HPE2204 Physical Performance Laboratory

SEPEP
WRITTEN
REPORT

HPE2204 Physical Performance Laboratory

By Tayla Moolman

Teaching Philosophy
As a health and physical education teacher I aim to educate and
influence students understanding and skills of health and physical
education. I aim to teach students about their body and movement
and also focusing on providing students with the opportunity to
learn and experience ways of movement, strategies and tactics, to
work as a team. With this I believe it will allow students to work on
their problem solving skills as a cohort.
I also aim to make physical education a safe environment where
children feel comfortable with being physically and emotionally
active. I will aim to encourage students to do their best, push them
to their limits to challenge themselves and most importantly try my
very best to make being physically active fun and enjoyable as well
as a learning experience.

Description of SEPEP
The Sport Education in Physical Education Program, otherwise
known as SEPEP is a model within the curriculum that is used in
physical education programs within schools.
SEPEP has been implemented in New Zealand, USA and Australia for
about a decade. The SEPEP programme has been put to the test,

HPE2204 Physical Performance Laboratory

trialed and modified to make sure the use of it is beneficial to the

students as learners.
The SEPEP model must carefully be used by teachers to design a
suitable form of a program within their school curriculum to all
student-centred learning within physical education lessons
(Alexander, Taggart, Medland & Thorpe, 1995).

SEPEP allows students to experience the different roles and benefits

of different sports in practical and theoretical lessons. It is a student
focussed approach that allows students to develop their learning by
peer teaching and working as a group with their own
responsibilities.

Describe how you may use the main-theme Physical

Education Curriculum Models to develop a coherent multimodel approach
The 6 main-theme curriculum models identified by Siedentop are:
-

Developmental Physical Education

Adventure Education
Physical Activity, Fitness and Wellness Education
Integrated Physical Education
Games For Understanding
Sport Education

According to Grima (2016), there appears to be no consensus within

the profession on what constitutes the most appropriate curriculum
model to achieve the Health and Physical Education outcomes. So

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using the 6 main-theme curriculum models, as a teacher I would

select an appropriate and reasonable multi-modeled approach by
selecting a curriculum based on three major factors; student,
teacher and resources. Keeping in mind the 6 main-theme
curriculum models, I will take into consideration the three previously
stated factors and this should constitute on how I would deliver a
curriculum and select the most appropriate way in which I deliver.

Using the Developmental Physical Education curriculum model, I will

focus on the developmental stages that each individual student is at
to develop a suitable approach. With the Adventure Education
model, I will allow opportunities for students to challenge
themselves. Using the curriculum model of Physical Activity, Fitness
and Wellness Education, I will allow students to have some sort of
independence and responsibility for their own learning. With the
Integrated Physical Education model, I will integrate different
subject areas and relate them with physical education. Using the
Games for Understanding model, I will teach students the difference
between game tactics and skills. Lastly using the Sport Education
model, I will allow them to experience a range of different sporting
contexts so they can have a wide range of learning experiences.

Outline how and where SEPEP is programmed within the

Physical Education curriculum in the school you have visited.

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In Mandurah Catholic College, a SEPEP programme is presently

introduced to students at a Year 10 level. The sport that is used for
this SEPEP programme is Touch Rugby. The Year 10 students were
introduced to the sport of touch rugby 3 weeks prior to the
commencement of the SEPEP programme to allow them learn the
rules and practice the skills required for this particular sport. For
many of the Year 10 students in this group, it was their first
exposure to SEPEP and also touch rugby.
This SEPEP programme was implemented in Term 3, 2016. This
group of students is made up of 3 classes with 3 teachers adding up
to 66 students. 2 theory-based lessons are given for this subject
each week and 2 practical sessions. The students are given 5
minutes at the end of each lesson to reflect on their performances
as a cohort and as individuals. This subject is an elective subject so
students who have chosen this subject will have an interest in the
Physical Education area.

How it was run?

The students were split up into 9 teams. Each lesson there is two
duty teams, one to set up the fields and equipment and one to pack
up at the end of the lesson. Students who do not come in the correct
uniform to play sport become part of the duty team as a
punishment.
Each lesson, each team plays two games, which run for 15 minutes
each. 7-minute halves with 1-minute half time. Teams can only play

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within their own original team even if another team is low on

numbers. Each team is given a waterproof plastic folder with the
SEPEP roles defined, rules, fixtures and pens.

Teachers Role
The Teachers in this particular class have an implementation level 2
and are aiming for level 3 implementation. The teachers take the
role before each practical lesson starts. Organized waterproof plastic
folders with a copy of the SEPEP roles defined, the rules, fixtures
and pens are given out to each team at the beginning of the lesson.
After the role has been taken, the students are now in charge and
responsible of running the lesson. Teachers will intervene when
needed. The teachers conclude the class with a reflection of the
lesson and improvements are talked about for the development into
the next lesson and comments are made from the sports board.

Describe the extent to which the six key characteristics

associated with SEPEP are presented in the SEPEP model
you observed
Game Modifications
The games that were played were modified to 15 minutes each
game with 7 minute halves and 1 minute half time so each team
could play a total of 2 games within each lesson.

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The field sizes were smaller than a normal sized touch rugby field.
Four modified sized fields were coned out for four games to be
played at once by the teams.
The team that was not playing is therefore the duty team.

Competition Format
The competition format was of a round robin format so each team
could play one another. The competition format for this SEPEP
programme was chosen in regards to the sport, class size and
situation.

How the various publicity tasks are performed

Within each team there is a publicity officer and this student is
responsible for player profiles, team promotion and match reports.

Assessment Strategies and Procedures

Role Assessment:
Coach (10 marks) Gameplay, Strategy, Positions,
Rotations, Leadership Qualities
Captain (10 marks) Gameplay, strategy, Positions,
Rotations, Leadership Qualities
Team Manager (10 marks) Uniform Design, Player
Management, Team Lists, Duty Team Roster
Fitness Coordinator (10 marks) Player Preparation,
Fitness Regime

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Board Member (10 marks) Fixtures, Score Cards, Record

Keeping for Meetings
Equipment Manager (10 marks) Equipment List, Uniform
Organisation
Team Scout (10 marks) Scouting Strengths/Weaknesses of
own team and others
Publicist (10 marks) Player Profiles, Team Promotion,
Match Reports

OTHER AREAS OF ASSESSMENT:

Organisation of Portfolio (10 marks) Documentation is
in order and filed into their specific area.
Team Conduct and Cohesion (10 marks) Rating based on
how the team works together in both practical and theory
lessons. Teams should be able to be cohesive from top to
bottom and have the ability to problem solve in a number of
situations.

Out of 100 marks the team is assessed as a group. Students are

given a defined outline of the rankings of 1 to 10 ie. 1 = poor, 10 =
excellent
Each individual is to receive a mark out of 10 for their role
performance. Portfolio and team conduct and cohesion are marked
as a group.

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Preparations for end of season event

The school provides a budget for trophies and awards and any and
of season preparation needs.

Outline any changes that may have occurred from your first
visit
1st Visit
Students were gathered outside the gym after they had gotten
changed to take the role and for an explanation of what needs to be
done throughout the lesson. The waterproof plastic files were then
sorted out between each team and all this took about 10 minutes.
The students were then told to move to the oval and take their own
warm ups as a team. My group noticed that the warm ups werent of
a high standard and the teachers were getting a bit agitated
because of this.
The set up of the fields was quite slow as the duty team was a little
confused as what they had to do and how to set up the fields as
they didnt have full sized fields, it was four modified sized fields.
20 minutes into the lesson the teachers werent happy with what
the students were doing so they stopped the class and brought
them all into a central area and had a chat with them about
correctly warming up and getting some game time.

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Once the teachers were happy with the warm ups they brought
them in for a student from the duty team to announce the first
round fixtures.
We noticed the quality of skill was not at a high level, maybe only
two or three students from each team really knew how to play well.
As this was only the first lesson of the SEPEP programme it was kind
of expected by the teachers not to run at a high standard and they
were Year 10s so not much experience of peer teaching has been
had.
A positive to the lesson was that the pack up was quite fast and
efficient and the duty team did this.

As it was only the first lesson it was expected to go slow but as the
weeks go on improvements will hopefully be made with the time it
takes to set up and the quality of warm ups will increase.
Teachers could possibly put time limits on warm up and set up time
so students can get as much game time as possible instead of
wasting time setting up and trying to run a warm up session.
Rewards can be given for doing the correct things and
consequences if students arent doing what they are expected. A
point system could also be put in place for the duty team, as they
will not be playing in the games. Improvements will hopefully be
made as the students learn and become more efficient with each
lesson of the SEPEP programme.

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2nd Visit
As it was ACC, some of the students in this class were away as well
as all three PE teachers. Three relief teachers were put with the
remaining students of this class.
The set up this time around was quicker but still not very efficient.
Some of the students got straight into the warm up where as others
were just fluffing around. After about 17 minutes of allowing the
duty team to set up the fields, collecting the necessary equipment
and warming up the students gathered together for a student from
the duty team to announce the fixtures for the first round.
As some of the students were away at ACC and teams were low on
numbers, Andrew and myself had the privilege of playing in a team
to fill up the numbers. From being able to play, I noticed that the
skill and rule knowledge and ability to play had improved from the
first visit.
The pack up again was quite fast and efficient. The teachers did not
seem to intervene much as they were only relief teachers but the
lesson did seem to flow well.

Clearly Outline your opinion of SEPEP as a teaching model

In my personal opinion, I am not a big fan of SEPEP as a teaching
model. Even though it does come with many benefits, I think
learning from the teacher is a more beneficial way to learn how to
do things especially in such a low year level like Year 10. This is my

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opinion as I learn better from watching others like teachers, mentors

and lecturers.

On the other hand, SEPEP is a very beneficial experience as the

objective is for children to be educated in the fullest sense and
help develop competent, literate and enthusiastic sports people
(Lecture 2, 2016).

As SEPEP can be a fun and experiential learning experience for

students, I think it should be implemented for older students as they
have more peer teaching experiences and have more independency
and will be more responsible to take on the roles within a SEPEP
programme.

SEPEP aims to provide students with a more authentic learning

experience in HPE (Lecture Slides, 2016). I think SEPEP is very
beneficial learning program for students but only if it is
implemented at the right level and is appropriate according to the
context.