La Educación Física a golpe de TIC: RACISM, GENDER EQUALITY AND SPORT. LET SLEEPING DOGS LIE?

The following Physical Education (PE) activity will be presented as a nice aperitif or even better, as a proper warming up.

The purpose of this blog post is to share a general way of facing one of the several PE contents. Having said that, here we go!:

Course / Level: 4^TH grade

Subject: Physical Education

Introduction:

Pushing students to analyse in a constructive way a current issue in our society, was the main reason to choose such a controversial topic.

The gender equality and the racism in the sport were considered a good opportunity to discuss such a singular problem.

Learning outcomes/ Evaluation criteria:

To be aware of the reality of gender issue, racism, sport and society.
To be capable of defending an argument and discuss the topic.
To work in a group to get a common objective.
To use L2 skills (speaking, reading, listening and writing) in order to develop unit content and competences.

Subject Content

Gender equality in the sport. Women participation and respect in sport.
Racism in the sport (team sports).

Tasks:

Group activity. Text Reading and extract ideas. A selection of 2 texts about the topic.

Watching videos from Internet and taking notes. The whole class will watch them and then, in small groups, they will have to share notes they have taken from the video. Choosing the position to defend in the final debate. With all the information acquired they will have to create a speech giving their opinion in the issue and respecting the discussion guide.

LESSONS:

Class 1: making groups and reading texts.

Introducing the topic.
Brainstorming. What do you know about racism and sport / gender equality and sport?Making groups (4-5 students).
Reading activity. Option A (gender equality) and option B (racism).
Homework.

Class 2: watching videos activity.

Correcting homework.
Watching the videos. Each group will have to write down at least 5 questions about the video itself. They have to be responded in the video. In the group: decide the strategy to do that task.
Preparing the final debate. Writing down the speech and recording it following specific instructions.

Class 3: Final debate.

Hand in the speech recorded with an electronic device (for example mobile phone) and written down on a paper (script).
Final debate.

Methodology

Organization and class distribution / timing

The 3 classes are an important part of a bigger Unit in which practising team sports will be the principal content. In this way, the 3 classes will not be taken place in a row. It would be interesting to plan 2 practical classes in between in order to let them enough time to prepare the content and not to have too many classes without physical activity.
The methodology will be active and participatory. The group (working team) has to be selected by the teacher trying to make it as much balanced as possible. It is quite important because the content has to be developed in the group, working together and helping each other.

Evaluation (criteria and instruments)

Criteria:

To analyse the reality of those issues (racism and gender equality) in our society.
To ask a question after the speech (each student of the group).
To answer one question after the debate (each student of the group).
To speak at least 2 minutes in the group speech and at least one intervention in the discussion.

Instruments:

Continuous assessment of the working group and each student.
Speech recorded (each group).
Speech written (each group).
Student intervention in the discussion. The teacher will fill an assessment sheet (marking a scale score for each student).
Each group will have to assess:The other groups. Each other in the group.

Resources/materials to use:

Articles:

http://www.bbc.com/news/health-28482035