本学期，体育部门创立了一个新项目——“体育在行动”项目。为了培养学生的领导力和责任感，我们让MYP中学生担任体育教练，为学校社区内的PYP小学生提供体育训练服务。中学生在此过程中可以培养自我管理能力，并为他人传授自己所精通的某项运动的经验，这一项目对于促进学生成长是行之有效的。

This semester, the athletics department launched a new program - Sports in Action, allowing MYP students to provide service to the community as sports coaches for PYP students, with the purpose of fostering leadership and responsibility. This is an effective way for middle school students to develop self-management skills and teach others about a particular sport they are proficient in. 

“体育在行动”项目建立于互惠学习（reciprocal learning）的基础上。作为教学方法之一，互惠学习也被称为同伴教学、互惠教学和合作学习，它引导学生通过教授他人知识来实现自我成长。该教学理念是由本杰明·布鲁姆在20世纪50年代首次提出的，他观察到一些学生比成年人更擅长于向他人解释概念。互惠学习的教学设计是要求学生成为“教师”，让学生来辅导另一位在某一科目上有困难的同伴，这也反过来帮助这位“教师”通过教育他人的方式来教育自己，从而更好地促进学生对科目的理解。

The program is based on reciprocal learning. It is a teaching method in which students learn by teaching others. It is also known as peer tutoring, reciprocal teaching, and cooperative learning. The idea of reciprocal learning was first introduced by Benjamin Bloom in the late 1950s. He observed that some students may be better at explaining concepts to other students than an adult. Reciprocal learning programs are usually designed to have a student tutor another student who is struggling with a subject; the tutor will teach their peer to help them understand the subject better.

参与该项目的学生能够从此过程中收获众多好处，其中包括提高学习成绩、改善对学校学习的态度、提高社交能力和自尊心。毋庸置疑，选择这一途径来完成“服务即行动”项目的学生，是在勇敢地挑战自我。在教学的过程中，令他们惊讶的是，他们曾以为自己是教而不学，然而事实上，PYP小学生也反过来给他们上了宝贵的一课。我们不妨一起来看看这些学生所经历的“教学”故事吧！

The benefits of this program are numerous and include increased academic achievement, improved attitudes about school, and enhanced social skills and self-esteem. Undoubtedly, the students that choose this pathway to complete their MYP Service as Action requirements are seeking to challenge themselves. To their surprise, they thought they would be the ones teaching but not learning, but it turned out the PYP students also had some lessons in store for them. But, who better to tell their story and reflection than some of the students that spearheaded this program?

Darren (MYP 4):

我对于羽毛球的了解源于2014年，当时我第一次看到中国羽毛球运动员林丹和丹麦羽毛球运动员安赛龙（Viktor Axelsen）在伦敦的表演赛，惊喜地发现羽毛球是一项很酷的运动，于是我开始对羽毛球展开更深入的了解并因此喜欢上这项运动。在得知TWIS开放“体育在行动”项目报名的时候，出于对羽毛球的热爱，我毫不犹豫地选择和几个同学一起开设小学羽毛球训练班，从此成为了一名羽毛球教练。

The first time I was exposed to badminton was in 2014 when I watched Chinese badminton player Lin Dan and Danish badminton player Viktor Axelsen compete in London. I found that badminton was an interesting sport and began to learn more about it, eventually growing to love it. When I learned that TWIS opened the registration for the "Sports in Action" program, I didn't hesitate to select the badminton training with some of my classmates out of my love for badminton, and then I became a coach.

我的教学方法是先向学生示范打羽毛球的标准动作，让他们跟着模仿。然后，在仔细观察他们的动作后，我会帮助他们调整姿势。至今为止，我教会了PYP小学生的知识和技能包括羽毛球的规则、高远球打法、放网以及一些简单的羽毛球步法。我想分享一个让我觉得很有成就感的例子，在我们几个羽毛球教练的辅导下，我的学生James的羽毛球水平突飞猛进，要知道，他曾经是一个完全不会打羽毛球的学生。

My approach to teaching involves presenting the standard movements of playing badminton to students and letting them follow. And then I observe their postures and help them adjust. I have so far taught PYP students the game's regulations, how to hit a high and deep serve, how to set net shot, and other basic footwork for badminton. I'd love to share an example that makes me feel proud. James, one of my students who previously couldn't play badminton at all, has increased by leaps and bounds after some training classes.

从这次教学经历中，我收获良多。我体会到当老师的不易，同时，也在教学的过程中掌握了许多羽毛球新技能及其教学策略。

I also obtained a lot from this teaching and training experience. I realize that it is not easy to be a teacher, and at the same time, I also master many new badminton skills and some coaching strategies during the process of teaching.

Henry (MYP 4):

如今，我是一名PYP小学生的篮球教练。除了按要求完成本学期的“服务即行动”项目外，我还注意到小学部有许多学生对篮球有着格外的热情，于是我决定利用课外时间为他们提供篮球训练服务。

I am currently coaching PYP basketball. In addition to finishing my Service as Action for this academic year, I also noticed that there are some students in PYP who are passionate about basketball, so I decided to teach them during the CASE period. 

在开始训练之前，我的设想是——我是一个友好和善的教练，能够耐心地教导学生；训练过程也会顺利地开展。然而，我错了。参与训练的学生超乎我的预期，这导致我遇到了第一个问题——如何组织学生。尽管有些学生有着很好的自我管理能力并能听从指导，但大多数学生都只是想和自己的朋友玩。因此，我觉得我需要变得严格，让学生听从我和其他教练的指导。

Before coaching, my expectation to myself was that I would be a friendly coach who can teach them patiently, and everything would be going well. However, I was wrong. The numbers of students are more than I expected, which led to the first problem I met while coaching them - organization. Even though some students are able to follow the instruction and manage themselves, the majority of the students would like to play with friends, therefore, I have to be strict so that they would listen to me and other coaches. 

为了解决这个问题，我和其他教练将学生分成两个组别——一个小组是真心想提高篮球技能的学生，另一组是希望享受篮球乐趣的学生。我负责 “发展组”，目的是给学生建立扎实的篮球基本功。因此，我主要训练学生的运球能力和防守步法。这一组别的学生的努力程度给我留下了深刻的印象。例如，在一次练习防守步法的时候，学生从开始到结束都用尽全力去练习，我们可以从这些学生的脸上看出疲惫感，但他们仍然在高频率地练习这些步法。

In order to solve this problem, my co-coaches and I separated the students into two groups. One group will be the students who actually want to develop their skills, another will be the students who just want to have fun. I am in charge of the Developing Group, aiming to give students a solid foundation in basketball. Therefore, I mainly practice their skills of dribbling and footwork of defending. The passion of the students in the Developing Group really impressed me as they worked very hard. For instance, once they were practicing defense footsteps, from the beginning to the end, they were all doing well. You could see from their faces that they were tired but they were still doing the footwork at a high frequency. 

此外，成为教练这一经历也让我成长了许多。在众多这些品质中，排在首要位置的是我学会了在与低年级学生沟通时，我必须保持耐心。因为如果我因没有把学生组织好而生气的话，课程的进展就会往错误的方向发展。

Also, I’ve learned something from the coaching session. The first and most important thing is that I have to be patient while communicating with PYP students. Because if I get angry about not getting the students organized, the course will progress in the wrong direction.