Reflection on Sport 2
Reflection Two: Year 6 Physical Education Lesson – Basketball
Reporting
Whilst on my latest teaching practicum at ABC Community School, I had the opportunity to observe a Year 6 Physical Education (PE) lesson. The focus of the lesson was to be a basketball game between Year 6 male students. The lesson observed was perceived as relatively important by the students as they had been looking forward to playing a full game of basketball for a number of weeks, and had been training for the event in previous PE lessons. The class was run by a generalist primary teacher from the school and the game consisted of 6 boys on the court and a 5 of students on the side at all times, waiting to be substituted onto the court. The session started with a brief, 2-minute revision discussion on strategies and techniques covered in previous lead-up classes, followed by a 10-minute series of warm up drills on the court which involved running, dribbling and passing. One of the students in the class, Bob, had obesity and low-functioning autism, and although he spent the majority of the game on the sidelines, the highlight of the entire game was when he scored a goal during the second quarter.
Responding
Whilst I observed the game, I immediately discovered that the boys with certain physical traits and larger builds were given more time on the court and far less time waiting on the side. I was interested to notice that the most athletic students were also the ones with the weakest academic performances and most disruptive in-class behaviour. Bob, a child with autism, was also on the sidelines for the majority of the game. I perceived the non-active wait time as an injustice for the boys as all boys in the class were very motivated and keen to be on the court, but instead spent the most part of the game on the sides. I was surprised that although this was just an-interclass game, emotions were high and both sides valued defeating the opposing team. This made me question How does one ethically decide who will play and who will wait on the side lines at a given time in a sporting game? How do teachers manage and include children with physical or learning disabilities in sporting games when most players just want to have the best players on the court to win?
Relating
Including students with autism, like Bob, in the game of basketball is supported by behavioural theory and underpins inclusive and ethical teaching practice (Sutherland & Singh 2004). Pavri (2001) posits that children with autism and other mental disorders may often experience loneliness, low self-esteem and depression and any opportunity for inclusion and belonging on a team should be taken advantage of with such children. Furthermore, Sutherland and Singh (2004) state that students with challenging behaviour often have little opportunity to succeed at school, and may only be able to do so in non-academic environments. Similarly, Seligman (1992) also states that children who repeatedly fail will eventually lose belief in their ability to achieve and may stop trying, so when these children do succeed, such moments should be celebrated.
Linking to the notion of people experiencing success in different fields, Gardner (1983) posited that there are multiple intelligences and thus different ways in which people experience talent and success. Furthermore, Groft-Jones and Block (2006) posit that children with autism have a reasonable chance of succeeding in physical education if they learn the aim of the activity and have clear, simple success goals, and in the case of the school basketball game, Bob definitely knew that his role in the game was to try and shoot a goal if he was ever in possession of the ball, which he did. Overall, research on the benefits of inclusive physical education for children with challenging behaviour shows that these students can indeed disrupt classes and exhaust teachers, however, the positive impact that participation can have on the individual students is profound, and may indeed become a rare and meaningful opportunity for them to showcase talent (Hyde, Carpenter & Conway, 2014).
Reasoning
After reflecting on the event, I now fully appreciate that whilst Bob’s contribution to the team and presence on the court was advantageous for the team’s performance, it is even more valuable for Bob as an individual. Similar benefits were reaped by the other boys on the team who played with passion and rigour, but struggle in with academic tasks and in-class behaviour. I used to think that students with weak performance may not be interested in much at school, but I now see that students have different areas of strengths and weakness, and often sport can be an un-suspecting area of success for some people. I now appreciate that PE lessons can provide opportunities for all students to shine and I firmly believe that teachers should never assume abilities or underestimate the potential of our students, regardless of their abilities, physique or affects. I see how important it is to celebrate the victories of children with challenging behaviour as doing so can help to build students’ confidence and sense of self-worth.
Reconstructing
When I become a classroom teacher, I will make the effort to observe my students in different contexts and avoid making concrete judgements about their performance and ability. I will endeavour to understand the whole child, and give them opportunities to explore and shine in different settings, particularly those children who are disruptive or disengaged in academic class work. I will try not to underestimate my students and place barriers on their potential to achieve, no matter how handicapped or disadvantaged they are with regard to illness or disability. I will also aim to encourage and include all students in activities to foster a learning environment based on trust, acceptance and confidence-building.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016, August 15). Australian Curriculum: Health and Physical Education Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
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