Heather Hoskinson

November 3, 2014
EDCI 763
ID3

This instruction will enable a person to successfully watch a bout

of roller derby by learning an overview of the rules,
understanding the three different positions of play, and
comprehending the meaning of the various referee whistles.

1. Understand the goal of the game

2. Understand the basic function of

each position

3. Understand the configuration and

format of play

1.1 To win by scoring more points than

the other team

2.1 Jammer: sprint skater and point

scorer

3.1. Track is flat and 71 long (at

longest point), with a track width of 1315 feet.

1.2 Understand how points are made

1.3 A point is made when the jammer

from Team A passes a player from
Team B.

2.1a Know how to

identify jammer

2.2. Pivot: pace skater, leader of the

pack, last line of defense blocker

2.2a Know how to identify

pivot
4.1 Jammers dont start
collecting points until second
pass through the pack

2.3. Blocker: defensive skaters who

make up the pack and who goal is to
prevent the jammer from scoring

4. Understand the referee calls

4.1 Penalties

4.1a One long

whistle
3.2. Timing of a bout is composed of 60
minutes of play, divided into 2 periods
of 30 minutes. At least a 5 minute
break between periods.

3.3 Know difference between period

and a jam

4.1b Too many penalties for

basic level understanding.
More important to just be
aware of when they are
called.
4.2 Timeouts

3.4 Know how to tell when jam has

ended

2.3a Know how to identify

blocker

*I did not include any entry level behaviors, as I determined there werent any, since
this is more geared towards spectating than playing. Please correct me if Im wrong.

4.3 Overtime

5. Order of Play

5.1 One short whistle to

start jam

5.2 Jammers start behind

pack and begin sprinting at
start of jam

5.3 Points start accruing once jammer is one

2nd run through the pack. First one through the
pack is lead jammer. Lead jammer can call off
jam before two minutes is up.

5.4 At end of jam, players go to middle of track

and new lineup comes back out for next jam.
Unlimited amount of jams in a period.

Heather Hoskinson
November 3, 2014
EDCI 763
ID3

I.

How to Watch Roller Derby and Actually Understand Whats Going On

A.
This instruction will teach the student how to watch a roller derby bout and understand the three different player position, the meaning of referee
whistles, and will include an overview of the rules and regulations. It is not designed to be exhaustive of the rulebook.

II.

Needs Analysis (Mager, 1988)

A.

Whose performance is being questioned?

1.

B.

What are they doing that is causing a problem?

1.

C.

Seven education professors

They do not know understand the game of modern roller derby.

What should they be doing?

1.
Understand roller derby well enough that they could watch a bout and fully understand what is going on, and know what calls the refs are making and what they
mean. This comprehension of roller derby will include an understanding of the three positions played on each team.

D.

What is the cost of their performance discrepancy?

1.
The Star City Roller Girls is a fledgling flat-track roller derby league in Roanoke, VA, that could use some fans. The mis-education about roller derby is one of the
reasons for low fan turnout.
2.
A missed opportunity to fall in love with a new sport.

E.

Could they do it if their very lives depended on it?

1.

F.

Can the task be simplified to the point where they could do it?
1.
2.
3.

G.

III.

No, not likely.

Yes, anyone can learn the game and even play.
This is not a skill that is used often, so job aids will be needed.
They have the potential to learn how to do it.

The solution according to Magers Performance Analysis Process points to arrange formal training.

Task Analysis
*Please see flowchart

Heather Hoskinson
November 3, 2014
EDCI 763
ID3

IV.

Learner Analysis
A.

Fictitious Profile Approach

1.
Average: Beverly is a tenured education professor at a private, co-ed liberal arts university in the eastern U.S. She is a native English speaker and holds an
advanced degree in the field of education. Beverly is inherently curious in the world around her and loves to learn, hence her career as a professor of education. She
loves working with students and also enjoys examining student-produced work. Beverly loves to see what her students have created during their time as students of
education. Beverly is average in her technological knowledge but not necessarily well-versed in advanced educational technology or Web 2.0 tools. Beverly is pretty
ambivalent about sports. She will go to the occasional Rooneys football game, but always tries to make a sports event when a student is playing. She kind of watches
and keeps up but is mostly there to support her students. Overall Beverly is pretty intrinsically motivated. She loves learning for the sake of learning. Its a process she
enjoys whether the take-away is important or not.
2.
Gifted & Talented: Martha is tenure-line assistant professor of education at a private, co-ed liberal arts university in the eastern U.S. She is a native English
speaker and holds an advanced degree in the field of education. Martha is a very self-directed learner and although she has a passion for learning, she can be a rather
impatient student. She doesnt like instructors or online presentations to beat around the bush or present extraneous information. She is anxious to get to the bottom
line and move on. As a tenure-track assistant professor, Martha is juggling many professional demands and this adds a bit to her impatience. Martha has above
average computer skills and stays very up-to-date on new Web 2.0 tools. She participates in a very active social-media based PLN. Her iPad is almost always close at
hand. Martha is proud of her reputation on ratemyprofessor.com. All the students comment about how rarely she gives As. Students must work hard to earn her
highest ratings. Martha was an All-American swimmer in high school and college and loves cheering on the Roanoke Rooneys. Martha is very task-oriented and is
motivated to check off boxes on her to-do list.
3.
Challenged: Larry is a tenured education professor at a private, co-ed liberal arts university in the eastern U.S. He is a native English speaker and holds an
advanced degree in the field of education. Larry is completing his last year of full-time teaching and will be retiring. Larry is an abstract and deep thinker. He enjoys
working with the graduate research assistants on grant projects and spends most of his office time writing, analyzing data, reading research journals, and having long
meetings with the research assistants about current projects. His technical skills are average but he does not like to spend long periods of time on his computer. Larry
tends to put research above teaching and service. He resents many of his department obligations outside of his research and thinks most of it is pointless. Sometimes
if a request isnt absolutely mandatory or it takes longer than it should, he just doesnt complete it. He can come back to it later. Additionally, Larry is not into sports
at all. It just doesnt hold his attention and he thinks its really a hobby for blue collar workers. Larry is motivated to learn when its relevant to his profession and his
research in education, but doesnt venture outside his area of interest too much.

V.

Objectives
1. Student will describe the team objectives during bout play.
1.1 Student will identify how to win a roller derby bout.
1.2 Student will describe how a player scores points.
2. Student will list each of the three player positions.
2.1 Student will explain the duties of a jammer.
2.1.1
Student will illustrate how to identify a jammer.
2.2 Student will explain the duties of a pivot.
2.2.1
Student will illustrate how to identify a pivot.
2.3 Student will explain the duties of a blocker.
2.3.1
Student will illustrate how to identify a blocker.
3. Student will describe the configuration and format of a roller derby bout.
3.1 Student will draw an illustration of a WFTA regulation flat track.
3.2 Student will list the periods of play and insert break periods.
3.3 Student will identify key differences between a jam and a period.

Heather Hoskinson
November 3, 2014
EDCI 763
ID3
3.4 Student will list the two ways a jam can end and explain those identifying features.
4. Student will list the different types of referee calls.
4.1 Student will describe the major penalty categories.
4.1.1
Student will illustrate how penalties are identified during a bout.
4.2 Student will describe the timeout parameters.
4.3 Student will describe function of overtime and give examples.
5. Student will list the explain the components of a jam.
5.1 Student will identify whistle sounds that starts a jam.
5.2 Student will identify on the track where jammers begin play.
5.3 Student will identify the starting point when point accrual begins during a jam.
5.3.1 Student will illustrate how a referee determines and identifies a lead jammer.
5.4 Student will describe the action that occurs in between jams.

Heather Hoskinson
November 3, 2014
EDCI 763
ID3

VI. Design
Title: Century Gothic 54
Headings: Century Gothic 36
Body: Palatino Linotype 24-28

Slide
Slide
Slide
Slide
Slide
Slide
Slide
Slide
Slide
Slide
Slide

1: All
2: All
3: 1, 1.1, 1.2
4: 2, 1.2, 2.1, 2.1.1
5: 2.3, 2.3.1
6: 2.2, 2.2.1
7: 2.3
8: 2 2.3, 5.2
9: 3, 3.2, 3.3
10: 4, 2.1
11: 3, 2.2.1, 1.2

Heather Hoskinson
November 3, 2014
EDCI 763
ID3
Slide
Slide
Slide
Slide
Slide
Slide
Slide
Slide
Slide

12:
13:
14:
15:
16:
17:
18:
19:
20:

3.4
4
4.1, 4.1.1
4
4.2
4.3
3.1
3.1
All

Heather Hoskinson
November 3, 2014
EDCI 763
ID3

VII. Evaluation
A.

Overall Play
1.
How is a roller derby bout won?
2.
Who scores points?
3.
How are points scored?
4.
Scenario: The lead jammer (Team A) passes four blockers on the second lap. The other jammer (Team B) passes two players on the second lap. How many total
points were collected by teach team in this jam?

B.

Player Positions
1.
2.
3.
4.
5.
6.
7.
8.

C.

Configuration of Play
1.
2.
3.
4.
5.
6.
7.

D.

How many periods are in a bout and how long is each period?
What is the difference between a bout and a jam?
How many seconds do the players have to line up between jams?
How is lead jammer determined?
Scenario: The referee is pointing at a jammer as she skates around the track, following her. What does this signal?
Scenario: Team A jammer passes 4 blockers on second lap and 2 on second lap. Team B jammer passes 4 blockers on first lap and 2 on second lap. The jam is
called off by the lead jammer during the second lap. What is the score for that jam?
List the two ways a jam can end.

Whistles
1.
2.
3.
4.

E.

What does the helmet of jammer look like?

How many skaters are on the track during a jam, per team?
What does the helmet of a pivot look like?
List one trait of a jammer and one duty during play.
List one trait of a pivot and one duty during play.
Give one descriptive word for a blocker.
Name the parts of the body that can be used in legal blocking.
Describe an illegal blocking move.

What does a jam-starting whistle sound like?

One long whistle is blown during a jam. What happens next?
A jam ends. Describe the whistle you hear.
Lead jammer breaks through the pack the first time. What whistle(s) do you hear?

Penalties, Timeout, Overtime

1.
What is the main penalty a novice roller derby spectator should know about?
2.
What is the maximum time a skater may spend in the penalty box, per penalty?
3.
Scenario: Team A jammer is thrown in penalty box and after she has been in there 10 seconds, Team B jammer is thrown in penalty box. What happens next?
4.
How many timeouts during a bout per team are allowed? Would this be a good time to go get in line for a beer?
5.
Scenario: Team B requested an official review and were awarded an additional point after the review. The score was amended due to the review. During the next
period, they request another official review. Can they do this?

Heather Hoskinson
November 3, 2014
EDCI 763
ID3
6.

F.

Team A and Team B are tied at the last jam. What happens next?

The Track
1.

2.

A roller derby track is half the size of a football field. True/false?