"You Be The Coach"
Estimated Time of Completion: Two 45-minute class periods with one day of research
III. Materials Needed
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Online Resources
VIII. Relevant National Standards
For grades 7-12. Students will brainstorm their favorite sports, then form small groups based upon the mutual sport of interest. Students investigate the coaching of the sport by reading about the sport in books or magazines, viewing televised or video sports programs, searching the Internet for Web sites on sports and youth, interviewing local high school, college, YMCA/YWCA or recreation program coaches, or viewing the sport in person. Students outline or diagram how to teach the specific essential skills for their favorite sport, then demonstrate the skills to the class, using classmates as active participants. Then students discuss reasons why sports, athletics or physical activities should be an important part of teens' lives.
- To identify personal favorite sports
- To investigate the essential physical skills needed to play the sport
- To diagram or outline the essential physical skill for the sport
- To demonstrate (to peers) essential skills of the sport
- To discuss reasons why sports, athletics or physical activities should be an important part of teens' lives
III. Materials Needed:
- PBS In the Mix video: "Sports: Get In The Game!"
- Computers with Internet access
- Chalkboard, message board or easel with chalk or marker
- Poster board and markers and/or paper and pencil (one set for each group)
- Access to library with books on sports and youth
- Introduce the video "Sports: Get in the Game!" by asking students to brainstorm a list of sports. You or a student should write the list on the chalk or message board. The list may include: baseball, football, soccer, fishing, wrestling, ice skating, in-line skating, skateboarding, softball, swimming, running, aerobics, dancing, cheerleading, walking, golf, bowling, basketball, tennis, rugby, Lacrosse, hockey, horseback riding, track & field, gymnastics, windsurfing, weightlifting, volleyball, water or snow skiing, jumping rope, among others.
- Instruct the students to view the video and note the variety of sports discussed. Ask them to listen for reasons why sports, athletics or physical activities should be an important part of teenager's lives.
- Show the PBS In the Mix video "Sports: Get In The Game!"
- Following the video, ask the students if there were any sports mentioned in the video that are not found on the list on the chalkboard/message board. Add any additional ones not previously noted.
- Then pass out one 3" x 5" blank card to each student.
- Ask each student to write his/her name on the card, and then write the numbers 1, 2, and 3, one under the other.
- After the number 1, write their very favorite sport, following number 2, their second favorite and the same for the third favorite sport.
- When all students have completed numbers 1-3, using the list on the board, ask students to raise their hand and identify whether that is their favorite sport.
- Identify 4 to 5 students whose hands are raised and put them into a group (i.e., baseball group, in-line skating group, etc.). Follow the "sports" list on the board until all students have their first choice, or until all students are grouped (by second or third choice).
- Advise students that they will work in a small group to learn how their assigned sport is played and taught. They will investigate the specific, essential skills needed to effectively perform that sport. Inform students that as a group, they will be coaching the rest of the class on the skills of the sport.
Examples of essential skills: tennis (serve, ready position and toss), golf (full swing for irons and woods), swimming (breast stroke), baseball (hitting, throwing, running), etc.
- Students may investigate the skills by: reading about the sport in books or magazines, viewing televised or video sports programs, searching the Internet for websites on sports and youth, interviewing local high school, college, YMCA/YWCA or recreation program coaches, or viewing the sport in person.
- Each of the students in the group will describe in written format, or illustrate in a drawing or diagram, how to perform a specific and essential skill for their favorite sport.
- As a class demonstration, the small group of students sharing the diagrams or outlines, will demonstrate all of the essential skills researched for the sport. The remainder of the class will actively participate as each group "coaches" the class.
- Following all "coaching" presentations, ask students to make a personal assessment and respond (this may be done verbally or in a journal-writing exercise):
- What did you learn from the group activity?
- Did you realize the level of difficultly in teaching a particular skill and doing it correctly?
- What else did you learn about yourselves and working with peers?
- Would you like to coach a sport? To children, or adults?
- Finally, ask students what are some reasons why sports, athletics or physical activities should be an important part of teenager's lives?
V. Classroom Assessment:
ASSESSING STUDENT GROUP WORK:
Each of the following criteria is worth 5 points:
- Investigated the essential skills needed to play the sport
- Diagramed/outlined essential physical skills of the sport
- Presented a verbal description with the demonstration of the essential skills of the sport
- Scoring scale:
- 5 points = performed the task to an excellent degree of competency (performance greatly exceeded expectations)
- 4 points = performed the task to a commendable degree of competency (performance slightly exceeded expectations)
- 3 points = performed the task to an average or acceptable level of competency (performance met the stated criteria)
- 2 points = performed the task to a barely adequate degree of competency (performance almost met the stated criteria)
- 1 points = performed the task to a poor or low degree of competency (performance did not meet the criteria or expectations)
ASSESSING STUDENT INDIVIDUAL WORK:
Each of the following criteria is worth 2 points:
- Student prioritized three personal favorite sports and submitted them on a card to the instructor.
- 2 points = Participated completely
- 1 point = Participated partially
- 0 point = Did not participate
- Students identified and described (different) reasons why sports, athletics or physical activities should be an important part of teenager's lives.
- 1 point = Identified a reason why sports, athletics or physical activity should be an important part of teenagers' lives
- 1 point = Described a reason why spots, athletics or physical activity should be an important part of teenagers' lives
- Possible correct answers include:
- Playing sports provides a positive focus on teens' lives, regardless of skill level
- Playing sports help teens to feel more confident, more popular, and they are more likely to do well in school
- Playing sports means teens are more likely to graduate from high school and less likely to get involved with substance abuse and/or get pregnant
- Playing sports can provide teens with contact with caring adults, a safe haven from the streets, a reason a reason to rise above peer pressure, a way to stay in shape, and can promote increased self-esteem
Have each student fill out the self-assessment form.
VI. Extensions and Adaptations:
- Students can teach skills to younger youth in the community. They could become assistant coaches at the YMCA, YWCA, Boys Club, Girls Club, and other recreation centers and programs.
- Students could write a handbook of essential skills for a sport and include "how to coach" the sport.
- Students could write an article about the experience and submit it to the school newspaper, the local community newspaper or to an Internet youth and sports network.
- Students could write up the interview conducted with a coach for a "human interest" story for the local paper.
VII. Online Resources:
Sports and youth, coaching sports, youth sports pages
Physical fitness and health
- PBS In the Mix - "Sports: Get In The Game"
- Youth sports and other links to sports:
- Online community of youth sports coaches, players, and parents:
- Youth sports network:
- Instruction on coaching sports:
- Encouraging physical activity among youth and families:
- CDC's physical activity efforts:
VIII. Relevant National Standards:
The following are established by the National Health Education Standards at http://www.cancer.org/cshe/cshestud.html:
- Comprehend concepts related to health promotion and disease prevention
- Analyze the influence of culture, media, technology and other factors on health.
The following are established by McREL at http://www.mcrel.org/standards-benchmarks/docs/contents.html:
- Uses a variety of basic and advanced movement forms
- Uses movement concepts and principles in the development of motor skills
- Understands the benefits and costs associated with participation in physical activity
- Understands the social and personal responsibility associated with participation in physical activity
- Understands various meanings of social group, general implications of group membership, and different ways that groups function
- Understands conflict, cooperation, and interdependence among individuals, groups, and institutions
- Working with others: Contributes to the overall effort of a group
- Working with others: Uses conflict-resolution techniques
- Working with others: Works well with diverse individuals and in diverse situations
- Working with others: Displays effective interpersonal communication skills
- Working with others: Demonstrates leadership skills
- Self regulation: Performs self-appraisal
- Life work: Uses various information sources, including those of technical nature to accomplish specific tasks
- Demonstrates competence in the general skills and strategies of the writing process
- Demonstrates competence in speaking and listening as tools for learning.
About the Author:
Susan Giarratano-Russell, MSPH, EdD, CHES is a consultant for Health Education and Media. She is a writer and has been a middle school and high school teacher, as well as a university professor of health education.
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