Tactic-to-skill after school club plan

Six game/ask progressions for after school tennis club: 35% of course mark

WORD OUTLINE template or Unit Plan Assignment (Right Click and select SAVE AS on desktop)

The assignment will be broken into two parts: 

1. Unit plan (15%):  Based on the unit plans developed in PE452 this practice plan will follow a similar format. It is not expected that this assignment will be done in a web-page format. a. Entry and Exit ability and understanding b. Content analysis adapted from course content (see p. 6). c. Typed outline block-plan for game/task progressions. This will be re-worked after experience teaching/coaching at a local school. Also include hand-written or typed lesson plans used to teach practice sessions. d. Routine for practice sessions - start, expectations, groupings, closure, etc. e. Activities such as adapted GPAI form and/or Tournament/League activity to encourage participation. f. Appendix of materials used in practice plan and developed from PE117 or PE461 with adaptations noted.

2. To pass you must (12%): 
a. attend at least three of the four practice sessions 
b. come prepared with a lesson plan of activities 
c. co-ordinate lesson with peers prior to practice 
d. not lose any tennis balls (I will count them out and count them back).

Group reflective summary (8%): 

When you hand-in the final (revised from experience) practice program developed with the students include a summary of what you planned to do, what happened and how you tried to develop the after-school program. Any evidence to show how the club developed will be excellent. Expected size approx 500 words (typed) - but not limited to that size in total if each person wants to write a personal reflection. Note: Ensure your teaching group names are on final document along with sponsor teacher's name, school and names of children.

To facilitate the running of this group assignment I suggest the following delegation of jobs: 

1. Each person detail a game and task progression sheet as developed in class (i.e. castle game example). Consider typing so that progression could be adapted after experience. 

2. One pair should take responsibility for developing the Entry (estimate then describe when see) ability of children then describes exit ability. For example, skill area criteria sheet from class would enable me to do this for you. Develop an outline content analysis based on estimated ability. This will guide selection of games and progressions. 

3. One pair should take responsibility for outlining the block-plan for the four sessions (see sheet from PE452). This should guide lesson planning. First lesson can be planned before you see the children. Focus on activities to assess ability and have fun. 

4. One person takes responsibility for outlining the routine for practice sessions and logical consequences for inappropriate behaviour. Consider how to reward appropriate behaviour i.e. how many balls can you pick up on one racquet - special prize. 

5. Person in 4 should ensure all materials used, lesson plans and final revised practice program should be collect and organized. Each person can write own reflection or a joint reflection can be submitted for the group based on notes from each person.

Due:  Thurs March 25th or Mon March 29th