Sport psychology lesson 2

An earlier post identified how I had used photo babble and a solo lesson tracker to introduce elements of sports psychology…now it was the turn of the students to present their understanding though a range of mediums – chosen by them.

The lesson was structured around
1. Teach – for those who had missed the previous lesson or had graded themselves as pre or uni structural on their solo tracker.

2. Do – production of a assessment display piece to match the assessment criteria
‘describe / explain/ analyse the effects of psychological factors on training and sports performance’ – P6 / M3 / D2 – unit 1

3. Class review – peer assessment of the work produced, and a personal review of understanding using the same solo tracker from the previous lesson.

Examples of the do:

The students chose a variety of medium with which to present their work.
* Some chose traditional pro’s and wrote a written evaluation.
* a number of groups used photo babble to communicate understanding Fromm the performers perspective while including theory content. Planning time involved creating scripts

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Once again I must apologise for not being able to upload video to this blog. The example above starts with Mohammed Ali saying “I have the confidence to get in this ring…now you’re on the floor… Ding ding ding”.

The opponent asks ” how did you manage it..what do you have that I don’t?”

The pumpkin in the corner (no significance in the choice other than I only have the free version of photo babble!) then goes on to explain about mental preparation, focusing, imagery and arousal and how they link to optimum performance.

* One group produced a iMovie trailer highlighting the trials and tribulations of Joey Barton, with clips of his mistermeanors once again with reference to inverted u theory and possible solutions for Joey!

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* another group produced a podcast based around theory using examples of kimbo slice!!!!!!!! I did say pick any performer?!?!?!?!?!?!?!?!

The quality of work produced across all mediums was of a high quality, and students commented on how having the choice made a difference to them… After all we all have our own styles of learning!!!!!

The class review process proved very successful. We set out a success criteria and spoke explicitly about how this linked to the stages of solo. Groups were asked to attach a solo grading to the work, while also commenting on presentation and examples used to express theory.

What have a learnt from this?
Well firstly I assumed that everyone would want to use the iPad and produce all singing and all dancing…but just like us teachers – some students are scared and wary of technology.

Did technology produce better work?
There was no significant difference in the grading of written or technology based presentations, however student review feedback suggested the movie and photo babbles were more interesting to watch and review, and students said they would go back and use this work for revision purposes over reading.

It was identified that lower ability students, who often struggle with written communication benefitted from the visual and audio aspects of the task, and more information was communicated than would have been within a written piece.

Review outcomes were more structured and peer review reflected that of the individual and the solo tracker. Students also began to recall ideas and performance from the procedural stage when assessing others…bonus!

USE TECHNOLOGY!!!!!!
But….
GIVE STUDENTS A CHOICE!!!!!!
SOLOTRACKER!!!!!

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