Lab16- Feb 27, 2012

1. Observe elementary students in a formal or informal play setting as they play any sport such as basketball, softball, soccer, tennis. Utilize the four stages of game play to carefully determine what stage represents their level of play. Provide a brief written description of their skill level and stage of play. Write a three to five recommendations for steps that could be taken to improve their level of play.
There has only been one class that has incorporated any form of noticeable sports play. The kindergarten started playing floor hockey. They only reached stage I of the the four stages of game play. They were given a stick and a ball and were working on stick skills. This included ball handling and shooting. They were not combined skills but separated. Moving on to Stage II I would combine the two skills learned in stage one. I would set up some lanes so that the kids can try and stay in between the lines. As they approach the end they can take a shot on goal or the wall. As they progress you can then put cones in the way so they have to avoid them. I would then switch the cones to students. I would have them stand on a polly spot where they could try and swipe the ball away. This makes it more realistic to a scenario in a game. I wouldn't make it too much more difficult because these students are still in kindergarten and won't fully understand all of the concepts for offense and defense.
2. Explain how you would use the four stages of game play by Rink as a rubric with students in your own physical education classes.
I would use them as progressions from lesson to lesson. It would help set up the scope and sequence of the sport or skills being taught. This would be more applicable for older grades that has students that can understand rules and concepts. It does work nicely for three on three game play and is a good way to lead up to games.