passion 4 life

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Information about passion 4 life

Published on December 10, 2008

Author: aSGuest5948


Slide 1: passion life 4 the management of school-based sports tournaments Winston Churchill Travelling Fellowship Stephen Koepplinger’s Project Report Slide 2: passion life 4 2 overview acknowledgements “From my perspective, as a classroom teacher, there is a real need to give our children more to do in the 3-5 O’clock slot.” This project was undertaken as a part of the charitable initiative started by Stephen Koepplinger to increase school based activities in Scotland. From his perspective, as a classroom teacher, there is a real need to give our children more to do in the 3-5 O’clock slot. Stephen wants to develop more school based activities similar those in Australia and New Zealand. The Churchill Fellowship gave him the opportunity to learn first hand how they manage their school sport and try to bring ‘best practice’ home. Stephen would like to thank the school sporting association of Australia and New Zealand for their hospitality as well the Churchill Memorial Trust that made this experience happen. Slide 3: passion life 4 3 aims of the project project design Three different after school models were reviewed as part of this project. The first looked at a relatively densely populated state (Victoria) to learn how that model may apply to the central belt of Scotland. The next model was the New South Wales model, a fairly sparely populated state to find out how it may be applied to the borders and highlands of Scotland. Finally, the Auckland Schools sporting model was investigated to see how large urban areas manage their school sport and to see if this model could be applied to areas like Glasgow, Edinburgh and Perth. The first port of call was Melbourne where Stephen visited with the Victoria School Sport Association as well as the private schools. Then he travelled to Auckland to see how they managed their school sports. He also went to Canberra to see how nationalised tournaments were managed and also visited New South Wales School Sport Association The aim of this project is to find out how to develop after school activities which are integral parts of every child’s educational experience. When thinking about after school activities it is clear that there is a need to ensure that effective management is applied. This project’s aim is to understand what is the most effective process and determine how it can be suited to the British context. The project was undertaken to provide information on what is best practice so that a full range of options can be developed to effectively improve the current situation. The aim of this project is to find out how to develop after school activities which are integral parts of every child’s educational experience. Slide 4: passion life 4 4 “What’s your passion mate?” introduction “What’s your passion mate?” was the most common question I received when I was in Australasia as a Winston Churchill Fellow. My passion is to be ‘Teacher-coach’ and it has inspired me to set up a charity called ASAP (After School Activities Programme; I set this up because, from my perspective as a classroom teacher, there need to be more after school activities for 11-16 year olds. I want to set up national school based activities similar to those in Australia, Canada and New Zealand. When I first came to Britain 10 years ago from America, I realised that I needed more education and training to realise this ambition. For me the difference between education and training is that training teaches one to do a job that currently exists while education teaches one to do a job that is yet to exist. I undertook an MSc in Water Resources Engineering Management and trained as a professional engineer for five years which taught me excellent project management skills. I gained further education by completing the Strathclyde MBA achieving AMBA’s (Association of Masters of Business Administration) ‘Student of the Year’ 2005. Armed with the education and training needed I took up a teaching job in a socially deprived area of Glasgow, the only school in Glasgow that had a running track. I then successfully petitioned the Winston Churchill Travelling Fellowship (WCTF) to investigate how school sport is managed in Australasia. The WCTF provides a ‘chance of a life time’ for professionals to travel abroad to further their skills and expertise. Australia and New Zealand face very similar issues with youth culture as we do in Britain (Obesity, Crime, Anti-Social Behaviour etc). After their poor performance in the ’76 Olympics they launched and an advertising campaign featuring “Norm” – a typical and loveable couch potato – which was widely shown in the 1970s, with the slogan ‘Life be in it!’. This stimulated a culture change as regards attitudes to school sport and it was a privilege to learn from the Australasian experience in managing this culture change. Slide 5: passion life 4 5 In Australia, the term “PE” refers to the curricular subject while “sport” refers to extra-curricular sporting activities. In the 1990’s, Australia ran PE and Sport in parallel and teachers in other subject areas routinely trained to be sport coaches, but there was a general feeling that PE should have an official status as an educational ‘Key Learning Area’ (KLA). To establish this, PE made a separation from sport with PE taking on additional educational responsibilities such as Personal Development, Sexuality and Citizenship. Sport is considered to operate outside the KLA arena and as a result is not a part of the board of study and not emphasised in teacher training courses. Therefore, teachers in other subject areas are no longer trained to be coaches or referees. This has lead to a concern that there will be a greater emphasis on PE teachers taking on additional roles and responsibilities as the ‘authority’ in the school for sport and has lead to a heavy work load for PE teachers. As the teacher:student ratio is 1:30 and the coach:team ratio is 1:10 obviously one PE department cannot satisfy the demand. Ideally the majority of children should be involved in after school activities and, if this was the case, even if we had 100% of teachers from all subjects volunteering to coach a team after school with the guidance of the PE staff, we would still need to augment that valued resource. ASAP aims to fill this gap by establishing relationships with key employers to allow their employees to have paid time off to assist with after school taster sport sessions. The tasters would occur twice a week (two 90 minute sessions) for 5 weeks for a total time commitment of 15 hours. ASAP would ask the employers to donate half of this time, i.e. give the employees 7.5 hours paid time off for them to serve as a volunteer community coach for the taster programme. As the teacher:student ratio is 1:30 and the coach:team ratio is 1:10 obviously one PE department cannot satisfy the demand sport and pe – similar but different Slide 6: passion life 4 6 entrepreneurial spirit A clear distinction between PE and Sport is a sensitive issue. Obviously PE teachers should take a leading role in the implementation of sport, but this must be supported by the entire school and wider community. In Australasia, I was encouraged by the entrepreneurial flair of teacher coaches who lead sport and this took on many different forms. The first person I met who delivered sport in this way was a PE teacher who had a passion for rugby. Unfortunately, the school already had a ruby coach so they assigned him to basketball, a sport he knew virtually nothing about. He got a book out of the library, read up on Basketball and is now running a highly successful Basketball club. The club has signed a Memorandum of Understanding with the high school to help finance and build a state-of-the-art basketball court. The club is operated on a ‘user pays’ principle and runs from 6-11 pm with a paid administrator. The next “entrepreneur” I met was an English teacher who had a passion for football. He was concerned as New Zealand teachers were undergoing an industrial dispute and worried about the future of after school activities. He told me, ‘I did not cross the picket line, but at 3.30 I was there to coach my team. I figured I would suffer through being an English teacher as long as I could not coach my team after school’. The final inspirational teacher was a man who had the school build a tank and used it as a swimming pool. He also saw that there was a big enough foot print on the school ground to run a 300 meter track around it and used it to run friendly track competitions. “I wanted to be the rugby coach, but the school already had one of those. So I was given basketball, a sport I knew nothing about. But I got out a book and 15 years on I have a thriving club!” Teacher NZ on industrial action Slide 7: passion life 4 7 structures I visited Melbourne, Auckland and Sydney as these areas all have distinctive school sporting structures. My aim was to review these structures and see how they could be applied to a Scottish context. Melbourne uses a school team model (a school team will remain the same all the way to the state final) through out the state of Victoria which is a model that could be applied to the central belt of Scotland. Sydney uses a representative structure (the best players are pulled together to form a regional/zonal team) that could be applied to the Highland and Borders. Finally, Auckland has a highly effective model (lead by headmasters) for a large urban area which could be applied to areas such as Glasgow. The Australian tournament model is a school based knock out model (the winner goes on to the next stage of the tournament, the loser is out). The competitions operate during the school day as the students often live too far away from the school to stay late. Teachers are given time off school to take their team to the competitions (Australia has 38 nationalised school based tournaments). Competitions vary from a one day events to series of events, depending on the sport. School based friendly matches for government schools are rare as the club sector provides this service. Clubs are mainly operated using a ‘user pays’ model with the coaches being volunteer community leaders and, depending on the size of the club, a paid administrator. There are many different school sporting associations in Australia. The competitions operate during the school day as the students often live too far away from the school to stay after school. Slide 8: passion life 4 8 They are generally divided into three sectors: Governmental, Catholic and Private Currently there is a move to establish one Management Committee to oversee the 13 different School Sport Associations in the state of Victoria. The Management Committee would have representation of the Government, Private and Catholic Systems and would be an advisory/policy directed group to enhance the sporting opportunities of Victorian students from the grass root level through to international competitions. This initiative is being led by the Associated PUBLIC Schools of Victoria. (APS Sport represents the 11 elite private schools with metropolitan Melbourne.) This Association is striving for all to be involved and have a representative voice when issues arise and be discussed at one level that will be of benefit to all different sectors. There is currently a petition to collate all of the 13 -school sporting organisation in the State of Victoria into one centralised organisation. This petition is being led by the Association of Private Schools who believe that the whole of the society suffers by working in different sectors. This organisation is striving for all involved to join together in one organisation that will benefit all the different sectors. “Around 10 years ago there was a fairly random approach to school sport with an agreement that there needed to be a clearer direction for all concerned” Bob Boston Founding member College Sport Slide 9: passion life 4 9 litigation The litigation culture has hit Australia. Coaches are being sued for minor incidents that they have had no control over. Sydney has one central pot of money for litigation to pay for mainly medical care expenses incurred during an accident. This is a problem, but has yet to prohibit school sport due to the active steps being taken to overcome it. In Auckland, New Zealand, their school sport association, College Sport, has a very different structure. Up to around 10 years ago there was a fairly random approach to school sport with an agreement that there needed to be a clearer direction for all concerned. A group of head masters set up a league and invited all schools to join. This league set up an administration with all member schools paying a fixed amount per student to be involved in the League. The administration is answerable to the board of Head Masters and is open to any sport that meets their criteria. This has proven to be a highly effective system and many sports now enjoy after school friendly matches or one-day events organised by the league. Sydney has one central pot of money for litigation to pay for mainly medical care expenses incurred during the accident Slide 10: passion life 4 10 “I grew up in Helensburgh and played tennis all the time. When I go back it looks like the courts haven’t been used for decades. Its so depressing.” Teacher NZ under utilised resources Scotland has many under utilised resources. The maps illustrates about 30 secondary schools (in Melbourne and Glasgow) with the left illustrating all the heated pools (3) and running tracks (8) listed in the MelWays (Australia version of the AtoZ). The Glasgow map on the right illustrates the heated pools/Leisure Centres (48) and running tracks (20) in Glasgow. There may be some assets omitted from Melbourne map and some assets on the Glasgow map that are now luxury flats, but both maps illustrates the potential there is for developing activities. Operating in tandem with the Melbourne physical assets are the managerial programmes that underpin their usage. The best place to instil these programmes in our schools. I look forward to bring the managerial knowledge gained from this fellowship back home. Slide 11: passion life 4 11 conclusion: Australia and New Zealand suffer from many of the same issues that we face such as obesity, classroom indiscipline and a litigation culture but is school sports management is designed as a way of tackling these issues. They have reflected, and continue to reflect, on their current practice and are questioning how to do it better. There appears to be a general trend to have all the administration undertaken in a centralised location so as to improve efficiency and effectiveness of approach and to engage schools and the wider community in supporting the expertise of PE teachers. The Australasians’ generosity in sharing their mistakes and successes has taught me a lot and I look forward to putting what I have learned into practice. Australian and New Zealand suffer from many of the same issues that we face such as obesity, classroom indiscipline, and a litigation culture. Slide 12: passion life 4 the management of school-based sports tournaments patron sponsored by The Winston Churchill Memorial Trust HRM The Queen

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