Introduction to SEPEP

SEPEP PROVIDES OPPORTUNITIES TO:

 Participate in a realistic context of a sport in a physical education setting.
 Explore a sport in a different way.
 Develop cooperative skills, social interaction skills and a team identity.
 Plan and develop a sports programme.
 Take responsibility for their own learning, and for their team.
 Be challenged by interaction with peers including peer support and peer
trust.
 Feel an included and valued member of a team.

The central goals of a Sport Education Program are to teach you to become a
literate, enthusiastic and competent sports person.

WHAT IS SEPEP?
SEPEP is a program designed especially for Physical Education, which can be
used for a variety of sports including team sports, individual sports and fitness
programs. The SEPEP model encourages participation and involvement in
physical education in school and out of school, because it provides an
opportunity to take on a variety of different roles within a sporting event,
including manager, coach, umpire, scorer and many more. It gives students an
opportunity to take ownership and responsibility of their own learning, with the
teacher taking the role of the facilitator, (Australia Sports Commission,
2007).The Sport Education model has several distinct characteristics including,
Seasons, Team Affiliation, Formal Competition, Keeping Records and Festivity,
which will be discussed in detail later on, (Metzler, 2001). The Sport Education
Program was designed by Daryl Siedentop (1991), to provide students with a
rich sporting experience in a physical education context.

SEPEP CHARACTERISTICS:
 Seasons
 Team Affiliation
 Formal Competition
 Keeping Records
 Festivity
SEPEP CHARACTERISTICS EXPLAINED:

1. Seasons: Within a regular SEPEP unit the structure needs to be based

around a normal sporting season comprising of an organisation period, a
preseason, a regular season and a postseason or festivity. For the best
benefits of SEPEP units should comprise of a minimum of 20 lessons. This
unit only includes 7 lessons as I felt this was more appropriate for the
class and the curriculum set up at the school it is designed for.
Lengthening this unit would simply mean making each of these included
seasons longer.

2. Affiliation: Students are placed in a sporting team and stay in this team
for the remainder of the unit. This aims for students to experience the
true notion of being in a team. They work towards common goals
together, make group decisions, experiences the successes and failures as
a group, all whilst developing affective and social objectives. Within this
unit the class will be split up into 5 teams with 5-6 players per team.

3. Formal competition: Every SEPEP tournament must have a formal

schedule of competition so teams can make short term and long term
goals and decisions. Within this unit, throughout the first three weeks
during the organisation and preseason seasons, the class themselves will
come up with the round robin fixture for the following three week formal
competition. Students will decide how many games per lesson and how
long each game will go for. This is a student centred model however
guidance should be given by the teacher to enable them to come up with a
successful competition schedule.

4. Cumulating event: The unit needs to end with an all-inclusive final

competition. Within this unit it will be held in week 7. This is the event all
teams should be working for and should be exciting for students (more
about this units cumulating event will follow).

5. Record keeping: Record keeping for games gives students an

opportunity to become more engaged within this unit. Within this unit
coaches and players will utilise these records for analysing their own
team’s strengths and weaknesses (giving a focus point for their training)
and creating a weekly ladder that where students will accumulate the
scores and announce the ladder each week in their home room.

6. Festivity: For students to be engaged and for this model to run

successfully the sporting event needs to be festive. It need to represent an
actual sporting event for students by including team uniforms, team
photos, signs and banners and celebrations (Metzler 2012).

DESCRIPTION OF STUDENTS ROLES:

SEPEP provides an opportunity for students to understand and be involved in
the management and organisation of a sport as well as playing the sport.
Students will be allocated into a team and will be a player, however when the
teams are allocated they will also assume a role in their team. After the first
couple of lessons I will allocate teams along with the sports board
representative, taking into account different skill levels and abilities, groups of
friends. In the first couple of lessons we will have a discussion of the
characteristics of the different roles, and they will have an opportunity to show
interest in which role they wanted to play in their team. The roles include:
 Player
 Team Manager
 Captain/Vice Captain
 Coach
 Umpires
 Scorers
 Public relations
 Sports Board Representatives.
 Equipment manager

Player:
Every student will assume the role of a player.
Duties of a player include:
 Trying your best in all games.
 Being a fair and cooperative sports person.
 Including everyone in your team in the sport.
 Be able to cooperate effectively with team mates.
 Make the sports program an enjoyable experience for your team and other
teams.

Team Manager and Team Captain:

Duties of a team manager and team captain involve:
 Possess leadership qualities.
 Need to set a positive example for other team members in terms of behaviour
and fair play.
 Need to provide the team with direction, while listening to every body’s ideas
and perspectives.
 Along with the coach sort out any disputes in the team or with umpires.
 Assist in warm ups and training sessions.
 Observe skilled behaviour and examples of fair play and conduct in the team for
the awards ceremony at the conclusion of the program.

Coach:
Duties of a coach include:
 Organising training sessions and warm-ups.
 Discussing with the coach and other players strategies to enhance
performance.
 Ensure everyone in the team is getting a fair go and is included in the games
and team.
 Along with the captain sorting out any disputes among players or umpires.
 Organising practice matches
 Possess good communication skills and an enthusiastic and positive attitude.
 Guide and motivate the team.

Umpire:
Duties of an umpire include:
 Responsible for officiating practice and match games.
 Must know the rules well
 Must be fair and consistent in their decisions.
 Use the whistle correctly and be able to project their voice.
 Vote for best and fairest for each game.

Scorer:
Duties of a scorer include:
 Responsible for accurately recording the statistics and scores for each game.
 Compiles game scores.
 Provides records to coaches and public relations officer.
 Maintaining team records.

Public Relations:
Duties of the Public Relations role include:
 Collect scores for each game, and summarise results.
 Create and update a ladder of the teams.
 Organise a celebration at the end of the tournament i.e BBQ.
 Design a poster to provide information about the competition and celebration.
 Prepare and collect voting forms for umpire to complete after games.
 Judge the best chant and team uniform on the competition day.

Sports Board Representative:

Duties of a Sports Board Representative include:
 Responsible for planning and running the season along with the teacher.
 Helping out with the selection of teams.
 Creating a fixture for the season.
 Help to organise the end of season event and celebration.
 Run the awards ceremony and distribute awards.

Equipment Manager:
Duties of an Equipment Manager include:
 Find out what equipment coaches and manager need for their warm-ups and
training sessions.
 Be punctual to ensure that equipment is out and ready for the teams.
 Ensure that all equipment is returned and in the same condition as it was.
 Be organised throughout the season.

SAFETY:
An important objective of these procedures is the provision of safe environments
for physical education in sport.
When planning this program it is my responsibility the activities, equipment and
settings are all safe for students.
Here are some things I can do to make sure it is a safe environment for my class.
 Provide supervision of activities at all times.
 Discuss safety precautions and practices with students when doing a new
activity.
 Ensure an adequate warm-up to reduce risk of injury.
 Organise activity areas where there is between students and obstacles including
fences, posts, nets, bins and walls.
 Understand students learning abilities and any injuries or medical conditions
they have.
 Pay attention to the suitability of the floor surfaces, and if they are slippery or
dangerous in any way.
 Make sure that students are wearing appropriate clothing and footwear at all
times.
 Encourage students to drink water during the program to rehydrate.
 Encourage students to follow sun protection practices like wearing a hat and
sunscreen.
 Ensure facilities and equipment are appropriate and safe.
 Ensure first aid is readily available.