Early Bird Specials for Soccer

By Toberer, Gina; Johnson, Randall et al. | JOPERD--The Journal of Physical Education, Recreation & Dance, November-December 2003 | Go to article overview

Early Bird Specials for Soccer


Toberer, Gina, Johnson, Randall, Dorsey, Roni, Scantling, Ed, JOPERD--The Journal of Physical Education, Recreation & Dance


Waiting for students to change clothes and report to the gym for roll call is often a management nightmare for physical education teachers. Those students who dress and arrive early are restless and want to get started, while other students take too much time in dressing and reporting to the gym. Students who arrive early are told to wait quietly until the attendance is taken and class can officially begin. This waiting period often results in student misbehavior, further complicating the physical educator's attempts to begin class on time. Physical educators can avoid these situations by skillfully employing "Early Bird Specials" as preclass activities (Strand & Scantling, 1999).

An Early Bird Special (EBS) is an entry activity that requires little time and organization. If an EBS activity is taught in a previous lesson and becomes part of the daily routine, it will enable the physical educator to concentrate on management tasks such as taking attendance. It is important for physical educators to remember to post the EBS activity in a conspicuous place where students can see it as they enter the gym or playing field. The demands of conducting an EBS activity can be minimized by selecting previously taught drills or modified versions of games that the students already know. The EBS should be designed so that individuals or small groups of students can engage in the activity quickly and so that the physical educator needs only to provide general supervision, without any officiating or management. A well-designed and well-planned EBS should not place additional management demands on the physical educator.

An EBS may increase time-on-task by turning time that is usually spent on waiting into activity time. However, an EBS is a preclass activity and should not take time away from regular class instruction. Therefore, an EBS should be designed to allow the activity to be completed in a short amount of time (about 5 to 10 minutes of previously wasted class time).

An EBS may provide an instructional benefit for students when it is related to the current unit of instruction and to student needs. Carefully selected and designed EBS activities "that are related to that particular [unit] activity" (Strand & Scantling, 1999, p. 9) can provide students a review of what they have previously learned. As the physical educator moves through a unit of instruction to other skills and game play, an EBS activity can provide students the opportunity to continue perfecting a previously taught skill. An EBS activity can even remind students to use an underutilized skill during game play. Therefore, a well thought out EBS activity that provides students with the opportunities to master class content will increase the academic learning time in physical education (ALT-PE).

An EBS may replace the jogging, jumping jacks, and stretching exercises that are typically used during warm-ups if the EBS meets the physical intensity specification suggested by Knudson (1999). In order to serve as a warm-up activity, an EBS should not be performed at maximum intensity. However, an EBS activity that enables students to "perform light to moderate muscle actions of gradually increasing intensity" (Knudson, 1999, p. 26) may be a better warm-up than stretching for most sports.

Before using Early Bird Specials in a soccer unit, the teacher should ensure that the students are given proper instruction and enough time to practice each EBS activity in order for it to be effective. Students must know how to perform the skills in a drill or game before it is used as an EBS. In addition, they must have participated in the drill or game during a previous class. Furthermore, students should be taught appropriate play behavior so that they know what the indirect and direct fouls are in soccer. For example, "tackling" drills and games must not be used as EBS activities until students are taught that you tackle the ball, not the opponent.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Early Bird Specials for Soccer
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.