psa sports presentation 28/11/2011

Building community through partnerships.!INTERNATIONAL SCHOOL

Junior School Physical Education

Senior School Health/Physical Education

Panthers Competitive Sports

Exploria After-School Activities

Traidos Three Generation Sports Academies

Understanding HPE, Sports, Academies and other activities

in our community.

28 November 2011


1. Provide information about how the different programs are organized, supported and implemented.

2. Describe how programs are related to and different from one another.

3. Provide a forum for questions and answers.

Our goals today are to:


PTIS Junior School Physical Education

“Working towards life long health”


What the PYP believes about PSPE* •  PSPE in the IB Primary Years Programme (PYP) is concerned with

the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. (first sentence)

•  “participation in an active, healthy lifestyle”

•  3 PSPE Strands: Identity, Interactions, Active living

•  6 PYP PE Strands: Health-related activities, Body control and spatial awareness, Athletic activities, Games, Movement to music, Adventure challenge

*PSPE = personal, social and physical education


Physical Education at PTIS

•  Our motto sums it up: Working towards lifelong health

•  How this is done in JS PE: •  Teambuilding, problem solving, pro-social activities •  Exposure to MANY different activities (not just “the big sports”) •  Development of transferrable skills (both physical and social)


How PE is changing (in the PYP)

Increased emphasis on: Decreased emphasis on:

learning that focuses on students constructing meaning, and expanding and deepening their knowledge of concepts and their understanding of the world

skill acquisition, a game or a sport as an end in itself

PE teachers viewed as PYP teachers

PE teachers seen as solely single-subject teachers

skills learned, practiced and applied in the context of inquiry

skills learned and practiced isolation


How PE is changing (in the PYP) Increased emphasis on: Decreased emphasis on:

rigorous activities directly linked to the concepts and the driving questions of the inquiry

activities of superficial value; activities that are included only because they are fun

development of cooperative skills acquisition of physical skills

engaging students at their own level activities favoring skilled students

assessment/achievement based on learner profiles and attitudes

assessment/achievement based on skill level


Adventure Challenges Reaction ball game Tree-branch rearrangement game Human Knot And others…

Individual Pursuits Swimming skills: strokes, floating, going under water, diving Water games: kayaks, water polo Yoga, Dance

PTIS Junior School PE units and activities


Games & Health-Related Fitness Cardiorespiratory fitness & flexibility Foot Skills

Soccer/Football skills and games Throwing/catching

Team handball Frisbee (frisbee bocce, ultimate frisbee) Newcomb (leads into volleyball as well)

Hand striking Volleyball

Striking with Implements Floor hockey Field hockey Badminton Pickleball

Track & Field

PTIS Junior School PE units and activities


•  Teambuilding games linked with “how we organize ourselves” and “how we express ourselves”

•  Teamwork and identity as a group member linked with “who we are” and “how we organize ourselves”

•  Early Years 1/2/3 dances and creative movements linked to “how we express ourselves”

•  Grade 1 create-your-own-game activities ties to “how the world works”

PE links to classroom Units of Inquiry (UOIs)


PTIS Senior School Health and

Physical Education “Working towards life long health”


Physical Education Trends

Traditional Modern

· Physical fitness · Health-related physical fitness · Skill development · Development of sports competencies, i.e., PE for athletes · Improvement of competitive sports programs

· Major (Achievable by all – easily evaluated) Physical activity Healthy eating habits Attitudes toward physical activity · Minor (Genetically controlled and/or difficult to evaluate) Physical fitness Skill development Character development


MYP Physical Education Aims • an appreciation and understanding of the value of physical

education and its relationship to a healthy, balanced lifestyle • an interest in the promotion of health and wellness • the motivation to participate fully in all aspects of physical education • their optimal level of physical fitness • effective communication strategies, verbal, non-verbal and written • the skills and understanding necessary to participate successfully in

a variety of physical activities, for example, learning, practicing, refining, adapting, thinking, interacting

• the ability to reflect critically on all aspects of physical education, including being a critical performer

• an understanding of international perspectives on physical activity, sport and health education

• a lifelong interest in and enjoyment of physical activities as a participant.


MYP Physical Education Language

appreciation understanding healthy, balanced lifestyle

interest health and wellness

motivation to participate fully communication strategies

participate successfully in a variety of physical activities

reflect critically understanding of international perspectives

a lifelong interest in and enjoyment


Our philosophy and the curriculum in action

“Working towards lifelong health”

Physical activity is valued for educational and health purposes

Physical activity is for all

Exposure to a wide range of activities

Students are given choice

Differentiation in feedback and activities for abilities

Emphasis on healthy decisions


MYP Physical Education Objectives

A. Use of knowledge

B. Movement composition

C. Performance

D. Social skills and personal engagement


PTIS MYP Health and Physical Education Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

A

Anatomy Aquatics Theory Warming Up Things we put into our body (Smoking) Growth and Development (Puberty)

Concept of Fitness History of Sports Athletics Theory Things we put into our body (Nutrition) Growth and Development (Hygiene)

First Aid Athletics Theory Things we put into our body (Alcohol) Growth and Development (Relationships)

Personal Fitness Sports Drills/Coaching Things we put into our body (Soft drugs) Growth and Development (STDs)

Skill Acquisition Principles of Training Things we put into our body (Hard Drugs) Growth and Development (Contraception)

B Movement Composition Gymnastics Dance

Movement Composition Gymnastics Dance

Movement Composition Dance



C

Hitting and Striking Rounders Cricket

Invasion Games Ultimate Frisbee Netball Basketball Football

Net Games Volleyball Table Tennis Badminton

Aquatics Stroke Technique Life Saving

Others Athletics

Hitting and Striking Rounders Softball

Invasion Games Netball Basketball Football Ultimate Frisbee

Net Games Volleyball Table Tennis Badminton

Aquatics Stroke Technique Aquatic Games

Others Athletics

Hitting and Striking Hockey Softball Cricket

Invasion Games Touch Rugby Flag Football Basketball

Net Games Volleyball Badminton


Others Athletics

Hitting and Striking Hockey Softball

Invasion Games Football Basketball Ultimate Frisbee Lacrosse Handball Australian Rules

Net Games Volleyball Badminton

Aquatics Stroke Technique Aquatic Games

Others Athletics

Hitting and Striking Cricket Softball

Invasion Games Student Choice

Net Games Volleyball Student Choice


Others Athletics

D All B and C Activities All B and C Activities

Traditional Games

All B and C Activities All B and C Activities All B and C Activities

Novel Sports


BTEC Diploma in Sports (Development, Coaching and Fitness)

Grade 11 Grade 12 · The Physiology of Fitness · Fitness Training and Programming · Fitness Testing for Sport and Exercise · Sports Nutrition · Organising Sports Events · Practical Individual Sports · Sports Injuries · Assessing Risk in Sport · Organising Sports Events

· Principles of Anatomy and Physiology · Sports Coaching · Sports Development · Rules, Regulations and Officiating in Sport · Practical Team Sports · Sports Injuries · Assessing Risk in Sport


Goals: 1. Encourage athletes to have fun and enjoy sports 2. Help athletes prepare and participate to their highest level of ability 3. Promote self-control, discipline, tolerance and fair play 4. Teach cooperation and teamwork 5. Instill respect of opponents, coaches, and referees 6. Expose students to a healthy competitive environment 7. Be safe and avoid injury at all costs 8. Allow athletics to reinforce the mission and philosophy of PTIS

Philosophy: 1. No cuts – everyone makes the team providing they adhere to all team rules 2. Strong emphasis on fundamentals, skills work and maximizing potential 3. Healthy balance between the concepts of winning and sportsmanship 4. Very strong emphasis on effort, attitude, character building and self-esteem


The sports we participate in here in Chiang Mai include:

Season 1 Badminton Volleyball Senior Swimming

Season 2 Football Cross Country

Season 3 Basketball Track & Field Table Tennis Tennis Ultimate Frisbee

Season 4 Futsal Junior Swimming


The Chiang Mai Athletics Conference (CMAC) is made up of seven international schools in Chiang Mai that have banded together to provide

competitive sports opportunities for our students in an organized, comprehensive manner. There are

about a dozen individual and team sports seasons that run at different times during the school year,

which often include regular-season inter-school competitions and always an end-of-the season CMAC

Tournament or Meet. These teams are “school teams” and are coached predominantly by teachers.


CMAC Sports Teams Coaches: • All volunteers • Total of 20 coaches involved with

teams (17 teachers, 3 parents) • Recruited and organized each

April/May for the coming school year, through personal conversations and email

• Made up of mainly of returning and new teachers

• About 33 different teams organized each year


Sports teams are organized different ways


Why is there a perceived lack of enthusiasm among sports teams?

Possible reasons: • Significant demands of MYP and IB programs • Family background and/or cultural views place less

emphasis on sports • More and more time spent with online social networks

and online gaming • Students find it difficult to balance social life with sports

Ultimately, there must be a three-way partnership between: 1. school / teachers / coaches 2. parents / home life 3. students’ personal responsibility


Communications


The philosophy of the program is to provide opportunities for students do something they are

passionate about or to try new things through activities that have links to classroom learning and several

curricular frameworks: the PYP, the MYP and CAS. Activities are active, creative or academic in nature.

Every teacher (about 56 total) must do the equivalent of one one-hour after-school activity every term. This is

monitored and tracked by the Activities Director.


• for Junior School, there are usually about a dozen activities per term

• approximately a balanced mixture of active, academic and artistic activities

• for Senior School, usually about 32 activities per term

• a balanced mixture of service learning, active, academic and creative activities


As activities director, I constantly monitor student interests through observation and a friendly “open-door” policy.

I survey teachers each term about activities they would like to offer, sometimes based on feedback from students.

In the Senior School, 11th and 12th graders are encouraged to co-lead activities with adult supervisors.

Ultimately, I try to bring together the interests and passions of the teachers with what we think the students are most interested in.

psa sports presentation 28/11/2011

Education

school activitiestraidos

physical activityi

ptis junior school pe

ptis senior school health

healthrelated activities

aspects of physical

myp physical education

different activities