Course Profile Recreation and Fitness Leadership (PLF4C), Grade 12, College Preparation, Public
Unit 3: Eventful Events (Recreation and Leisure Facilitation)
Time: 48 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5 | Activity 6 | Activity
7
Unit Description
Unit 3 provides students
with multiple opportunities to develop an understanding of the event planning
process. Students demonstrate the ability to coordinate the planning,
organizing, and implementation of a major health and physical education event.
Using the steps in the event planning process (i.e., needs assessment, setting
goals, identification of tasks and resources, action plan, promotion,
implementation, evaluation), students coordinate a series of health and
physical education activities/events increasing in complexity throughout the
course. They begin their learning by participating in a class event organized
by the teacher within the first few weeks of the course (e.g., Grade 9 Student
Welcome, Spirit Week, Winter Carnival). Additional in-class lessons/tournaments/events
organized by small groups provide opportunities for students to practise and
develop the necessary skills prior to coordinating their individual major
health and physical education event (e.g., intramural tournament, tournament
for a co-curricular school sport, health fair, one-day special event in the
school or community). During the events, students promote the benefits of
lifelong participation in recreation and leisure activities.
Strand(s): Leadership, Facilitation of
Recreation and Leisure, Physical Fitness and Well-Being
Overall
Expectations: LEV.02,
LEV.04, RLV.01, RLV.02, RLV.03, PFV.04.
Specific
Expectations: RL1.01,
RL1.02, RL1.03, RL2.01, RL2.02, RL2.03, RL2.04, RL3.01, RL3.02, RL3.03, RL3.04,
RL3.05, LE2.01, LE2.02, LE2.03, LE2.04, LE3.03, LE4.01, LE4.02, LE4.03, LE4.04,
PF4.02.
|
Activity |
Time |
Learning Expectations and Achievement Chart
Category |
Assessment/Evaluation |
|
1 |
8 hours |
RL3.02, C RL3.01, C RL3.05, K/U RL3.02, C RL3.01, C RL3.03, K/U RLV.03, A RLV.01, A RL1.01, A RL1.02, A RL1.03, K/U RL3.04, A LEV.04 |
- Formative peer
assessment of the benefits, motivators, and barriers of recreation and
leisure identified through case studies - Formative
evaluation of a case-study assignment related to the benefits, motivators,
and barriers of recreation and leisure - Formative
assessment of the bulletin board display of career opportunities - Formative
evaluation of the Promotional Strategies Analysis worksheet - Formative
assessment of the event proposal, including survey results and potential
school/community partners - Formative peer
assessment of teamwork during physical activities |
|
2 |
8 hours |
RLV.02, A RL2.01, A PF4.02, C LEV.04, A |
- Formative self-,
peer, and teacher assessment of the implementation of the plan to run a
novel/unique classroom event - Formative peer
assessment of teamwork during the events |
|
3 |
2 hours |
RLV.02, A RL2.02, A LEV.02, A LE2.01, A LE2.02, A |
- Formative
assessment of the detailed action plan, including tasks, individual
responsibilities, and timelines -Formative self-
and peer assessment of decision-making skills during group work |
|
4 |
3 hours |
RLV.03, A RL2.03, A RL3.04, A |
- Formative
assessment of the analysis of promotional materials at learning stations - Formative
assessment of the promotional plan for the major event |
|
5 |
2 hours |
PFV.04, A PF4.02, C |
- Formative
assessment of students’ understanding of safe practices and procedures during
the gymnasium safety inspection |
|
6 |
1 hour |
RLV.02, A RL2.04, T/I |
- Formative
assessment of the evaluation tool for the major event |
|
7 |
24 hours |
LEV.02, A LE2.01, A LE2.02, A LE2.03, A LE2.04, A LEV.04, A LE3.03, T/I LE4.01, A LE4.02, A LE4.03, A LE4.04, A RLV.03, A RLV.02, A RL2.01, A RL2.02, A PFV.04, A PF4.02, C RL2.04, T/I |
- Formative self-
and peer assessment and teacher evaluation of leadership skills (i.e.,
communication, the decision-making, strategies to minimize conflict, time
management) during small group events - Formative self-
and peer assessment and teacher evaluation of teamwork skills (i.e., group
roles, respectful behaviour, responsibility, participation) - Formative self-
and peer assessment and teacher evaluation of promotional strategies during
small group events - Formative self-
and peer assessment and teacher evaluation of planning, coordinating, and
implementing a detailed event plan for a small group event - Formative self-
and peer assessment and teacher evaluation of the application of safety
practices and procedures during the small group events - Formative self-
and peer assessment and teacher evaluation of the small group events |
This unit runs throughout the course. It
provides students with a recognized conceptual framework for planning events of
any kind and the opportunity to practise applying the framework in a variety of
different situations. The unit must be introduced early in the semester to
allow adequate time to learn the steps in the event planning process, apply
them in progressively more challenging contexts, and demonstrate them in a
major health and physical education event. Allow class time on a regular basis
for students to develop their individual major event action plans.
To ensure
that students practise applying the event planning process in progressively
more challenging events and in a more independent manner, consider:
·
Class Event –
every member of the class participates in an event facilitated by the teacher
(e.g., Grade 9 Student Welcome, Elementary School Sport Tournament, Terry Fox
Run, Hoops for Heart, Jump Rope for Heart).
·
Small Group
Events – students work in a small group (e.g., groups of three or four) to
organize an in-class lesson, activity, or event for their peers or another
class.
·
Major Health and
Physical Education Event – students work individually to coordinate a major
event (pre-approved by the teacher) within the school or community.
(Consultation with the school administration will be important.)
Schedule of
Planning Time
|
|
Class Event |
Small Group Events |
Major HPE Event |
|
Activity 1 |
The teacher: - runs a class
event within the first two to three weeks of the course; - convenes the
event. Students: - volunteer for
different roles to help run the event; - observe the
complexities of convening an event. |
Students: - participate in
the events developed by small groups through the Design a Game grid to
develop an understanding of needs assessment surveys and goals. |
The teacher: - outlines the
components of the major health and physical education event; - explains how the
smaller group events are assessed and the major event is evaluated. Students: - develop a needs
assessment survey; - submit the
written proposal for the event. |
|
Activity 2 |
The teacher uses
the class event: - as a model to
trigger the initial class discussion related to the event planning process; - to outline
different types of tasks and roles involved in convening an event. |
Students (in
groups of six): - work through the
steps related to the Events Planning Cycle when organizing their novel/unique
event; - identify the
different types of tasks and assign roles; - develop mini
risk-management plans; - implement and
debrief their novel/unique events. |
Students: - use the Event
Planning Process template to begin planning their event. |
|
Activity 3 |
The teacher: - provides the action plan used to organize the class event as an
example. |
|
The teacher: - returns the written proposals and provides feedback to students; - provides feedback on students’ action plans. Students: - use the action plan outline during class to begin planning their
event and continue the planning outside of class time. |
|
Activity 4 |
|
|
Students: - begin a
promotional plan for their event. |
|
Activity 5 |
|
|
Students: - review the
safety guidelines checklist for their event. |
|
Activity 6 |
|
|
Students: - begin preparing
the criteria and evaluation tool for their event. |
|
Activity 7 |
|
Students (in small
groups): - organize an in
class activity or event for their peers or another class in the school; - practise
applying the knowledge and skills learned to date. |
Students convene
their own event. The event may take place at any point throughout the course
as long as students have ample opportunity to learn and practise through
Activities 1 to 7 |
Liaise with other teachers and community members to determine a variety
of event needs for students to pursue and convene as their major health and
physical education event.
To
successfully accomplish the activities in this unit, students should have:
·
knowledge and
skills related to leadership and group development (from Unit 1);
·
the ability to
use a rubric or checklist to assess self and peers;
·
knowledge of
facilitating groups and conflict-resolution skills (from Unit 2);
·
knowledge of
time-management skills.
Focus on
providing students with real opportunities to learn and practise before
demonstrating their knowledge and skill as leaders. In the first two or three
weeks, use a class event to model the components of the event planning process
and demonstrate the complexity of planning, coordinating, and implementing
recreation/leisure events. Debrief the event (see Activity 2) with the class to
begin the learning process.
Provide multiple
practice opportunities within the class and other activity classes in the
school
(see Activities 1, 2, and 7) to plan and coordinate small group events.
Students
demonstrate their recreation/leisure facilitation and leadership skills.
·
Half (15%) of the
final 30% evaluation includes a reflection assignment that draws on the contents
of a portfolio to support the student’s explanation of his/her learning as the
convener of a major health and physical education event.
·
The evaluation of
other key learning related to the application of skills, demonstrated while
convening the major health and physical education event, will be part of the
70% since the events take place at various points throughout the course.
·
Provide a visual
outline of lessons on the board, overhead, or handout.
·
Provide key
visuals or graphics organizers for assignments as an alternative.
·
Partner students
to work with appropriate people or resources.
·
Provide key
vocabulary or reference notes.
·
Assist students
to recall prior knowledge before introducing new information.
·
Use appropriate
visual material rather than print material to convey information.
Access the Special Education Companion from the Ontario Curriculum Unit Planner for additional
suggestions to ensure the success of exceptional students. Teachers should also
refer to the exceptional students’ IEP to ensure that recommendations are
followed.
Eldred,
Linda. The Program Planner’s Workbook.
Bloomington, Indiana: Association of College Unions-International, 1985.
Dattilo,
John, Ph D. Leisure Education Program
Planning, A Systematic Approach, 2nd
ed. Venture Publishing, Inc., 1999.
DeGraaf,
Donald, Debra Jordan, and Kathy DeGraaf. Programming
for Parks, Recreation, and Leisure Services. Venture Publishing, Inc.,
1999.
Russell,
Ruth. Planning Programs in Recreation.
C.V. Mosby Company, 1982.
Lundergren, Herberta
and Patricia Farrell. The Process of
Recreation Programming, Theory and Techniques, 3rd Edition. Venture
Publishing Inc., 1991.
Time: 8 hours
Students explore the
benefits of recreational and leisure activities and demonstrate the ability to
promote these benefits. They describe motivational factors and barriers to
lifelong activity and identify promotional strategies used to market recreation
as an essential service. As a result of this learning, related career
opportunities are identified and researched. In an effort to connect the
benefits of recreational and leisure activities, students build an
understanding of the importance of doing a needs assessment prior to organizing
an event. They develop, distribute, and analyse surveys to determine the event
to organize and how to plan their individual major health and physical
education event.
Strand(s): Facilitation of Recreation and Leisure, Leadership
Overall
Expectations
RLV.01 - demonstrate
an understanding of the importance of doing a needs assessment before
organizing a health and physical education event;
RLV.03 - demonstrate
an ability to promote the benefits of lifelong participation in recreational
and leisure activities;
LEV.04 - demonstrate
teamwork skills that achieve positive results.
Specific
Expectations
RL1.01 - apply
appropriate research skills in conducting a survey to identify the needs of a
target group for a health and physical education event;
RL1.02 - demonstrate
an ability to synthesize information from the survey and incorporate
conclusions into a plan for the event;
RL1.03 - identify
the community partnerships available to support the findings and participate in
the plan;
RL3.01 - explain the
personal, social, economic, and environmental benefits of recreation and
leisure;
RL3.02 - describe
motivational factors and potential barriers that affect lifelong participation
in recreational and leisure activities;
RL3.03 - identify
various promotional strategies used to market recreation as an essential
service;
RL3.04 - apply
strategies that are sensitive to community and to cultural and ethnic diversity
to promote the benefits of recreation and leisure;
RL3.05 - identify
various career opportunities within the field of recreation and leisure.
To
successfully accomplish the activity, students should have:
·
group work
skills;
·
knowledge of
healthy lifestyle choices and the benefits of physical activity (from previous
grades);
·
note-taking
skills (e.g., using graphic organizers);
·
leadership
skills.
·
Collect
promotional material (e.g., brochures, recreation program booklets, magazines,
promotional video clips, newspapers) related to recreation and leisure
programs, equipment, fashion, events, etc.
·
Collect or
develop case studies that include examples of benefits, motivational factors,
and potential barriers to participation in recreation and leisure activities.
·
Book computers
with Choices or Bridges (computer programs containing information on career choices
and educational requirements), where available.
·
Provide a handout
to student groups for analysing promotional materials.
·
Prepare a Design
a Game strategy grid on Bristol board.
·
Plan time for the
presentation of games. Consider the length of each game, order of group
presentations, equipment availability, and gym space.
Day One
1. a) Outline the components of the major health and physical education
event that each student will plan, coordinate, and implement during the course.
Explain that students gradually build their knowledge and skills through
smaller and less complex events (e.g., in-class activities and tournaments)
before they are expected to convene their major event. Provide a brief overview
of the learning opportunities (e.g., determining the event, developing an
action plan, promoting the event).
b) Students are given opportunities to learn and practise the key event planning skills in progressively more challenging events and in a more independent manner. In the first few weeks, an event is held as a model so that every member of the class can participate in and observe a successful event. The teacher facilitates the event and students volunteer to take on various roles (e.g., timer, greeter, referee, scorer, equipment manager). Students begin thinking about what works well and the challenges they will face when they run their own major health and physical education event.
2. a) Divide the class into
small groups (e.g., three or four students) and distribute chart paper and
markers to each group. Draw a Venn diagram (see graphic organizers in the Ontario
Curriculum Unit Planner) on the
board, identifying the main circles as Recreation and Leisure. Ask groups to
reflect on their knowledge of recreation and their knowledge of leisure.
Students jot down all their thoughts and ideas related to each term in the
appropriate circle. The commonalities of each term should be placed in the
middle where the circles overlap. The groups discuss the similarities and the
differences. As a class, students share their thoughts and ideas. Use the
information gathered during class discussion to develop a common understanding
of the terms.
Dictionary Definitions
Recreation- “any form of amusement, relaxation or sport”
Leisure- “freedom from work, spare time”
“In ordinary language today, leisure most commonly means, “time at one’s
own disposal”. … Most people think of leisure as time free from obligation. In
everyday speech, Recreation means, “what you do to be amused or refreshed”…Most
people can easily explain what they do for recreation, and they know when they
are recreating. The root of the word is to re-create: to create oneself anew,
implying that you are putting yourself back together again, presumably after
suffering through the day’s obligation.”
Bammel and
Bammel. Leisure and Human Behaviour, 2nd ed. Wm. C. Brown Publishers,
1982.
b) Students return to their small groups to brainstorm and list:
· the benefits of recreation and leisure, using the guidelines Personal, Social, Economic, and Environmental;
· potential barriers that affect lifelong participation in recreational and leisure activities, such as: motivation, money, availability of programs, availability of resources/facilities, social acceptance, cultural norms, family values, health, and disability.
c) Bring students back as a large group to develop a class list of the benefits and potential barriers. Discuss the benefits of lifelong participation in recreation and leisure. Point out that this will be the promotional focus for all of the events students (as small groups and individuals) coordinate and plan. Students should enter key points from the list and discussion into their notebooks.
3. a) Provide
the small groups with case studies to read and discuss. Students identify and
discuss:
· benefits of recreation and leisure;
· motivational factors for participation in recreational activities;
· potential barriers that affect lifelong participation in recreational activities.
Students cross-reference with the class list to determine whether they have addressed everything. They use a communication rubric for peer and self-assessment.
b) Provide a new case study as an in-class assignment for evaluation. Students individually read the case study and respond in writing. The evaluation addresses their knowledge of the benefits, motivational factors, and potential barriers in recreational activities and their communication skills.
Day Two
1. a) Students identify and
research career opportunities in the field of recreation and leisure. They
complete a career information template, outlining specifics about each job and
the type of training required to do each job. Research options may include:
i) arranging for computer access so the class can explore Choices or Bridges career software, where available;
ii) arranging for computer access so the class can explore the Internet;
iii) distributing recreation/leisure brochures and post-secondary institution program booklets.
b) Students build a bulletin board outlining the variety of careers related to the field of recreation and leisure (e.g., municipal recreation, YMCA/YWCA, senior citizens’ services, boys and girls clubs, colleges, universities, youth service organizations, and fitness centres).
c) Discuss the types of jobs that have been researched and posted. Provide students with anecdotal feedback on their knowledge of career opportunities in recreation and leisure.
d) Continue to add careers throughout the course to the display.
Day Three
1. a) Students collect a variety of promotional materials related to
recreation and leisure and bring them to class. Materials may include posters,
flyers, brochures, radio clips, television infomercials, press releases,
displays, table tents, newspaper articles, various media ads, radio or
television interviews, letters to targeted audiences, etc.
b) Display the different materials around the classroom. Students work with a partner to examine the materials and outline the variety of promotional strategies that are exhibited.
c) Lead a class discussion regarding the promotional strategies. Identify:
· how the strategies are used to market recreation and leisure;
· the advantages of certain promotional strategies over others;
· situations that invite certain marketing tools.
d) Partner groups choose one of the sample promotional materials to analyse. Provide students with a Promotional Strategies Analysis worksheet for them to submit for formative evaluation. The focus of the analysis should be students’ ability to demonstrate what they have learned about the relationship between promotional strategies and the benefits, motivating factors, and potential barriers in recreation and leisure. Students should identify whether the promotional material they analyse promotes lifelong participation and why it does or doesn’t.
Day Four
1. a) To introduce the needs
assessment concept, students participate in an activity that emphasizes the
importance of assessing needs prior to taking action or making a plan.
Example: Wilderness Survival – Students individually select five people (e.g., famous people, family members, classmates, friends, professionals) and five items they would hope to have with them if they were stranded in the Canadian wilderness.
b) Review Maslow’s hierarchy of needs and provide specific examples of individual needs.
c) In triads (groups of three), students assess how adequately they individually addressed their needs by the choices they made in Outward Bound Survival. The groups make new choices based on what they learned. They develop a group list of choices and prepare to justify their choices to one other triad during a brief presentation.
2. a) Present
the definition of needs assessment and the associated concepts:
· Why do a needs assessment? (to assist the group in determining the needs of the target group for whom the event is being planned)
· What is a needs assessment? (a formal collection of identified needs)
b) Students discuss the following statements.
· Any event plan should be based on prioritizing the identified needs and include selecting the identified needs with the highest priority for action and resolution.
· A formal assessment of needs should include all the potential participants and the community partners who may be involved.
c) As a class, discuss event plans, possible needs assessment tools (e.g., written survey, phone survey, interview, interest checklists, former records, committee brainstorming, public meetings, prior experiences, etc.), and the pros and cons of each method.
d) For homework, ask students to think about an event they would like to organize as their major health and physical education event. Students develop one open-ended question survey focusing on the event they are considering running and the needs of the client group that would participate. They should use the survey with at minimum of 20 of their school peers. The school peers should be part of the targeted client group (e.g., give the survey to the girls on the junior soccer team and the coach of teams in the area if you are planning a Junior Girls’ Soccer Tournament).
e) Students tabulate the survey results to determine whether there is a need for the event and begin to identify possible school/community partners. Ensure students understand that they will use the identified needs and feedback from the survey to plan their major event. Note: Students must be instructed to accept “no comment” as a valid answer to any questions, and to respect that people may choose not to respond at all.
3. Present the concept of setting
goals when convening events. Students review the information they gathered
through the needs survey to assist them in developing appropriate goals for
their major event. Students record the needs and goals on chart paper and post
the information on the wall. The class circulates around the room and assesses
whether the goals students have chosen for their events match the identified
needs from the surveys. Peers provide feedback to peers by making notes on the
chart paper where appropriate. Remind students that the underlying goal of any
event should be to promote the benefits of lifelong participation in
recreational and leisure activities.
4. Students submit a written proposal of their
major health and physical education event. The proposal should outline how the
event will meet the identified needs of the targeted client group. The proposal
must incorporate survey results and potential school/community partners. Remind
students of the expected learning that the proposal should demonstrate (e.g.,
RLV.01, A; RL1.01, A; RL1.02, A; RL1.03, K/U). The teacher assesses the
proposal and provides feedback on a checklist.
Day Five
1. The Design a Game activity focuses on the
challenges of organizing an activity/event that addresses the variety of needs
of different participants and sets appropriate goals and objectives. Put
students into groups of four. Outline the rules:
· One person in the group rolls the die.
· The number on the die indicates the parameters the group works with in designing a game.
· Pre-determine and jot down the needs of the participants.
· Set the goals and objectives of the new game.
· Design a game to address the needs within the parameters outlined by the die choice.
Sample Design a
Game Grid
|
Parameters |
# of participants |
Characteristics |
Playing Area |
Equipment |
|
1 |
2 |
Pre-schoolers |
Gym |
Unlimited |
|
2 |
3-7 |
6-10 year olds |
Playground |
Six tennis
balls |
|
3 |
8-11 |
11-14 year olds |
Play Structure |
Hoops |
|
4 |
12-15 |
15-19 year olds |
Ice Rink |
Volleyballs |
|
5 |
16-23 |
20-39 year olds |
Pool |
Nil |
|
6 |
25+ |
40+ year olds |
Backyard |
Frisbees |
Days Six to Eight
1. Students may present their games to the
class; the class participates in the new games. Debrief the games by asking
students to address whether they believe the game would have addressed the
needs of the target group. Why or why not?
2. Remind students of the features of good
teamwork. Use a teamwork rubric to review students’ demonstrations. Each day,
give students a different classmate to observe during the games. Students
complete the teamwork rubric for the assigned student at the end of each day of
physical activity. Provide the peer feedback (assessment) to each student at
the beginning of the next day.
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
formative peer
assessment of the benefits, motivators, and barriers of recreation and leisure
identified through case studies using a checklist (RL3.02, RL3.01);
·
formative
evaluation of a case-study assignment related to the benefits, motivators, and
barriers of recreation and leisure using a checklist and communication rubric
(RL3.02, RL3.01);
·
formative
assessment of the bulletin board display of career opportunities by providing
anecdotal comments related to the information posted (RL3.05);
·
formative
evaluation of the Promotional Strategies Analysis worksheet using a marking
scheme (RL3.02, RL3.01, RL3.03, RLV.03);
·
formative
assessment of event proposal, including survey results and potential
school/community partners, using a checklist (RLV.01, RL1.01, RL1.02, RL1.03,
RL3.04);
·
formative peer
assessment of teamwork during physical activities using a teamwork rubric
(LEV.04).
Kish, Leslie. Survey Sampling. John Wiley and Sons
Canada, Limited, 1995. ISBN 0471109495
Professional Online
Survey Tools
Survey Monkey –
http://surveymonkey.com/
Instant Survey –
www.instantsurvey.com
Time: 8 hours
Students learn the
steps in the event planning process. They apply the steps in the development
and implementation of their major health and physical education event to
reflect the needs and abilities of the participants. Students explore the
responsibilities of leading and being a part of a committee with designated job
descriptions and related expectations. Risk management is highlighted as a
significant responsibility of each convener.
Strand(s): Leadership, Facilitation of Recreation and Leisure,
Physical Fitness and Well-Being
Overall
Expectations
RLV.02 - demonstrate
an ability to coordinate a detailed plan for a health and physical education
event;
LEV.04 - demonstrate
teamwork skills that achieve positive results.
Specific
Expectations
RL2.01 - design a plan for a health and physical education event that reflects
the needs and abilities of the participants (e.g., a specific age group,
culturally diverse populations, individuals with special needs);
LE2.01 - apply
communication skills and strategies that help develop positive relationships
(e.g., the ability to express ideas and to listen and respond to others);
PF4.02 - describe
safety regulations and procedures (e.g., procedures related to fire and injury)
and protective devices (e.g., padding at the end of basketball courts, mouth
guards) designed to ensure their own safety and that of others.
To
successfully accomplish the activities in this unit, students should have:
·
group work
skills;
·
effective
communication skills;
·
knowledge of
personal safety and injury prevention (attained in previous grades);
·
knowledge of
health and physical education events through personal participation or
observation;
·
self- and peer
assessment.
·
Provide a handout
outlining tasks, roles, and responsibilities for an event.
·
Consider
predetermining group selection to ensure equal opportunity for success and
inclusion within each group of six for the novel/unique class event.
·
Develop an
overhead with a risk management statement to prompt class discussion.
·
Provide a handout
with information on running effective meetings (e.g., setting an agenda,
Roberts Rules of Order, group norms, group roles).
·
Provide a handout
on the event planning process with details for each step.
·
Develop an Event
Planning Process template for students.
Day One
1. a) As a class, brainstorm
all the details that must be addressed when organizing an event. Use the class
event held at the beginning of the course as a model to trigger ideas. Ask
students to think about an event they recently attended or watched on
television (e.g., school soccer tournament, professional sport game, Olympics)
to initiate additional thoughts. Write all of the ideas on strips of paper and
post on the wall or board.
b) After all of the details have been posted, students work in groups of three or four to determine the factors they believe need to be considered to organize a successful event. Groups record their ideas on chart paper and post them.
c) Use students’ lists to lead a discussion on factors that determine the success or failure of events. Organization should be one of the key factors identified by the groups.
d) Present the steps in the event planning process:
· Assess the needs of the target group.
· Develop the purpose and goals for the event.
· Determine tasks that need to be done to convene the event.
· Develop the action plan (e.g., to-do lists of what, where, when, how, and who).
· Implement the action plan.
· Evaluate the success of the event.
e) Work through the steps of the event planning process by sorting and classifying the strips of paper (from 1a) under the appropriate step. Focus on step three (tasks). Cluster the tasks into smaller categories that represent specific roles and responsibilities. Discuss how tasks, roles (including sub-committees), and responsibilities might be organized (e.g., budget person).
f) Provide a student handout outlining the six steps in the event planning process and the details related to each step. Use the class event as an example to reinforce the tasks, related roles, and challenges that are typical of a health and physical education event.
2. a) Divide the class into
small groups (no more than six per group). Each group chooses a novel/unique
event (e.g., Beach Ball Volleyball Tournament, Bean Bag Curling Tournament)
that they will be responsible for running in one period for the class (or
another class in the school).
b) Groups work through the steps of planning an event (i.e., event planning process) to organize and implement their class activity. Students consider:
· the needs of their peers in relationship to the novel/unique event they have chosen to organize;
· the purpose and goals of running the activity;
· tasks to be done (e.g., check equipment, prizes, type of tournament play, organize teams);
· the breakdown of tasks into a more specific things to-do list;
· job titles and responsibilities for each group member based on the plan and tasks to be completed prior to and during the activity (e.g., making funny prizes for the team who wins the most number of games).
Day Two
1. Provide time for the groups of six to review
their plans.
2. a) Ask students about the
kind of tasks and roles they assigned one another. Explain that the jobs and
related tasks for any event depend on the size and complexity of the event
(e.g., the Olympics involves numerous events over many days and thousands of
participants and visitors). Students begin to think about how their major event
will be more complex than the event they planned the previous day. Students
brainstorm the different types of tasks and roles for the major events. Job
descriptions for the major health and physical education event could include:
· event chairperson (e.g., coordinates and oversees everything related to the event);
· finance/budget person (e.g., is responsible for setting the budget and then tracking the related revenue and expenses);
· publicity person (e.g., develops and implements a plan for communication, marketing, and promotion);
· paperwork or administrative assistant (e.g., responsible for taking notes at the group planning meetings);
· specific event person (e.g., responsible for a specific event, such as high jump, run within a larger event, such as Track and Field);
· protocol or hospitality person (e.g., welcomes and registers participants; makes arrangements for snacks, meals, and accommodations where appropriate; opening and closing ceremonies);
· equipment manager (e.g., orders, examines, sets up, and safety checks all equipment).
b) Ensure that student conveners understand that they are not responsible for doing everything related to their major event. They should ask for volunteers (e.g., classmates, friends, junior students) to help out. Provide a sample for students to begin thinking about the different tasks and roles.
Sample Tasks and Role Descriptions
Event: Grade 9 Welcome
Student Event Chairperson:
· lead the planning, organization, coordination, and implementation of the event;
· clarify the goals and objectives of the event (e.g., to ensure that new students entering Grade 9 feel part of the fabric of the school, know where things are, know how the school operates);
· engage and motivate others to assist with tasks;
· lead sub-committees in reporting progress from beginning to end;
· lead debriefing (evaluation) after the event.
Staff Advisor:
· encourage class support when students have event planning issues/problems
· support the students’ planning process (e.g., provide materials, advice, safety reminders)
· approve and sign posters, announcements
Sample Sub-Committees and Job Descriptions:
|
Specific Event Volunteer |
Promotion |
Paperwork |
Protocol |
|
- review the
schedule for the event - review the rules
for the event - write
instructions and equipment lists for the event - locate event
station on map - request and then
assign volunteers to jobs |
Internal: - make posters - speak to each - make
announcements - electronic
bulletin board announcement - take photos and
post photo collage External: - message on
outdoor sign - media release - press package - meet and greet
press |
Prepare Team
Leaders’ Clipboards: - team names - lists of team
members - map - schedule Prepare Score
Tabulation Sheet Prepare Game
Leaders’ Clipboards: - station score
sheets - game signs |
Opening
Ceremonies: - announcer - script - PA System - Spirit Squad Refreshments: - order and pick
up - run the station - clean up drink
area Closing
Ceremonies: - announcer,
script - obtain prizes - clean up
announcers’ area |
c) Groups consider the role of the staff advisor. All events should have a responsible adult, affiliated with the school, overseeing the plan. Have students discuss what this person (e.g., teacher, coach) should be responsible for (e.g., signing posters prior to being put up in the community or school).
Note: The classroom teacher is the staff advisor overseeing all events. Other school staff members (e.g., health and physical education teachers, team coaches, elementary teachers) may work with the classroom teacher and student to organize an event (e.g., students who run a small class event for a Grade 9 class will have the support of their Recreation Fitness and Leadership teacher and the teacher of the Grade 9 class).
3. a) Another task that may not be obvious to student conveners is
ensuring the safety of participants and spectators at events. Risk management
is a key component of the event planning process. The teacher introduces the
concept of safety procedures and practices as a significant responsibility of
each convener by putting the following points on an overhead to trigger class
discussion.
· There an element of risk in all physical activities.
· Risk management involves developing procedures to help minimize the risk of any accident or injury.
· Safety awareness, practised by all involved (e.g., participants, spectators, conveners, volunteers, coaches, teachers) and based on up-to-date information, common sense, observation, action, and foresight, is the key to safe programming.
· Safety guidelines focus attention on safe procedures for sport to minimize the inherent element of risk.
b) Divide the group of six into two smaller
groups for this activity. Provide each group with an envelope. Each envelope
should have 17 risk management headings written on slips of paper
and 17 sets of questions written on slips of paper. Groups place all slips of
paper on a desk so they can manipulate the pieces and match up the headings
with the corresponding question(s).
|
Risk Management Headings |
Related Questions |
|
Pre-Activity
Facility Safety Check |
Are there
potential hazards in the facility you are planning to use for your event? |
|
Correct Technique |
Can doing an
exercise or performing a skill incorrectly cause an injury? |
|
Emergency Action
Plan (EAP) |
Do you have an EAP
in place? Have you had a “dry run”? |
|
Approved
Properly-fitted Personal Equipment |
Will your
participants need to use personal equipment? How will you
assure that it fits properly and is approved (where applicable)? |
|
First Aid Kit |
Does your
activity/event require any additional first aid equipment or supplies? Where will the
first aid kit be located during your activity? |
|
Sequence of
Activity |
Why are warm-ups
before activity and cool-downs after activity so important? Do you need to
plan a warm-up for your activity/event? |
|
Knowledge of Care
for Soft Tissue Injuries |
What does PIER
stand for? (pressure, ice, elevate, restrict) What does SHARP stand for?
(swelling, heat, altered function, redness, pain) |
|
Accurate
Assessment of Serious Injuries |
Who is on hand who
is qualified to assess serious injuries? |
|
Precautions
regarding Blood and Body Fluids |
Why is this
important? What are the procedures? |
|
Medical
Information Form |
How will you know
if your participants have any pertinent medical conditions? |
|
Safety Checked
Equipment |
What could go
wrong with equipment? Who will check the
equipment? |
|
Appropriate
Supervision |
What level of
supervision is required for your activity/event? Who will supervise? |
|
Participant
Readiness (physical and psychological) |
How can you show
that the participants are prepared to complete the activity/event you have
planned? Will participants feel pressured to try something they perceive to
be risky? |
|
Referees,’
Coaches,’ and Participants’ Commitment to Safety and Fair Play |
How can you assure
that everyone has safety and fair play in mind? |
|
Prevention of
Overuse Injuries |
What is the
potential for overuse injuries in this activity/event? |
|
Return to Activity
after Injury Protocols |
How can you be
sure that participants are ready to take part after an injury? |
|
Accident Reports
and Follow-up |
What can you learn
from an accident that has occurred? |
Note: More information regarding the headings can be accessed in the Ontario Physical and Health Education Association, Physical Education: Ontario Safety Guidelines: for Secondary Curricular and Secondary Interschool Activities.
c) When groups believe they have matched all the headings and questions correctly, give them the answer sheet to check their work.
4. Students return to their groups of six.
Provide time for each group to work through the risk management headings and
determine the aspects of risk management they need to pay attention to when
they run their event. The groups develop a mini risk-management plan.
|
Risk Management Heading |
Specific Task(s) for the Novel/Unique Event |
|
|
|
5. Students should have developed a better
understanding of all of the tasks and respective roles that will need to be
filled when they organize their major event. Connect students’ learning about
the challenges of effective leadership and team building from Units 1 and 2 to
the role they will play as conveners of major events. Discuss strategies for
acquiring volunteers, motivating them to complete tasks effectively, and
maintaining their enthusiasm throughout the event.
6. Running effective meetings is part of the
role of the convener when working with volunteers. Provide students with a
handout that outlines key information related to running an effective meeting.
Briefly review the most significant components and make connections to prior
learning about effective groups/teamwork (from Unit 2: Better Together).
7. Provide time for the groups to complete the
planning for their novel/unique event and ensure that all members of the group
have been assigned a role and related tasks. Remind students that they will
peer assess the group members at the completion of the activity using a
teamwork rubric. Organizing and implementing the event provide an opportunity
for students to practise their teamwork skills to achieve positive results.
Days Three to Seven
1. Have groups run their novel/unique events for
the class. Debrief each group’s experience at the end of each event. Ask the
class to identify what was successful and what the group could do differently
the next time to improve the event. Provide a checklist to ensure that the
discussion and anecdotal feedback is based on the key components of the event
planning process.
2. Peers provide individual feedback to their
group members using a teamwork rubric.
Day Eight
1. Distribute an Event Planning Process template
for students to begin working through the process of planning their major
health and physical education event. The template should include space for
students to begin planning and recording related information based on
everything they have learned about organizing an event to date, including:
· the needs of the target group based on the needs assessment survey;
· the purpose and goals for the event;
· tasks that need to be done;
· the roles and/subcommittees that need to be established.
2. Circulate and provide students with anecdotal
feedback as they begin planning. Students are expected to complete the template
in their own time before Activity 3, when they will extend the overview into a
more specific plan of action.
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
formative self-,
peer, and teacher assessment of the implementation of the plan to run a
novel/unique classroom event using an event planning checklist and anecdotal
feedback (RLV.02, RL2.01, PF4.02);
·
formative peer
assessment of teamwork during the implementation of the novel/unique classroom
events using a teamwork rubric to provide individual feedback (LEV.04).
Eldred,
Linda. The Program Planner’s Workbook.
Bloomington, Indiana: Association of College Unions-International, 1985.
DeGraaf,
Donald, Debra Jordan, and Kathy DeGraaf. Programming
for Parks, Recreation, and Leisure Services. Venture Publishing, Inc.,
1999.
Dattilo,
John, Ph D. Leisure Education Program
Planning, A Systematic Approach, 2nd Edition. Venture Publishing, Inc.,
1999.
Ontario
Physical and Health Education Association. Physical
Education: Ontario Safety Guidelines: Secondary Curricular Guidelines.
Toronto: OPHEA, 1997.
Ontario
Physical and Health Education Association. Physical
Education: Ontario Safety Guidelines: Secondary Interschool Guidelines.
Toronto: OPHEA, 1999.
Russell,
Ruth. Planning Programs in Recreation.
C.V. Mosby Company, 1982.
Lundergren, Herberta
and Patricia Farrell. The Process of
Recreation Programming, Theory and Techniques, 3rd Edition. Venture
Publishing Inc., 1991.
Time: 2 hours
Students begin to
develop their action plans (i.e., detailed plans that specify who, what, where,
when, how) to implement their major health and physical education event. They
practise communication and decision-making skills during class activities.
Strand(s): Leadership, Facilitation of Recreation and Leisure
Overall
Expectations
RLV.02 - demonstrate
an ability to coordinate a detailed plan for a health and physical education event;
LEV.02 - use their
leadership skills in a variety of healthy active living contexts.
Specific
Expectations
RL2.02 - design an
action plan (i.e., a plan that specifies what, when, how, who, how much) to
implement the event;
LE2.01 - apply
communication skills and strategies that help develop positive relationships
(e.g., the ability to express ideas and to listen and respond to others);
LE2.02 - demonstrate
an understanding of the strategies that facilitate the decision-making process,
taking into consideration self, others, and available resources;
LE2.04 - demonstrate
an ability to use time-management skills.
To
successfully accomplish the activity, students should have:
·
decision-making
skills;
·
effective
communication skills;
·
group work
skills;
·
knowledge of a
health and physical education events through personal participation or
observation;
·
an understanding
of appropriate behaviour when working with members of the community.
·
Develop an
outline of an action plan that can be referenced when developing a template
with the class.
·
Develop scenarios
to identify realistic problems that can arise in health and physical education
events.
·
Develop or access
a decision-making rubric that addresses the steps for making wise decisions.
Day One
1. In Unit 3, Activity 1, students submitted
their individual written proposals for their major event
(Day Four), designed to meet the identified needs of the target group. The
teacher should have assessed the proposals and returned them to students to
make the necessary revisions. Students use the written proposals and completed
event planning process templates to begin learning about developing action
plans.
2. a) Outline
the organization, intent, and key consideration of an action plan.
· What are the headings for the organization of an action plan? (e.g., a to-do list of what, where, when, how, who)
· How is an action plan helpful? Why should each convener develop an action plan? (e.g., organize and plan the details, make sure that the convener doesn’t forget to do something critical to the event, set up preventative measures/strategies for problems)
· What are some of the key considerations in an action plan? (e.g., setting up the plan to act as a checklist to manage tasks and time)
b) Distribute an action plan outline/template to the class. Discuss the components of the plan with the class. The outline/template should identify the specific tasks that must be completed to implement an event. Each task must be assigned to a group member, job descriptions detailed, and timelines for completion set. What, where, when, how, and who should be used as guidelines to build the outline. Discuss how the action plan can be used to support time-management skills.
c) Distribute a copy of the action plan developed by the teacher to organize the class event as an example for students to examine and discuss. The plan provides students with an example of the amount of detail expected in the action plans for their major events.
d) Students use the outline to plan their major health and physical education event. Circulate and provide students with anecdotal feedback. Students complete the action plan on their own time. Students should have it available as they coordinate and implement their event and then include it as part of their major event portfolio.
Day Two
1. a) Remind students that the
action plan for their event should address the needs of the target group and,
therefore, specific types of organization might be necessary to achieve the
goals (e.g., What are the needs of school team athletes? The convener should
consider bringing in other teams that will be similar in skill level to the
home team and provide a tournament structure that complements the needs of the
coaches and athletes. At the beginning of the volleyball season, a coach and
athletes may need practice in game situations and want to play a maximum number
of games with as many teams as possible. This will dictate the type of
tournament structure the convener should put in place).
b) Provide a brief lecture related to the common styles of tournaments, such as: round robin, double elimination, single elimination, single elimination-consolation, pyramids, and ladder. Students should be aware of the advantages and disadvantages of the various tournament styles, the styles commonly used for different sports, and the reasons the different styles are used.
2. a) Ask the class to
individually reflect on possible problems (barriers) that might arise in the
planning, coordination, or implementation of the major event they are planning
on convening. Students should record all of the issues/problems/barriers they
can think of and begin to determine how they will deal with them. Ask them to
consider how the issues/problems/barriers will challenge their communication,
decision-making, and time-management skills.
b) Students share their thoughts and ideas with the class. Discuss alternatives, solutions, and strategies to address a variety of problems, such as:
· What resources are required? Are these resources available? What needs to be reserved or borrowed? What if resources need to be purchased?
· If an outdoor activity is planned, what if it rains? What alternate date or location (indoors) is available?
· How do students ensure they have volunteers to help run their event?
· Do students have access to funds to purchase equipment or resources? Who do they deal with when they collect funds from others to participate in their activity?
· What is appropriate when working with members of the community?
c) Explain that dealing effectively with problems that arise is an important aspect of the assessment and evaluation of students’ leadership skills throughout the course. Leadership skills they are to demonstrate involve communication, decision-making conflict resolution, and time management. Briefly review and clarify the assessment tools (e.g., teamwork rubric, communication rubric, decision-making rubric, event planning checklist to address time-management) used to assess and evaluate leadership skills (LEV.02, LE2.01, LE2.02, LE2.04) as they coordinate their major events. Provide copies of each rubric and checklist for students to reference throughout the course.
3. a) Review the steps of a decision-making process (e.g., IDEAL) with
the class:
Identify the decision or problem.
Discuss the alternatives.
Evaluate the situation by considering the influential factors and consequences.
Act by following through on the decision that has been made.
Learn by evaluating the decision (e.g., how do you think the decision will turn out?)
Reference the decision-making rubric and clarify how it should be used as a self- and peer assessment tool during small group events. The teacher uses the rubric to evaluate students’ decision-making skills as conveners during their major events (Unit 3, Activity 7, Strategy 1).
b) Divide the class into groups of three or four. Provide a variety of scenarios that describe realistic problems that could arise in any major event (e.g., referees do not show up for the first game of a boys’ senior basketball tournament). Ask groups to work through the decision-making steps to solve the problems. Remind students to refer to the decision-making rubric during the activity so they will be able to assess themselves and their peers at the end of the lesson.
c) Bring the small groups back to the large group and discuss the solutions.
d) Provide time for students to individually reflect on how well they have demonstrated their decision-making skills. Have them use the decision-making rubric to self-assess and peer assess group members. Students should provide anecdotal feedback to peers to support their learning and growth as leaders and conveners.
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
formative
assessment of the detailed action plan, including tasks, individual
responsibilities, and timelines, by providing anecdotal feedback (RLV.02,
RL2.02);
·
formative self-
and peer assessment of decision-making skills during group work using the
decision-making rubric (LEV.02, LE2.01, LE2.02).
Eldred,
Linda. The Program Planner’s Workbook.
Bloomington, Indiana: Association of College Unions International, 1985.
DeGraaf,
Donald, Debra Jordan, and Kathy DeGraaf. Programming
for Parks, Recreation, and Leisure Services. Venture Publishing, Inc.,
1999.
Dattilo,
John, Ph D. Leisure Education Program
Planning, A Systematic Approach, 2nd Edition. Venture Publishing, Inc.,
1999.
Russell,
Ruth. Planning Programs in Recreation.
C.V. Mosby Company, 1982.
Lundergren, Herberta
and Patricia Farrell. The Process of
Recreation Programming, Theory and Techniques, 3rd Edition. Venture
Publishing Inc., 1991.
Time: 3 hours
Students build on
their understanding of effective promotional and marketing strategies for
school and community target groups. They analyse and assess promotional
materials to determine how to effectively promote lifelong participation and
apply appropriate strategies to meet the community’s cultural needs and ethnic
diversity.
Strand(s): Facilitation of Recreation and Leisure
Overall
Expectations
RLV.03 - demonstrate
an ability to promote the benefits of lifelong participation in recreational
and leisure activities.
Specific
Expectations
RL2.03 - effectively
communicate information about the event to the target group (e.g., through an
oral or electronic presentation);
RL3.04 - apply
strategies that are sensitive to community and to cultural and ethnic diversity
to promote the benefits of recreation and leisure.
To
successfully accomplish the activity, students should have:
·
effective
communication skills;
·
an understanding
of the relationship between promotional strategies and the benefits, motivating
factors, and potential barriers in recreation and leisure;
·
group work
skills.
·
Develop a list of
materials (e.g., Bristol board, paint, masking tape, videotapes) and equipment
(e.g., public address system, computers, video cameras, digital cameras) the
school can provide for students to create effective promotional materials.
·
Gather effective
and ineffective samples of promotional materials (e.g., posters, PA
announcements, video clips, websites, invitations, letters, flyers, give-away
items) that conform to board and school policies.
·
Format the list
developed by the class of criteria and indicators (for effective promotion and
marketing) into a checklist for assessment of students’ promotional efforts
during their major events.
Day One
1. Review the learning addressed in Activity 1,
Day One. Remind students of the analysis they did to demonstrate the
relationship between promotional strategies and the benefits, motivating
factors, and potential barriers in recreation and leisure. The work during this
activity will build on the learning and provide them with the opportunity to
apply their knowledge to the major health and physical education event they are
planning. Inform students that all future advertising and marketing efforts
should promote lifelong participation in recreation and leisure activities.
2. a) The
promotional strategies students use for their major event should:
· recognize the needs of the targeted group (e.g., boredom during lunch hours, a personal need to get in shape, more competition for a co-curricular school sport team);
· build awareness within the school or community that a solution exists to satisfy the needs of the targeted group;
· demonstrate that what is being promoted will satisfy the need.
There are three promotional categories that
conveners should attempt to address:
i) establishing
an identity (e.g., name of event, signage, logo, business cards, mascot);
ii) educating
the target group and maximizing the appeal of the event through strategies that
are ongoing and integrated into school or community life (e.g., websites,
newsletters, personal contact, public announcements, pamphlets);
iii) stimulating involvement and participation in the event with
short-term high-impact tactics (e.g., promotional offers).
Distribute a graphic organizer for students to begin thinking about the specifics related to each category. Students individually brainstorm and then partner with a peer to build on their ideas.
b) As a large group, discuss possible marketing and promotional ideas related to the three categories and students’ major events. Students reflect on the information they collected in their needs assessment surveys and discuss how some of the promotional strategies recognize the needs of their target groups. The class develops a list of the most effective strategies to promote and market school and community events.
c) Discuss what works, what doesn’t work, and why. Determine some of the criteria and indicators of successful promotion and marketing of an event.
d) Use the class list of criteria and indicators to build an assessment checklist.
Day Two
1. a) Set up learning stations
around the room. Provide effective and ineffective samples of promotional
materials. Divide the class into the appropriate number of groups for the
number of stations. Groups rotate from station to station and complete an
analysis at each station. Distribute the promotion/marketing strategies
checklist for students to assess the products. At each station, groups consider
and discuss:
· What promotional category does the promotional material address?
· Does the promotional material promote lifelong participation in recreation and leisure activities? If yes, how?
· Does the promotional material apply strategies that are sensitive to community and to cultural and ethnic diversity? If yes, how?
b) Debrief the activity as a large group and provide anecdotal feedback to students as they express their thoughts and ideas. Address the issues related to lifelong participation and strategies sensitive to community, cultural, and ethnic diversity to promote the benefits of recreation and leisure. Students relate the products to one of the three promotional categories and suggest improvements for weak promotional materials.
Day Three
1. a) Provide time for
students to begin preparing a promotional plan for their major event; the plan
must appropriately address the three promotional categories (i.e., identity,
educate, stimulate). Students consider:
· Who is the target audience?
· What are the needs of the target audience?
· What are the promotional objectives for the event?
· What is the budget?
· What is the timeframe?
b) Outline the materials and equipment the school can provide and discuss where students might be able to attain additional materials and equipment in the community.
c) Circulate and provide students with anecdotal feedback (based on the class-developed checklist). Remind them that the checklist is used to assess all small group and major events.
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
formative
assessment of students’ analysis of promotional materials at each learning
station by providing anecdotal feedback during class debriefing of activity
(RLV.03, RL2.03, RL3.04);
·
formative
assessment of students’ promotional plan for their major event by providing
anecdotal feedback based on the promotion/marketing strategies checklist (RLV.03,
RL2.03, RL3.04).
Canadian
Intramural Recreation Association. Promoting
Your Way to Success.
Canadian
Intramural Recreation Association – www.intramurals.ca
Johnson, John. R. Promotion for Sport Directors. Canadian
Intramural Recreation Association.
Time: 2 hours
Students build upon
their understanding of safe practices and procedures and begin applying the
learning to the planning of their major health and physical education event.
Strand(s): Physical Fitness and Well-Being
Overall
Expectations
PFV.04 - apply
safety procedures for injury prevention.
Specific
Expectations
PF4.02 - describe
safety regulations and procedures (e.g., procedures related to fire and injury)
and protective devices (e.g., padding at the end of basketball courts, mouth
guards) designed to ensure their own safety and that of others.
To
successfully accomplish the activity, students should have:
·
group work
skills;
·
effective
communication skills;
·
knowledge of
safety procedures for injury prevention.
·
Gather and
collate safety resource material and put group packages together.
·
Set up stations
to demonstrate unsafe settings, practices, and equipment.
·
Format the
class-developed list of safety guidelines into a checklist for assessing
students during small group and major events.
Day One
1. Briefly review the learning related to risk
management addressed in Activity 2, Day Two, Strategies 3 and 4. Indicate that
students will build on the learning by dealing more specifically with safety
procedures and practices related to convening an event.
2. a) Use a think/pair/share
strategy to brainstorm the criteria/indicators for safe events and methods of
ensuring the safe delivery of recreational and leisure activities, including:
· safety checklists;
· physical inspection of the facility and equipment prior to use;
· knowledgeable and qualified instructors to deliver the activity;
· waiver or informed consent forms.
b) As a large group, discuss the intent of guidelines to create safe events.
3. a) Divide the class into small groups (e.g., three or four per
group). Provide each group with an envelope that contains school board safety
resources or Ontario Physical and Health Education Association Secondary
Physical Education Safety Guidelines. Resources may include: list of generic
safety issues; list of specific safety components (e.g., equipment, clothing,
footwear, jewellery, facilities, special rules/instructions, supervision);
safety guidelines for six different types of sports (e.g., aquatics, floor
hockey, rugby, tennis, aerobics, sailing); letter to parents/guardians; first
aid kit; emergency action plan outline; guidelines for student safety
responsibilities; safety in activity rooms; safety checklists; safe exercise
guidelines; and guidelines for classroom vs. intramural vs. co-curricular
activities.
b) Ask each group to review the material and develop their own list. The list should include all things that student-leaders will need to run their major events.
c) Debrief the activity as a large group and develop a master class list. The list is used to assess students’ application of safety procedures to prevent injuries during their major event. Provide students with anecdotal feedback during the discussion.
d) Format students’ list of safety guidelines for convening an event into a checklist.
Day Two
1. a) Set up the gym with a
variety of stations that demonstrate unsafe settings, practices, and equipment,
such as: loose balls on floor; water on floor; bench placed away from wall;
basketball rack under main basket; floor socket cap removed; piece of paper or
sock on floor; doors opened into playing area (equipment room door, electrical
panel box door, etc.); wall padding not in place; chin-up bar partially in
place; floor hook not flat to the ground; electric or hand drill for raising
backboard hanging against the wall.
b) Explain to students that they are going to play the role of a gymnasium safety inspector. Their task is to make a list of all of the safety hazards they find in the gymnasium. Beside each hazard, they should indicate how to correct the situation.
c) Circulate throughout the gymnasium to assess students understanding of safe practices.
d) At the end of the activity, students identify the various hazards and suggested solutions.
2. a) Distribute the formatted
checklist list from the previous lesson on safety guidelines for convening an
event. Have students review it in order to ensure that it adequately addresses
all safety concerns.
b) Outline how the safety guidelines checklist is used to assess the implementation of safe practices and procedures during small group events and major events (e.g., prior to an event, student participants peer assess the conveners’ ability to apply safety procedures, providing helpful feedback (see Activity 7)).
The teacher and
students gather evidence of learning expectations outlined for this activity
through:
·
formative
assessment of students’ understanding of safe practices and procedures during
the gymnasium safety inspection by providing anecdotal feedback (PFV.04,
PF4.02).
Ontario
Physical and Health Education Association. Physical
Education: Ontario Safety Guidelines: Secondary Curricular Guidelines.
Toronto: OPHEA, 1997.
Ontario Physical and
Health Education Association. Physical
Education: Ontario Safety Guidelines: Secondary Interschool Guidelines.
Toronto: OPHEA, 1999.
Time: 1 hour
Students synthesize
everything they have learned about planning, coordinating, and implementing a
health and physical education event to establish criteria and indicators of
success. The criteria are used to develop an evaluation tool for their event.
Strand(s): Facilitation of Recreation and Leisure
Overall
Expectations
RLV.02 - demonstrate
an ability to coordinate a detailed plan for a health and physical education
event.
Specific
Expectations
RL2.04 - evaluate
the event based on pre-established criteria and make recommendations for
improvement.
To
successfully accomplish this activity, students should have:
·
notes from each
of the previous lessons in this unit.
·
Develop a
checklist with all the components of convening an event (from Activities 1 to
5).
Day One
1. Remind students that they will be evaluating
their events based on pre-determined criteria and need to include
recommendations for improvement when they create their portfolios for the final
30% evaluation. The learning from this lesson helps students develop the
evaluation tool for their major event.
2. Provide the class with the following
checklist.
Eventful
Events – Tournament Planning Checklist
Name of Convener(s):
|
Getting
Started |
|
|
|
information from
the needs assessment survey |
|
|
goal(s) for the
event/activity |
|
|
idea or concept
defined (based on needs assessment survey) |
|
|
date and time
(check school and community calendar for conflicts) |
|
|
tournament/competition/activity
format |
|
|
facility
availability checked (any no-play dates?) |
|
|
equipment
availability checked |
|
Promotion Strategies |
What/How? |
Who? |
When? |
|
|
|
posters |
|
|
|
|
|
public
announcements |
|
|
|
|
|
memo/visits to
health and physical education classes |
|
|
|
|
|
other: flyers,
letters, invitations, video clips, website |
|
|
|
|
Action Plan |
What/How? |
Who? |
When? |
|
|
Personnel |
|
|
|
|
|
|
officials
identified, scheduled, and trained |
|
|
|
|
|
volunteers
identified, tasks and responsibilities clarified, schedule set,
materials/equipment distributed |
|
|
|
|
|
participants
(e.g., sign-up lists posted, team lists developed and posted) |
|
|
|
|
|
teacher advisor in
place |
|
|
|
|
Communication |
|
|
|
|
|
|
promotional and
marketing strategies in place |
|
|
|
|
|
list of tasks and
responsibilities for volunteers |
|
|
|
|
|
letters/memos/invitations |
|
|
|
|
|
schedules |
|
|
|
|
|
meetings and
meeting agendas |
|
|
|
|
Event Structure |
|
|
|
|
|
|
tournament/competition
structure |
|
|
|
|
|
schedule posted |
|
|
|
|
|
rules posted |
|
|
|
|
|
results poster
(e.g., draw sheet, round robin grid, etc.) |
|
|
|
|
Risk Management |
|
|
|
|
|
|
adherence to board
and school policies and procedures |
|
|
|
|
|
pre-activity
facility safety check (e.g., equipment, site) |
|
|
|
|
|
emergency action
plan in place and communicated to all |
|
|
|
|
|
first aid kit |
|
|
|
|
|
medical
information available (where appropriate) |
|
|
|
|
|
safety check
equipment |
|
|
|
|
|
appropriate
supervision |
|
|
|
|
|
fair play and
safety rules outlined to participants |
|
|
|
|
Protocol |
|
|
|
|
|
|
prizes or
recognition awards obtained |
|
|
|
|
|
opening/closing
ceremonies arranged (e.g., site, stage, announcer, script, decorations, PA
system, spirit squad) |
|
|
|
|
|
order, pick up,
organize, and clean up refreshments (e.g., snack bar, lunch, hospitality room
for coaches) |
|
|
|
|
Implementation of Event |
What/How? |
Who? |
When? |
|
|
|
follow action plan |
|
|
|
|
|
continue to promote, announce games, announce daily winners |
|
|
|
|
|
supervise the
activity |
|
|
|
|
|
be attentive to
the needs of participants, volunteers, officials, etc. |
|
|
|
|
|
daily
facility/equipment safety checks |
|
|
|
|
|
set up/take down
equipment |
|
|
|
|
|
record results |
|
|
|
|
|
make
adjustments/revisions as necessary |
|
|
|
|
Post-Event Activities |
What/How? |
Who? |
When? |
|
|
|
acknowledge and
celebrate the winners (e.g., PA, electronic bulletin board) |
|
|
|
|
|
awards ceremony |
|
|
|
|
Evaluation of Event |
|
|
|
pre-determined
criteria set for the event |
|
|
collect feedback
on the success of the event |
|
|
needs of
participants (e.g., motivation, satisfaction, interaction, changes in skills
and abilities) |
|
|
completion and
submission of an evaluation of the event…what worked?, what didn’t work?,
what would you do differently next time? |
3. a) Ask students to
individually review their notes from the previous lessons in Unit 3 and the information
listed on the checklist to identify the key elements of successful events.
b) Discuss the elements that determine the success of events with the class.
c) Ask the class the following questions:
· How would you know if your event was successful?
· What are the indicators of success?
· How could you gather feedback to assess your event?
Answers may include: participant evaluation forms; evaluation of group’s goals; follow-up checklists; informal feedback from participants and spectators (e.g., thank-you letters).
d) Distribute examples of evaluation tools.
4. a) Provide time for
students to begin preparing the criteria and evaluation tool that will be used
upon completion of their major event. The tool must take into consideration:
· whether the needs of various target groups (e.g., participants, volunteers, officials, community partnerships) were fulfilled;
· goals and objectives of the event;
· event organization and implementation.
b) Circulate and provide students with anecdotal feedback as they develop their evaluation tools.
Time: 24 hours
In small groups, students apply all components
of the event planning process by implementing a class event (e.g., tournament
or special activity) for their classmates or students in a concurrent class.
The event lasts one to three periods and is an opportunity for students to
practise, get feedback, and ensure they are well prepared to plan, coordinate,
and implement their own major events. Students assess themselves and their
peers’ leadership skills. Small groups promote their events to the target
groups (e.g., classmates) and evaluate the success of their events from
beginning to end.
Strand(s): Leadership, Facilitation of Recreation and Leisure,
Physical Fitness and Well-Being
Overall
Expectations
LEV.02 - use their
leadership skills in a variety of healthy active living contexts;
LEV.04 - demonstrate
teamwork skills that achieve positive results;
RLV.02 - demonstrate
an ability to coordinate a detailed plan for a health and physical education
event;
RLV.03 - demonstrate
an ability to promote the benefits of lifelong participation in recreational
and leisure activities;
PFV.04 - apply
safety procedures for injury prevention.
Specific
Expectations
LE2.01 - apply
communication skills and strategies that help develop positive relationships
(e.g., the ability to express ideas and to listen and respond to others);
LE2.02 - demonstrate
an understanding of strategies that facilitate the decision-making process,
taking into consideration self, others, and available resources;
LE2.03 - demonstrate
an ability to use strategies to minimize and resolve conflict;
LE2.04 - demonstrate
an ability to use time-management skills;
LE3.03 - analyse how
the roles played by various members of a group (e.g., summarizer, task
initiator, encourager) contribute to group effectiveness;
LE4.01 - demonstrate
an ability to facilitate behaviour within a group that is respectful of each
individual’s thoughts and opinions;
LE4.02 - demonstrate
an ability to take responsibility for carrying out tasks assigned by the group;
LE4.03 - demonstrate
an understanding of strategies that facilitate group effectiveness (e.g.,
ensuring that tasks are completed, that members of the group are satisfied with
the group process, and that the group’s product is of high quality);
LE4.04 - demonstrate
leadership skills through their participation in a variety of leadership
activities (e.g., in-class tournaments);
RL2.01 - design a
plan for a health and physical education event that reflects the needs and
abilities of the participants (e.g., a specific age group, culturally diverse
populations, individuals with special needs);
RL2.02 - design an
action plan (i.e., a plan that specifies what, when, how, who, how much) to
implement the event;
RL2.04 - evaluate
the event based on pre-established criteria and make recommendations for
improvement;
PF4.02 - describe
safety regulations and procedures (e.g., procedures related to fire and injury)
and protective devices (e.g., padding at the end of basketball courts, mouth
guards) designed to ensure their own safety and that of others.
To successfully accomplish this activity, students should have:
·
leadership
skills, including communication, decision making, conflict resolution, and time
management;
·
group work
skills;
·
self- and peer
assessment strategies;
·
knowledge of
safety procedures for injury prevention;
·
risk-management
strategies.
·
Provide the small
groups with class time to plan the event.
·
Provide materials
for promotion of both the in-class and project group events.
1. a) Students practise
applying the knowledge and skills related to planning, coordinating, and
convening in progressively more challenging events and in a more independent
manner. For their
small group events, students, in groups of three to four, organize an in-class event for their peers.
Students have additional opportunities to incorporate their knowledge of the event planning process before they fully implement their own major events.
b) Students work through the steps of the event planning process and determine the promotional strategies they should use to engage their peers in participating.
c) Set up a calendar and schedule the small group events throughout the course.
d) On the day of each small group event, arrange for students to self- and peer assess different aspects of the activity/event. The small group of students who are convening the event should provide one another with feedback regarding their leadership and teamwork skills, using the appropriate rubrics. Divide the rest of the students into three groups and give each group one of the checklists: safety, promotion/marketing strategies, or event planning. Students use the checklists to assess the small group event and provide feedback to the student conveners.
e) Provide time at the completion of each small group event for student conveners to debrief their convenership and reflect on the peer feedback.
The teacher
and students gather evidence of learning expectations outlined for this
activity through:
·
formative self-
and peer assessment and teacher evaluation of leadership skills (i.e.,
communication, decision making, strategies to minimize conflict, time
management) during small group events using rubrics (e.g., communication,
decision making, teamwork) and checklists (e.g., time management) (LEV.02,
LE2.01, LE2.02, LE2.03, LE2.04);
·
formative self-
and peer assessment and teacher evaluation of teamwork skills (i.e., group
roles, respectful behaviour, responsibility, participation) during small group
events using a teamwork rubric (LEV.04, LE3.03, LE4.01, LE4.02, LE4.03,
LE4.04);
·
formative self-
and peer assessment and teacher evaluation of promotional strategies during
small group events using a promotion/marketing strategies checklist (RLV.03);
·
formative self-
and peer assessment and teacher evaluation of planning, coordinating, and
implementing a detailed event plan for a small group event using a checklist
(RLV.02, RL2.01, RL2.02);
·
formative self-
and peer assessment and teacher evaluation of the application of safety
practices and procedures during the small group events using a checklist
(PFV.04, PF4.02);
·
formative self-
and peer assessment and teacher evaluation of the small group events using an
event planning checklist (RL2.04).
Eldred, Linda. The Program Planner’s Workbook.
Bloomington, Indiana: Association of College Unions-International, 1985.
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