Tournament Leadership - Outcome C (10-30)-4

Students should have spent one class learning about the different types of tournaments such as round robin, double knock out/elimination, ladder, single knock out, and true double knock out formats.

Tournament Formats

At a second class, have the students form small groups (two or three) and organize a class tournament using one or a combination of tournament formats. Give them a list of activities that will be covered throughout the semester that allow for tournament set-up. They can use this list to choose an activity that interests them. Allow the allotted time for their tournament.

Students will then need to consider time, space, number of participants, and the play-off format to run their tournament. They must also take into account the abilities of their peers, so that evenly matched teams can be made up. They must consider methods to make the tournament fair.

Students will be given the dates for their tournament. They must hand in the written plan including the drawn up teams, schedule of games, methods of recording points/wins, a play-off format, and any other requirements given by the teacher. The plan must be handed in one week before the tournament date.

Following the tournament, the students will write up a self-evaluation to determine what they learned from this assignment in terms of leadership skills, communication skills, tournament draws, or other criteria suggested by the teacher.

Units which lend themselves well to this set-up include the following: squash, basketball, volleyball, pickleball, badminton, broomball, football, racquetball, handball, tennis, billiards, floor hockey, soccer.

Students use their skills to set up and run noon hour activities such as intramurals or special events.

Students organize a triathlon, cross-country run, or fun run.

These are clues that you have reached the outcomes ...

Students successfully run a class tournament, fulfilling all the requirements.

Students demonstrate an ability to solve last minute problems on their own with the teacher as a facilitator.

Comments on the self-evaluations show that students have learned to appreciate the time and work put into organizing an event.

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