I will be running the SEM with a six class badminton unit. The class will be divided into groups of 6, and each group will choose the country they want to represent for the tournament that will be incorporated into the unit. Throughout the unit the roles will change once but the team members will remain the same.
The first class I will separate the students into their badminton teams, designate the captains and outline what the process and roles will look like. The teams will get a chance to play badminton games with their own country to warm up, practice, completely understand the rules, and possibly plan strategies for success. Then the following class we will hold practice time for each of the team cheers, and preparation will continue. Countries will be able to have mini-games with each other before the tournament officially begins. In classes 2, 3 and 4, leading up to the tournament in lesson 5 and 6 of the unit, students will be working on new skills, offensive and defensive strategies and coming up with team cheers as well as an entrance to the opening ceremonies to officially begin the tournament. The development of the skill will be taught by combination of myself as well as the team captains.
We then will begin the tournament and the students will continue their roles, and manage the entire tournament. The teacher’s purpose will be to over-see and deal with issues as they come, but it will be the students (who’s teams are not playing) score keeping and refereeing the games. On the final day, the winning team of the tournament will be awarded 1st place.
Prior to the implementation of the model, we will spend the first part of class discussing what leadership is, types of leadership and what it means to them. This will help create the foundation needed for the rest of the classes and will aid students when filling out self-assessments. During the unit, students will be responsible to fill out a self-assessment at the end of each class in their PE folder, which will go towards their PE participation mark. (See attached self-assessment). I will be assessing students using the same criteria as their self-assessment. I will then issue the same self-assessment during the next unit and see if any leadership traits, self-efficacy, motivation or participation efforts continue into the following unit. This assessment is important as the SEM model doesn’t solely want to create leaders for one unit, but rather, take on a progressively increasing leadership role.
The self assessment the students used at the end of 4 classes throughout the Badminton Unit
