We’re all at that point in the year when revision, revision, revision takes hold and most year 11 classes are looking through exam question after exam question. One thing we must remember is that most students choose PE because they LOVE PE so why do we sit them in the classroom? Will they remember it like the lesson they scored 3 goals/ got 2 wickets/ beat their PB?
We looked at how we could make exam practice more practical and adapted some old favourites:
1. Multiple choice ball
Basically this is a game of dodgeball 4 v 4. Each player wears a bib with an answer written on it (same for both teams). The game starts with a multiple choice question being read out. The whistle goes and students play regular dodgeball. The team who hits the player with the correct answer on their bib wins. The players then swap with the next 4 players now with different answers on.
All this game requires is the preparation of the answers. Once the students are briefed on changing the bibs / answers in between games it all runs smoothly. As an extension task while the next set of players are waiting to come on they can be brainstorming what could their multiple choice question possible be??
The game can also be extended to include more players at a time by using an 8 mark question. Some answers on the bibs would be correct / some incorrect. Teams must hit the players with the correct answers during a timed game. At the end of the time the win goes to the team with the most correct answers. A time-out element can also be added to the lesson to formally practice writing down the answer.
2. Connect 4 / Connect All
Asda sell connect 4 for £6. We have adapted a number of game sets, each relevant to a pe topic (e.g. Training methods). Each piece has key words / phrases stuck to it. The game plays out similar to how solo hexagons are used. To be able to place a piece in the frame you must place it next to another word and verbalise the connection of each. For example ‘interval training’ / ‘rest’. Because each set is specific to one exam area there are lots of connections to be made. Winner is the player to use all of their pieces.
So set your classroom up as a ‘connect all’ tournament with students visiting each topic area on a rotation.
Another bargain game- £4 on ebay. On each block write questions. Students play the game in tables of 4. As they pull out a block they have to answer one of the questions on it. If they get the answer correct they are allowed to place the block back onto the tower. If they answer the question incorrect the block is removed from the game. The winning team is the team who has the tallest block at the end of the allocated game time. With 4 large sides on each piece, 4 questions can be added to each block so questions aren’t always repeated. Use the ends of each piece to identify the difficulty of the questions by colour coding.
So what games can you adapt to create a game changer?
There is growing pressure on departments to contribute to whole school improvement by including reading, writing, communication and mathematical skills into all lessons… and PE is the perfect place to start.
Today’s blog looks at the use of cross curricular skills during an outstanding lesson while maintaining a high level of activity.
The objectives of the lesson were to accurately replicate specific exercises to a high standard; perform to maximal capacities towards set goals and be able to evaluate the movements of others, specific to their strengths and weaknesses.
Connect – The lesson started by the students being set into 3 differentiated teams (teams set from their physical performances during the previous lesson). The starter activity began with students moving exercises from their unknown to their understand columns.
Activate – Teams took part in a warm-up relay, re they were required to pick up their tools for learning (pictures of exercises, names of exercises, whiteboard pens and plain whiteboards. The task was a competition based activity. Each team had to collect the tools, match the pictures and exercise names and then on the plain white boards add the points for performance or points of safety for that particular exercise. Examples of the group work are below.
Demonstrate- students were shown the perfect performance of a range of exercises from the lessons circuit. Using the notability they were asked to take a picture and compare it to a pre- saved picture of the perfect performance. Students were then asked to evaluate the technique using both the written and verbal features on the notability app.
From here it was time to work to maximal capacity following a circuit of 8 exercises. We did not follow the traditional move from exercise to exercise. The whole class did the same activity for the same amount of time, with each individual counting their own personal reps. After each exercise the number of reps was recorded.
It is at this point we must remember that technique was one of our key objectives… Students were appointed to be spotters, specifically looking for good and poor technique. If throughout the 30 seconds a student displayed poor technique, a spotter would tap them on the shoulder – remove them from that set of exercise and offer them advice on how to perform the technique correctly.
This worked a treat!!! In previous weeks students had reverted to poor technique in an aim to improve number of sets, however this monitoring process maintained quality of technique.
In between circuits students were able to attend a coaching class from another student who had been identified as having good technique in any given activity…and then it was time for the second set of exercises.
We’re does the maths come in? After each exercise we were recording the number of reps. As part of the consolidate activity students worked both individually and as a team to analyse performance, look at performance patterns etc. One student from each of the differentiated groups were also wearing a Heart Rate monitor, and graphical data was produced as a group – which once again was compared to other groups and allowed for themes and explanations to be generated, linking to gcse theory.
Numbers, words and sweat!!!!
As a HoD I am lucky enough to observe the lessons of others…and I’ve seen some outstanding PE practice this past week.
If ever you were unsure about how to differentiate in practical PE then this lesson commentary is for you.
The group are 3 lessons into their football module, and range from levels 3-6.
The lesson started with some clearly set objectives
Pupils led their own warmup, reflected on prior knowledge from the previous lesson and were set a directed task; their focus…dribbling.
Students completed the first section of their lesson learning sheet
From their knowledge and performance in the connect tasks, students were asked to place themselves at the correct station. How did they know which station? The teacher had a number of statements for students to match themselves to.
These stations followed a teach, do, review theme with increasing competence in the skill of dribbling required.
Station 1 had a lot of teacher input with student following a set path using simple dribbling techniques.
Station 2 encouraged students to dribble, look up and pass in a controlled and unchallenged situation.
Station 3 was a small sided game of end game in which students worked in small teams and had to dribble the ball into the end zone to score a point. This station also required students to actively analyse the performance of others using a simple analysis sheet.
As students felt they had successfully completed the tasks at the station with increasing fluency, they moved to the next station. Even for those who may not have moved station, physical progress was evident. To consolidate new learning, the learning sheet was revisited and new learning was added.
Each group fed back to the class what challenges they had faced at their station, how they had overcome them and what they had gained from the lesson.
Overall and outstanding lesson and a good format for anybody struggling with differentiation to use!
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
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!
* 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!
GIVE STUDENTS A CHOICE!!!!!!
Having an iPad in PE is beginning to make anything possible, and things that were once an arduous task are now simple and most importantly fun!
I have spent the last couple of weeks following people’s advice on which of the many analysis apps to use (and free ones where possible) and as most people on twitter know…I am addicted to transforming every part of the world into comic life.
This post describes the merging of the 2 mediums, and how they can be applied to the practical element of PE.
It was a year 9 mixed ability group, part way through their athletics scheme of work and their weekly focus was on the discus. The first lesson involved teacher and student led teaching, during which every student was recorded using the “coach my video” app. The students then watched their performances back and annotated the video, taking still pictures of certain aspects of the technique.
For the first time, they loved being filmed…and I put this down to the fact that it was with the iPad! Also the possibility of instantly annotating and choosing their own stills, rather than having to take them away to print or download etc brought an enthusiasm to the analysis process.
Between the 2 lessons I made a comic story for each student using the stills with annotations they had chosen. On each square was space for the student to comment on their technique.
Before the students embarked on this process, we as a class reflected on the perfect model, with key words and still pictures of each phase of the throw displayed on the board.
The results were great, students showed improved understanding and a higher quality of written feedback. They loved the concept of the comic and as a class decided that they should laminate all the sheets and have it as a class comic. This comic was then shown to their friends, who now all want to do the same thing in their lesson! Even whilst I was prepping the comic pages in my office,I had students asking “when are we doing this”….so all I would say is give it a go! The construction of the comic looks like it would take a long time, but it took under an hour to create all the comic pages for the whole class.
Can’t wait for the class set of iPads so they can create the comics themselves!