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My Journey to implement TSAP (team sports assessment procedure) & a TGfU badminton unit

4/7/2017

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Are you looking for a great way to assess your physical education classes during team and individual sports? Do you want to put your students in charge of administering the assessment? Do you want to give your students a great way to see how students are being successful during the unit? The team sports assessment procedure is a great way to see growth of your students from the beginning to the end of a unit. TSAP is able to give you measurable data that can show true growth of each individual student in class. Students will be able to administer this assessment, and while they are administering the assessment they will see examples of what successful skills and strategies look like. I wouldn't have known about the game performance assessment without the help of Dr. Steven Harvey. Thank you Dr. Harvey for your help with this process and I really wanted to share this process with other physical educators, so they could learn as much as I did. I hope you consider Implementing TSAP into your assessment repertoire. Lets take a closer look at TSAP specifically through a badminton TGfU unit.

Day #1 - Pre-TSAP TournaMent

If you are looking to incorporate the TSAP assessment into your classes, then you will need to plan and prepare ahead of time. The first day should be a tournament or game day. You must get your students involved, playing, and assessing. For my badminton specific unit, I have 6 nets and I set up mini tournaments (4-5 players) at each net. I had tournament sheets printed and ready for each net, TSAP forms out and ready for each individual student, and even some ping pong tables set up for extra students and a little bit of fun. Before games started, I had to quickly cover the rules I needed them to follow in the games, and I also had to cover what they were assessing on the TSAP form. This did take a little while to introduce, so please be prepared and ready for what you want to say. Also remember for this to truly work, you must keep the exact same tournament in tact for the final day of the unit. If you do this, it will give you valid growth numbers! Posted below are some examples of documents I created for this to work in my class.
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Example of the TSAP Game Performance Assessment
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Student worksheet for collecting TSAP data.
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My TSAP Badminton Tournament Bracket

Entering the TSAP numBers

here camethe tricky part, or what could've become the tricky part. I have three games worth of data on 224 students and now needed to get the number in their system where I could understand it. I had health class with my students the next day so I designed a Google form that they could use to plug in their numbers. This task could've taken me hours if not days but with her help it was done in about 3 to 4 minutes of class time. The efficiency index and performance ratings are figured out by using these formulas. Efficiency index is (volley / 2 + successful shots) / (10 + lost ball) and the performance score is calculated by (received ball / 2) + (efficiency index * 10). You can see how I set things up below on the google form and google sheet so you don't have to do any calculations.
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Google Form Questions
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What The TSAP Google Sheet Looks Like After Google Forms Have Been Completed
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Student Efficiency Index and Performance Scores Automatically Calculated with Formulas in Google Sheets

Day #2 - Down to business

It was time to get down to business! Now that the TSAP was done and completed I knew it was time to get down to TGfU skills and strategies that my classes needed to be successful. Here's a rundown of my day two activities, so you can see how I run a TGfU badminton unit. For everyone's understanding, I see my 7th and 8th grade students for 41 minute classes with a class size of 24-30 students every other day.

Badminton Rally

  • Great way to get warmed up while students are changing
  • Challenge students to use different types of shots
  • Challenge students to use shots that will make their opponent move
  • Challenge students to return to the middle of the court after each shot
  • Practice the underhand serve

Badminton Keep it up

Goal - keep rally going as long as possible using overhand and underhand shots.
Questions:
How do you score a point in badminton?
What can you do to score in badminton?
What can you do to stop your opponent from scoring?
What way is the best way to keep the shuttle in play for you?

Badminton Intro Game

Goal - Be aware of what spaces can be used on the other side of the net.
Game
  • Players alternate service (any type)
  • 1 point if the shuttle hits the floor
  • Players can score on every  serve
What type of shots can you hit when you see open space on your opponent's court?
Where do you stand or move to after you hit the birdie to your opponent?
Describe a successful shot that you saw or used to score a point.

Badminton Clears

Goal - Move your opponent to the back of the court
Game
  • Players alternate service (any type)
  • Players can score only in the back alley (or play normal rules, but give 5 points for a back alley shot?
What is the value of forcing the opponent to the back.
Is it harder to attack from the back of the court?
What do you do different

Badminton Kings / Queens Court

Goal is to have the most points in your group
Game:
  • Challenger serves from their proper side of the court, based on how many points they have.
  • Challenger battles king / queen until someone scores a point. If the challenger wins, then they become the king / queen.
How can you start the king / queen on the defensive?
What shots are you using to make your opponent move?

Day #3 - More TGFu skills and strategies

This day was used to review some of the previous material taught and then to expand on it even more.

Badminton Rally

  • Great way to get warmed up while students are changing
  • Challenge students to use different types of shots
  • Challenge students to use shots that will make their opponent move
  • Challenge students to return to the middle of the court after each shot
  • Practice the underhand serve

Badminton Intro Game

Goal - Be aware of what spaces can be used on the other side of the net.
Game
  • Players alternate service (any type)
  • 1 point if the shuttle hits the floor
  • Players can score on every  serve

What type of shots can you hit when you see open space on your opponent's court?
Where do you stand or move to after you hit the birdie to your opponent?
Describe a successful shot that you saw or used to score a point.

​

Badminton Drops & Clears

Goal - To score points by hitting successful shots in your opponent's court.
Game:
  • Must win the rally to serve
  • Score points only when you serve
  • 1 point for a normal successful shot
  • 3 points for a drop shot
  • 5 points for a clear in the back alley

How do you know when to use a specific shot?
When do you use these different shots?

Badminton Serve Game

Goal - Score more points than your opponent by hitting long and short serves in your opponent's receiving court
Game:
  • Receiver decides to start at the short serve line or the endline
  • Server attempts to hit a long or a short serve (depending on where the receiver is positioned)
  • Server gets a point if the receiver can not catch the birdie, and the birdie lands in
  • Receiver stops the server from earning a point if they catch the birdie before it lands
How you do you hit a short serve and a long serve differently?

Badminton Up / Down Tournament

Grade Level Outcomes:
  • Creates open space in net/wall games by varying force or direction, or by moving opponent from side to side and/or forward and back. (S2.M7.8)
  • Varies placement, force and timing of return to prevent anticipation by opponent. (S2.M8.8)
  • Demonstrates the mature form of forehand and backhand strokes with an implement with power and accuracy in badminton. (S1.M14.8)
  • Executes consistently (at least 70% of the time) a legal underhand serve for distance and accuracy for net/wall games such as badminton, volleyball or pickleball. (S1.M12.8)

Day #4 & 5 - Singles tournament - Lets showcase what we have learned

By this time of the unit with my middle school students are ready to showcase what they have learned by being involved in a singles tournament. I'll have two different tournament sign-ups and I let my class pick which side of the gym they would like to play on. There are three courts on each side of them gym and this works perfect for twelve people to rotate from playing and being a referee. I keep the games short so students are not out for very long. Check out a sample tournament bracket below.
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Individual Badminton Tournament Bracket

SEesaw assessmEnt

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SeeSaw Video Analysis
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Classroom Set-Up For The SeeSaw Assessment.
I also used the SeeSaw app to create another opportunity for my students to showcase what they had learned. Day #1 the students needed to have a minute of footage of them playing during a singles match. The only requirement was to have them watch their video, to reflect on different shots they used, and to see how much they moved their opponent around the court. Below you will see a sample video from an 8th grade class.
The second day of the singles tournament I wanted students to "play out" a perfect game situation as if they could perform any shot. The thought was that I could hear the knowledge they accumulated over the course of the unit, even if they couldn't successfully perform the skill. Below is a picture of the SeeSaw assessment sheet that I handed out to my students to help them through their assessment and also a video of a students reflection.
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Post TSAP Assessment

Alright, well now you know the information and activities my students participated in. Everything was extremely active, students had many touches, and were always working on skills and strategies in a game situation. This are some of the key components of TGfU and a game centered approach. I believe this approach builds competence, which develops confidence, this leads to motivated students, and allows students to participate fully. I'll now share what I discovered when the unit was over.

As I stated earlier, you need to run the final TSAP tournament the exact same way. This will make your data results valid. I set up the same tournaments with the same students and allowed them to play for the same amount of time. Everything was the same. Now I just needed to collect all the data and find out how much they grew as badminton players. Below are my results.

TSAP results

After having all my students plug their results into the same google form, I was quickly able to sort through the google sheet to get some final numbers. Here is a few things that I learned.

1st Test Average Efficiency Index
1.35

1st Performance Score Average
26.18

2nd Test Average Efficiency Index
2.08 = 54% increase
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2nd Performance Score Average
52.73 = 101% increase

I knew my students were getting better, but these numbers blew my mind. To have proof that TGfU Badminton really worked and it really worked well. In my findings I believe doing these things really helped my students grow:

Lots of birdies hit (singles games, 1v1 rallies, etc)

Development of skills / strategies together in a game situation

Lots of practice time - An average of 82% (27/33 minutes) of class was dedicated to active lessons

Assessments / formative checks on 4/6 days

Active playing time + analyzing how others play = high levels of learning

Final thoughts

I hope you learned a little bit about the Team Sports Assessment Procedure and I hope you will consider giving it a try. I think that it can validate what we are doing as physical educators. I also hope you learned a little bit about running a TGfU unit as well. When I started teaching this way, I really think my students learned how to play the games much better. An understanding of the game, in game situations, practicing skills can lead to amazing results for your students. Let me know if you have used TSAP or your other thoughts on TGfU in the comments below or feel free to send me an email if you have any other questions.

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TGfU & Polar A360's - A POWERFUL COMBINATION

4/2/2017

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It all started at #SHAPEBoston! Well that's not totally true, but that is how these two superpowers came together in my classroom just a couple of weeks later. Here is how the story goes.

I have been working through implementing the TGfU model in my physical education classes over the last 4 years. I picked up on the model through Twitter. I have been learning and introducing more units every year. I really enjoy using the model in my classes and I have seen many successes in my students over the years. There are so many things to love about the model, but my favorite aspect is how it really helps develop competence and confidence in all my students through more touches in small sided games and lead up activities. This leads to much higher levels of motivation and participation from almost all of my students. Thanks to Dr. Dean Kriellaars for this quote.  I could see this early on when I first implemented the model and it made me want to learn more and implement more, and so I did.

The more I learned about the model, the more grew connected to other like minded physical educators using it in their classroom. It also got me connected to current researchers that are focused on the model as well. These connections grew and I was lucky enough to be asked to present at #SHAPEBoston with Dr. Steven Harvey and a crew of practitioners from around the world. It was exciting to hear more about their story and to share the successes of current practitioners with passionate educators at the SHAPE America National Convention. This was my first National presentation and I thought it went pretty well.
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While at #SHAPEBoston, I was able to attend a fabulous Polar session that was led by a couple of amazing educators, Collin Brooks and Mike Doyle.  I was excited that I was able to attend and that I could learn from these two educators.  I was selected to participate in the session and I realized that a reward for participating was a Polar A360!  Yeah!  Got my hands on one.  I do like new technology :). I learned a ton from everyone at Polar, Collin, and Mike.  I was especially impressed with Collin Brooks's presentation called "The Heart Rate Awakens."  He worked extremely hard to make a Star Wars related fitness activity to keep his students engaged and motivated while learning about fitness concepts.  It was so cool to see and participate in this session live.  I was bummed when the session was over, but I was hopeful now to get some more Polar A360s.  Now how would I accomplish that?  
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Yada, yada, yada, [insert long story here] well....I was in the right place at the right time and I was able to leave #SHAPEBoston with 3 Poler A360's with the hope that I will have up to 10 more for our school to become a showcase school in the Midwest! Yeah!! Couldn't wait to get home and show my students what I had learned.

I finally arrived back home after the amazing convention.  I got back to school and finished up a volleyball unit...couldn't use watches for that...didn't want to break them the first day we put them on. So, I had to wait for the floor hockey unit. During that time I was waiting I had a few "test subjects" that were willing to give the Polar A360s a try. Lets see what they think.  
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Clearly by the look on their faces they enjoyed using them.  Check out their average daily steps on a weekend.  They are always very active and love the outdoors, but the Polar A360 motivated them to move, challenged them to get their heart rates up, and they truly enjoyed the watch's interface in general.  I knew my students were going to love the learning experience with them now, thanks to my "test subjects."
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Back to school and TGfU.  I knew I would be teaching floor hockey using the TGfU model and I couldn't wait to see how active some of my students would be. I always knew that the model encouraged lots of movement.  It was finally time to try them with my classes, and I knew I wouldn't be disappointed! Below is a quick overview of the look and feel of the TGfU floor hockey unit plans.

​On Day #1 floor hockey started with skill and strategy development in very small groups. My classes did activities like "dribble and chase," where one partner tries to circle around or go past as many cones (scattered around the gym) as they possibly can without getting the ball stolen by their partner. My classes also worked on passing and receiving forehand and backhand passes. We practiced passing and receiving while moving to open space, with no defense.  Then we practiced passing, receiving, and moving with the addition of playing 1 vs. 1 anytime I blew the whistle. During the 1 on 1 battle, the students must attempt to score and a color cone that I call out. We finished day one of the unit by playing 2 vs 2 to a cone. The goal was for the offense to work on creating space using the 360° around the cone.  The defense was focused on defending playing on and off the ball defense.

Day 2 started with 2 vs 2 as an instant activity for when the class came into the classroom. After the warm up, we then broke down into 3 vs. 1 game of keep away. The focus of this activity was to work on making good passes on offense, to maintain possession, and making quick decisions on defense (guard the ball or a target). After that activity, the classes transitioned right into 3 vs. 1 to a cone. Now the offense of players had to complete 3 to 5 consecutive passes before attempting to score and hit a cone. Class finished with the game of 2 vs. 2, but this time the students where attempting to attack a cone goal on one side of the gym and to defend a cone goal on the other side of the gym. These are all very active small games where students were working on skills and strategies and it led me into a perfect day 3 and a chance to give the Polar A360s a trial run.


As the students were coming into the class, I selected two individuals to wear polar a 360s for the remainder of class. I gave them the option that they could give the watch to someone else in the middle of class. As the other students were arriving,  they began passing, moving, passing, and shooting into a different goals around the gym.  After the vigorous instant activity, the plan was a small modified game of 4 vs. 4. For this game, we did have goalies, and student's were attempting the score on goals. Students were allowed to play a 7 to 8 minute game.  We transitioned to another activity called the Power Play.  It was an activity to overloaded the offense and make the defense work a little harder than normal.  The offense of attackers had one extra player than the defense, and they had one minute to score as many power-play goals as possible. This encourage passing moving the open space and controlling a dribble while the defensive player had to make a decision to defend the person with the ball or to take the player who is receiving a pass. Players switched every minute to try different positions. The The day finished with a modified game as we had played before and we found new teams to play against.
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When the day was over, students brought back there Polar A360s, and we got to take a quick analysis of how many steps they took during their physical education class. We also looked at what their average heart rate, max heart rate, and distance traveled was. Students were amazed at how many steps (average of 5,687) were taken and how many miles traveled (average of 1.952). They thought it was really neat that they got a chance to see their average and maximum heart rate. I was amazed that, on average, throughout the day students averaged 5000 +  steps in 1 - 37 minute class period. Most individuals ran close to two miles during that class period.  Both Polar A360s ended up having over 40,000 steps in one day, during active time in those eight different classes. It was so cool to see how hard they worked, and it really solidified that the TGfU model is doing great things for physical activity and a strong educational component to my classes.
I would love to hear how you use Polar A360s, pedometers, or heart rate monitors and what your thoughts are on them.  Thanks for reading and I look forward to learning more from you as well!  
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    Matt Pomeroy is a  7th and 8th grade health and physical educator from who enjoys writing about best practices in health and physical education.

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