Eilis Toth

Sport and Physical Education

Unit Plan: Soccer

Developed by Siedentop, Sport Education is a Physical Education
pedagogy that can assist with integrating game-centred learning approaches into
a Physical Education classroom (Siedentop, 2002.). Within Australia a recognisable
version of Siedentops Sport Education is the Sport Education in Physical
Education Program, or, SEPEP (Pill, 2010.). SEPEP is designed to provide children
with educationally rich sport experiences. Within a SEPEP program the students
engage in seasons rather than the more conventional unit of work. SEPEP seasons,
on average, run two to three times longer than a sporting unit in Physical
Education. Placing students in teams, and allowing them to compete against
others, offers affiliation for students and allows them to develop their skills and
understanding of the game, while benefiting from social development aspects
(Siedentop, 20002.).

This SEPEP program, aimed at year 8s, has a focus on the sport of soccer.
While this SEPEP plan provides curriculum mapping to the current SACSA
framework, the sport of soccer has been chosen in order to coincide with the new
and developing Australian National Curriculum. A driving force behind the
Australian National Curriculum is the hope to build global citizens out of our
students and develop their intercultural understanding (ACARA, 2012.). Soccer,
recognised as The World Game, allows students to make cross-culture
connections and cultivate mutual respect of other ethnicities than their own.


This SEPEP program will demonstrate learning in, through and about
Physical Education, by following the SACSA Framework.
Core Outcomes Demonstrated in SEPEP:
Outcome How is this applied?
4.1 Reflects on the use of specialised
skills in various social contexts
(including teams) and is able to
modify skills to improve performance.
This is predominantly and clearly
applied with the use of teams within
this programme. Students work in
teams, and assist others, and
themselves, in improving their skill
levels.
4.2 Evaluates their own beliefs about
fitness and undertakes activities of
interest to develop a preferred future
of personal health-related fitness.
This will be done by using the unit to
encourage a good attitude towards
sport. Students will be shown that you
dont necessarily need to be an elite
athlete to lead a healthy life style. For
many, this belief; that theyre not
good enough, is what drives them to
drop out of sports.
4.3 Investigates key ways in which
groups and cultures contribute to
forming identities
This is done by using soccer (The
World Game) to create globalized
citizens and learners.
4.4 Analyses the changes associated
with growth and development and
uses problem-solving skills to manage
significant transitions and issues in
their own and others lives.
Using Play with Purpose games allows
students to develop their tactical
decisions making whilst learning new
skills. Working in a team will also aid
in developing interpersonal skills.
4.5 Develops skills for working
effectively in groups and in teams,
explores different constructions of
group dynamics such as leadership
and identifies qualities for good
leaders.
This is provided clearly with the use of
various team roles. There are team
roles available for the most skilled of
players, and roles available for some
that may have skills in other areas,
such as ICT.
4.7 Analyses and articulates the
consequences of risk-taking and
demonstrates behaviours to minimise
harm.
This will be provided primarily with
the use of Play with Purpose games,
and the season of soccer. Students
will be able to form their own
decisions through taking risks within
their playing time, and assess which
decisions were, perhaps, bad ones,
and develop on their ideas.




The SEPEP 10 Week Unit Plan
(SACSA Core Outcomes met with each task and assessment detailed in bold print)


Week Administration Sport Skill Learning Assessment Tasks
1 Sport Education
program explained to
students this will
include a theoretical
component, with
various forms of
assessment that the
students can choose
from. These
assignments will be
During the first week a
skill assessment will take
place. This will enable to
teacher to place
students in a team with
more knowledge as to
their skills and fitness.
This ensures that not all
of the skilful players are
put in one team that will
Assessment
explained to
students
History and social
importance of
soccer explained
(Work Sheet
Appendix B.) 4.2,
4.3.
Skills pre-test (Test
due at the end of week
10 (Assignment sheet
Appendix A.) 4.2, 4.3.
Three teams of seven
are established. Three
teams will be
established so there
will be an odd number
of teams, making
round-robins and the
allocation of a duty
team easier. Team
roles will be
established (Appendix
A.A.) 4.2, 4.5.
Duty team roster will
be established (Duty
Team Roster
Appendix D.) 4.2, 4.5.
dominate the
competitions, making it
unfair to others.
The primary skills that
will be assessed are: kick
(preferred and non-
preferred foot) throw in,
ability to defend the
goals and dribbling the
ball.
Assessment
Appendix C.) 4.1,
4.2, 4.4, 4.5.
2 Publicist will organise
team photos
Team manager must
organise equipment
needed for their
practice session
Once students have
had a week to think
about it they may have
some questions and
queries about the
SEPEP unit. Students
will be asked to come
to the lesson equipped
with these questions
and the teacher will
answer them, clearing
up any confusion for
the students.
This week will mark the
beginning of pre-season
for the teams. A general
skills clinic will be run by
each team coach. The
skills clinic will be
planned by the teacher
(Lesson Plan Appendix
E.) 4.1, 4.2, 4.4, 4.5,
4.7. This will give the
coaches a better
understanding of what
skills their team needs
to work on, and which
members excel in which
areas.
During this lesson
the publicist will
complete the team
poster and they
will all be
presented to the
class. (Assessment
Sheet Appendix
F.) 4.2, 4.4, 4.5.
3 Within this lesson the
publicist will be shown
how to use ICT devices
to better publicise
their team. The
Within this session team
coaches will work
specifically on the skills
their team needs to
perfects, in accordance
The team websites
will be assessed
this lesson
(Assessment Sheet
Appendix G.) 4.2,
statistician will also
have access to these
devices so that they
may better record the
results of their team.
Fitness coach will take
the warm up for their
team, one which they
will have devised
themselves.
Team manager will
organise equipment
for practice session
to what they found last
week during their skills
clinic. Coaches will have
developed the skills
clinic themselves,
paying special attention
to the needs of their
group in regards to
fitness and skill level.
4.4, 4.5.
4 The team manager will
organise the
equipment needed for
this lesson
This lesson will involve a
referee clinic delivered
by the FFSA. It is
important to place the
clinic as early on as
possible within the
SEPEP unit so that
students, especially
those new to the game,
will have a general
understanding of the
rules. Students will
complete their basic
Laws of the Game
Certificate within class.
For those who are
absent the course can
also be done for free
online.
This week will
involve a practical
and theoretical
referee skill test
(Theoretical
Referee Quiz
Appendix H.) 4.1,
4.2, 4.3, 4.4, 4.5,
4.7.
5 Fitness coach takes
warm-up
Team managers
organise equipment
for lesson
Students will engage in
numerous play with
purpose games, as a
group. This Lesson will
be planned by the team
fitness coach and the
team coach.
Ongoing
assessment of
students skills,
fitness and
willingness to
participate will
make up the
practical
assessment.
6 Fitness coach takes
warm up
Students will engage in
numerous play with
Ongoing
assessment of
Team manager
organises equipment
for the lesson
purpose games, as a
group. This lesson will
be planned by the team
fitness coach and team
coach.
students skills,
fitness and
willingness to
participate will
make up the
practical
assessment.
7 Team managers work
with teacher to
organise roster for
small sided soccer
competition
Fitness coach takes
warm up
Statisticians develop
premiership table
The team that is not
playing is the duty
team, roster for this
was developed in
lesson one, they will
collect the equipment
for the lesson, set up
the lesson and then
pack up at the end of
the game.
Round 1 of small sided
soccer starts this week
The rostered duty team
will referee
Assessment of
teams will
continue
throughout the
competition. This
includes
assessment of
participation
within all team
roles, game
competence and
understanding of
the game.
8 Statisticians will
continue to develop
premiership table
Fitness coaches take
warm ups for their
team
Duty team will set up
equipment and pack it
away at the end of the
lesson
Round 2 of small sided
soccer games begin this
week
Duty team will referee
Assessment of
teams will
continue
throughout the
competition. This
includes
assessment of
participation
within all team
roles, game
competence and
understanding of
the game.
9 Statisticians will
continue to develop
premiership table.
Fitness coaches take
Round 3 of small sided
soccer games begin this
week
Duty team will referee
Peer and self
assessment of
team and
individual
warm ups for their
team
Duty team will set up
equipment and pack it
away at the end of the
lesson
performance will
take place (Peer
Assessment
Appendix I.A,
Individual
Assessment
Appendix I.B.) 4.1,
4.2, 4.4, 4.5.
10 Team managers will
run the finals event,
ensuring that their
team is ready to play
at the appropriate
times
Duty team will set up
the equipment before
the first team and pack
it up at the completion
of the finals
Finals of the small sided
soccer games occur
during this week
Duty team will begin
refereeing initial finals
match, and then
whichever team is not
playing will officiate the
next matches.
Presentations will occur,
including: Spirit Cup (for
the team with the best
all round spirit towards
others and the game)
MVP (most valuable
player) from the whole
competition will be
awarded as voted by the
class (Voting Sheets
Appendix J) 4.1, 4.4,
4.5, and, the
Premiership Cup
Theoretical
assignments due
Self assessment of
entire SEPEP
experience,
including role
competency, skill
and fitness
development and
overall
understanding of
soccer as a global
cultural influence




Bibliography:

ACARA (Australian Curriculum, Assessment and Reporting Authority), (2012.).
General Capabilities in the Australian Curriculum,
http://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabiliti
es.pdf [Viewed 20/10/2012].


Pill, S, (2010.). Play with Purpose, Australia: ACHPER.


Siedentop, D, (2002.). Sport Education: A Retrospective, Journal of Teaching in
Physical Education, Vol 21, Pp 409 418, USA: Human Kinetics Publishers Inc.


Siedentop, D, Hastie, P.A, Van Der Mars, H, (2011.). Complete Guide to Sport
Education, Second Edition, USA: Human Kinetics.