Introduction
Introduction
This term we are looking at Figueroa’s Framework and its influence on sport. The sport we will be looking at this semester is Touch Football. This WebQuest will help introduce you to many of the factors relating to Figueroa’s Framework and will give you good insight for what is to come for the remainder of this term. This WebQuest must be completed by all students. You will be given the necessary time during class and will have to finish off whatever is not completed for homework.
The scenario for this WebQuest is that you have been hired by Touch Football Australia to look into the participation rates of the sport across the country.
For the remainder of this WebQuest some images and all words highlighted in Blue are hyperlinked to various resources.
WebQuest by Hayden Doyle - Student ID: 1071626
Task
Task
The overall task for this WebQuest is to gain a greater understanding of both Touch Football and Figueroa's Framework.
To complete this you will look into the history of Touch Football, and the uses of Figueroa's Framework and provide a short paragraph for each.
The two major portions of this WebQuest involve combining this knowledge of both Touch Football and Figueroa's Framework to discuss the participation rates of Touch Football and potential ways to improve these numbers. This list of potential improvements will be your final outcome.
This task can be completed collaboratively (Groups of 2-3), however each student needs to submit a personal copy.
Process
Process
Your task is split into several parts:
1. Conduct thorough research into the sport of Touch Football, including history, governing bodies, current participation rates and number of clubs. Report your findings.
The two provided links will have more than enough information for this section. Feel free to explore.
2. You are required to look into Figueroa’s Framework and provide a short description of what it is and what it is used for.
Furthermore you are to deliver a one sentence definition and give at least 2 examples of factors that affect each of the 5 levels of Figueroa’s Framework.
These Prezi Presentations will cover each of the 5 topics in detail - Be sure to read through each.
3. Now that you are familiar with both Touch Football and Figueroa’s Framework discuss why Touch football has the participation rates that it does.
In other words, what factors, both positive and negative have resulted in the current participation rates of Australian Touch Football?
Remember to be specific when discussing the various levels of Figueroa’s Framework and use personal examples for why you may or may not have participated in Touch Football.
If you seem to be struggling with ideas relating to Touch Football be sure to check out this post relating to Volleyball.
(Note the personal examples have to be individual for each student)
4. The major Portion of this WebQuest is looking at ways in which you can help change the participation rate of Touch Football in Australia. Think of some of the barriers you have mentioned across the five levels of Figueroa’s Framework and ways you could fix these issues.
You must list at least 1 change you would make across each level. (For the individual level, think of something that would have made you personally participate in Touch Football)
Assume that you have unlimited resources to implement your changes.
Have a look through Touch Football Australia’s Strategic plan 2016-2020 for example ideas on how to improve participation and awareness of Touch Football.
Evaluation
Evaluation
Conclusion
Conclusion
Well done on completing this WebQuest! At this point in time you should be well introduced to the topic of Figueroa’s Framework and how it can be applied in the real world. When working with Figueroa’s Framework always remember to look at the information regarding all 5 levels to see which apply. For now edit and finish your answers for the 4 sections and submit them via the class DropBox.
Moving forward this term we will be looking in further detail at the specific levels of Figueroa’s Framework and how they shape participation rates for several sports. This work will lead towards the summative assessment for the term which is an 800-1000 word report looking at similar information covered in this WebQuest.
Enjoy this highlight video of the Australia vs New Zealand mixed open grand final at the 2015 Touch Football World Cup!
[video:https://www.youtube.com/watch?v=rr4nlFyCi44 align:center]
WebQuest by Hayden Doyle - Student ID: 1071626
Credits
Credits
Brennan, M. (2013) Figueroa’s Framework – Individual level. Prezi Presentation, Retrieved from https://prezi.com/6yoz023azi5z/figueroas-framework-individual-level/.
Brennan, M. (2013) Figueroa’s Framework – Institutional level. Presentation, Retrieved from https://prezi.com/t9mkxrbe6ut3/figueroas-framework-institutional-level/.
Brennan, M. (2013) Figueroa’s Framework – Interpersonal level. Presentation, Retrieved from https://prezi.com/bytccs_cyhtx/figueroas-framework-interpersonal-level/.
Brennan, M. (2013) Figueroa’s Framework – Structural level. Presentation, Retrieved from https://prezi.com/vbtsgi_y0p3k/figueroas-framework-structural-level/.
Masalu, G. (2013) Figueroa’s Framework Presentation, Retrieved from https://prezi.com/oebxjfgiwyt7/figueroas-framework/.
Touch Football Australia. (2016) About Touch Football. Touchfootball.com.au Retrieved 17 April 2016, from http://touchfootball.com.au/index.php?id=1224.
Touch Football Australia. (2016). The Touch Football Australia strategic plan 2016-2020 (1st ed.). Deakin, ACT: Touch Football Australia. Retrieved from http://touchfootball.com.au/fileadmin/user_upload/Download_Documents/20….
Touch Football South Australia. (2016). History – Touch Football South Australia. Fox Sports Pulse. Retrieved 20 April 2016, from http://www.foxsportspulse.com/assoc_page.cgi?c=1-701-0-0-0&sID=75852.
Images and Video taken from Touch Football Australia
Image taken from www.nykoproperty.com
Image taken from www.Teachlocker.com
Teacher Page
Teacher's Page
The WebQuest ‘Why do you play?’ is aimed at a senior Physical Education class. The current senior curriculum document for Physical Education was developed by the Queensland Studies Authority (QSA) in 2010 and has three main theory focus areas. This WebQuest covers many of the core topics in focus area C which looks at equity and access in sport with regards to Figueroa’s Framework (Queensland Studies Authority, 2010). The incorporation of WebQuests in the class can be an effective use of Information and Communication Technologies (ICT) to introduce or consolidate information. This WebQuest is used at the start of the unit focussing on Figueroa’s Framework and Touch Football, both acceptable aspects of the curriculum. The use of the WebQuest eliminates the need for teacher directed learning as students are able to find all the necessary information on their own. Furthermore this WebQuest incorporates many of the Australian Curriculum Assessment and Reporting Authority (ACARA) ICT general capabilities. These are seen as capabilities students should have upon reaching various levels of studies, and while there is no specific level for senior schooling, the capabilities are still applicable. “Select and evaluate data and information”, “generate ideas, plans and processes” and “generate solutions to challenges and learning tasks” (Australian Curriculum, Assessment and Reporting Authority, 2016) are all example sub-elements from this document that apply to this WebQuest.
This WebQuest also involves elements of the education learning theory Gardner’s Multiple Intelligences. This theory looks at eight different intelligences, being intrapersonal, interpersonal, linguistic, logical, visual, musical, kinaesthetic and naturalistic (Gardner, 1985), and how these intelligences effect students learning. The WebQuest ‘Why do you play?’ strongly incorporates several of these intelligences, supporting the use of the WebQuest in the class. Brualdi (1996) suggests that students should be engaged using their stronger intelligences to improve their weaker intelligences. It stands to reason that incorporating many intelligences is beneficial for all students. Specifically relating to this WebQuest the intelligences intrapersonal, interpersonal, visual, logical and linguistic are all applicable. Both intrapersonal and interpersonal are required for the collaborative part of this WebQuest and reasoning regarding to personal participation in Touch Football. Visual and linguistic are both part of the fundamentals of WebQuests, with many of the resources involving imagery and written language. Finally the logical intelligence is required for the final task of the WebQuest, creating solutions to the discovered problems. This task requires logical, higher level thinking in order to be completed effectively. Overall the use of WebQuests is supported well by Gardner’s Multiple Intelligences.
Elements of the theory Bloom’s revised taxonomy can be seen in the use of this WebQuest, which further supports the use of it within the classroom. Bloom’s revised taxonomy is made up of six levels including remembering, understanding, applying, analysing, evaluating and creating (Krathwohl, 2002). These levels work similarly to the QSA senior Physical Education objectives of acquiring, applying and evaluating (Queensland Studies Authority, 2010), further reinforcing the positive use of this WebQuest as a learning experience . As this WebQuest is an introduction to the unit, both the remembering and understanding levels are involved. This can be seen in the first two steps of the task involving the research and descriptions for both Touch Football and Figueroa’s Framework. As is the purpose of the WebQuest students are sent to various reputable sources to find the required information. This involves students having to analyse and evaluate the presented information before applying it to their own answers. This involves the next three levels of Bloom’s revised taxonomy and moves from the lower order thinking skills into the higher order thinking skills. Finally students were asked to create solutions to fix the identified problems regarding participation in Touch Football, touching on the highest level of Bloom’s revised taxonomy, creation. By incorporating all six levels of Bloom’s revised taxonomy the learning is scaffolded from the ground up, enhancing the depth and learning outcomes for students.
Reference List
Australian Curriculum, Assessment and Reporting Authority. (2016). Information and communication technology (ICT) capability, Retrieved 2 April 2016, from http://www.australiancurriculum.edu.au/generalcapabilities/information-….
Brualdi, A. C. (1996). Multiple Intelligences: Gardner’s theory. Retrieved 17 April 2016, from http://eric.ed.gov/?id=ED410226.
Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. Basic books.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Queensland Studies Authority. (2010). Physical Education: Senior syllabus, Retrieved 13 April 2016, from http://www.qcaa.qld.edu.au/downloads/senior/snr_physical_ed_10_syll.pdf.
WebQuest by Hayden Doyle - Student ID: 1071626