tackling.
Dribbling.
Heading.
Shooting.
Goalkeeping.
Game Skills:
Attacking play: Mobility and Penetration, retaining possession, creating space to receive a pass or to shoot.
Defensive Play: Marking and/or delaying an opponent, timing of a tackle.
Goalkeeping: positional awareness, agility, communication, accuracy of distribution.
SOCCER PBL CHECKLIST: Equipment List.
Essential soccer coaching equipment will be needed by the students to play and coach soccer properly, with minimal interruption.
In this activity, I will provide students with the equipment and outline the benefits each equipment provides.
Every team will need slightly a different training plan based on the team’s needs. It’s the job of the students to find these needs and plan accordingly.
Equipment.
Coaches Whiteboard & Clipboards.
Clipboards are a fantastic way of providing your players a visual representation of what you’re trying to tell them.
Soccer Balls.
I will recommend for each team to have at least one ball per player. Some circumstances however don’t allow for that which is where the students will need to be able to adapt.
Bubble Cones.
Pinnies – For creation of teams.
A set of uniformly colored, usually sleeveless shirts worn as a temporary team uniform. Pinnies will enable players run a smooth session without causing major confusion.
Targets with Point Values – For Shooting Range Game.
Markers.
Poster Board-Used for creation of task cards and skill charts.
Task Cards – Printed out and laminated.
Skill Charts – Printed out, laminated and attached to poster board.
Assessments – Printed out, enough for each student.
THE EVALUATION PROCEDURE:
https://drive.google.com/file/d/1kxaD-CUJfl_pGEka2HT6RsbuT3RhMREY/view?usp=sharing
I will conduct formative assessments by the use of Kahoot https://create.kahoot.it/creator/d1b8e54c-38b8-414f-a7b3-a220f2505a11 as the main data collection tool, using Exit tickets https://drive.google.com/file/d/1oXcFCnz_AUJIC7oSmPIu-C8nSLqwBIuQ/view?usp=sharing , quizzes and open-ended questions(Football Assessment Rubrics) https://drive.google.com/file/d/1h8N7SzKt3AVNcBuojcxBUcLtvWAFTXP8/view?usp=sharing. I will then collect and analyze the data to determine which areas need to be reviewed more extensively and those can be reviewed in the next physical education class.
In a physical Education Classroom, monitoring the project from the beginning to the end is key to achieving the desired results. I will do this by selecting the appropriate tools for data collection which will include rubrics https://drive.google.com/file/d/1kxaD-CUJfl_pGEka2HT6RsbuT3RhMREY/view?usp=sharing, daily checklists https://drive.google.com/file/d/1QJ1NVHKCRpXdtT5XJzXdc-QV3AXtrMlv/view?usp=sharing, Task completion journals https://drive.google.com/file/d/1fDBbVKZeXOZhj4ZFd6V9xxtVSq-nqzY9/view?usp=sharing and peer feedback forms https://drive.google.com/file/d/1fbkTocPQNgFXt3uXNTPbE2k7YjgLS4_V/view?usp=sharing .
Regular monitoring will ensure that this information is present whenever needed. I will keep track of what needs to be achieved and what needs to be corrected when giving feedback to students to enhance learning and I will address gaps in understanding to plan for further learning.
FEEDBACK.
Are the project expectations being met?
Providing appropriate feedback is one of the teacher behaviors that’s been identified as most effective for improving student learning in the physical education classroom.
Feedback in my classroom will be Instant/immediate, ongoing and I will focus on helping students master skills and enforce good behavior using descriptive feedback gestures such as, ”Nice work, ‘great job” or ”keep it up,”. This will encourage participation and effort among the students.
Effective feedback and Data collection.
I will use Prescriptive feedback to provide specific information to improve student performance. Statements, such as ”keep both feet on the group during a throw in” or ”keep the ball close to your body during a dribble,” will help students understand what they need to do to get better results.
I will use the rubric to give feedback, questionnaires will be used as this process will involve all students and get them to individually respond.
I will give feedback by evaluating each of the team’s actions/activities to ensure that they are making a difference. I will capture this through general observations, talking to the students, peer feedback forms, monitoring registers, and tracking the student’s participation levels.
I will incorporate tech tools for video analysis and feedback, for example, realizing that their performance in Association Football is hampered by a lack of variation in their dribble, a student finds a model on You Tube and watches a game in a higher grade. After practicing new techniques, they ask for feedback from a more-skilled peer or seek coaching from the teacher.
References:
Retrieved from https://portablesportscoach.com/soccer-coaching-checklist/
Retrieved from https://study.com/academy/lesson/using-feedback-to-enhance-pe-student-skill-development.html
Retrieved from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2673587&
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