PSA Sports Presentation 28/11/2011

Understanding HPE, Sports,
Academies and other activities
in our community.
Junior School Physical Education
Senior School Health/Physical Education
Panthers Competitive Sports
Exploria After-School Activities
Traidos Three Generation Sports Academies

28 November 2011

INTERNATIONAL SCHOOL Building community through partnerships.!

Our goals today are to:

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.


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 skill acquisition, a game or a sport
constructing meaning, and as an end in itself
expanding and deepening their
knowledge of concepts and their
understanding of the world

PE teachers viewed as PYP PE teachers seen as solely single-
teachers subject teachers

skills learned, practiced and skills learned and practiced
applied in the context of inquiry isolation


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

rigorous activities directly linked to activities of superficial value;
the concepts and the driving activities that are included only
questions of the inquiry 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 assessment/achievement based on
learner profiles and attitudes skill level


PTIS Junior School PE units and activities

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


PE links to classroom Units of Inquiry (UOIs)
•  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”


PTIS Senior School
Health and
Physical Education
“Working towards life long health”


Physical Education Trends
Traditional Modern

· Physical fitness · Major (Achievable by all –
· Health-related physical fitness easily evaluated)
· Skill development Physical activity
· Development of Healthy eating habits
sports competencies, Attitudes toward physical activity
i.e., PE for athletes · Minor (Genetically controlled and/or
· Improvement of competitive difficult to evaluate)
sports programs 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

Anatomy

Concept of Fitness

First Aid

Personal Fitness

Skill Acquisition

Aquatics Theory

History of Sports

Athletics Theory

Sports Drills/Coaching

Principles of Training

Warming Up

Athletics Theory

Things we put into our body Things we put into our body Things we put into our body (Hard
A

Things we put into our body Things we put into our body (Alcohol)

(Soft drugs)

Drugs)

(Smoking)

(Nutrition)

Growth and Development Growth and Development Growth and Development
Growth and Development Growth and Development (Relationships)

(STDs)

(Contraception)

(Puberty)

(Hygiene)

Movement Composition





B

Gymnastics

Gymnastics

Dance

Dance

Dance

Dance

Dance

Hitting and Striking





Rounders

Rounders

Hockey

Hockey

Cricket

Cricket

Softball

Softball

Softball

Softball

Cricket

Invasion Games

Invasion Games

Invasion Games

Invasion Games

Ultimate Frisbee

Netball

Invasion Games

Football

Student Choice

Netball

Basketball

Touch Rugby

Basketball

Basketball

Football

Flag Football

Ultimate Frisbee

Net Games

Football

Ultimate Frisbee

Basketball

Lacrosse

Volleyball

Handball

Student Choice

Net Games

Net Games

Net Games

Australian Rules

C

Volleyball

Volleyball

Volleyball

Aquatics

Table Tennis

Table Tennis

Badminton

Net Games

Stroke Technique

Badminton

Badminton

Volleyball

Life Saving

Aquatics

Badminton

Aquatics

Aquatics

Stroke Technique

Others

Stroke Technique

Stroke Technique

Life Saving

Aquatics

Athletics

Life Saving

Aquatic Games

Stroke Technique

Others

Aquatic Games

Others

Others

Athletics

Athletics

Athletics

Others

Athletics

All B and C Activities





D

Traditional Games

Novel Sports


BTEC Diploma in Sports
(Development, Coaching and Fitness)
Grade 11 Grade 12
· The Physiology of Fitness · Principles of Anatomy and Physiology
· Fitness Training and Programming · Sports Coaching
· Fitness Testing for Sport and Exercise · Sports Development
· Sports Nutrition · Rules, Regulations and Officiating in Sport
· Organising Sports Events · Practical Team Sports
· Practical Individual Sports · Sports Injuries
· Sports Injuries · Assessing Risk in Sport
· Assessing Risk in Sport
· Organising Sports Events


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 Season 3 Season 4
Badminton Basketball Futsal
Volleyball Track & Field Junior Swimming
Senior Swimming Table Tennis
Tennis
Season 2 Ultimate Frisbee
Football
Cross Country


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

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PSA Sports Presentation 28/11/2011