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Literacy skills

-Learners will broaden their vocabulary by learning the key words and phrases associated with the game of basketball and teamwork (rebound, free throw, etc.).

-Learners will analyse a video of themselves shooting using the app ‘SlowPro’ on their iPads (See resources). Students will fill in a check list on the technique of shooting after observing themselves in slow-motion.

-Learners will communicate effectively with each other while discussing different solutions to challenges incurred throughout the lesson.

- Learners will read and comprehend skill cards provided and work on their skills independently.

- Learners will participate in discussion on the topic of basketball, answering questions and understanding how various skills are applied to the sport of basketball.

- Learners will discuss rules game play and tactics, associated with basketball as a sport.

Numeracy skills

-Learners will become familiar with the point scoring system for the sport of basketball (2 point area & 3 point area)

-Learners will use skills of calculation to keep the score when playing matches throughout the course of the six weeks.

- Learners will estimate distance, perimeter and area through the playing area of the game. .

- Learners will use skills of prediction and strategy in order to obtain positive outcomes in practices and game play.

-Learners will assist in constructing a league table for a basketball tournament.

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Teaching the court lines in the context of basketball

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Teaching the court lines in the context of basketball

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Digital Video for Analysis and Assessment in PE

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Digital Video for Analysis and Assessment in PE

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Digital Video for Analysis and Assessment in PE

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In this video, PE teacher in Deele College, Raphoe, Liz McLaughlin, demonstrates how she uses ICT to support skills development in badminton with a 2nd year group. Students use a combination of mobile phones and tablets to access an instructional video, and then use the app Videotagger to assess each other in the execution of an overhead shot in badminton.  The use of ICT in this way enables differentiation and effective self and peer assessment. Liz finishes the lesson with a short self assessment survey in Google Forms.

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These classes will take place in the indoor PE hall. The hall is equipped with a full size basketball court that can also be divided to make two courts. Six basketball hoops are located in the hall. Each class will begin with a housekeeping routine (roll call, check for proper attire for physical activity, shoe laces tied, jewellery and watches removed and so on) and this will be followed by the learning outcomes which will be shared at the beginning of each lesson through the use of a visual resource (for example, a learning wall or a video clip). Every lesson will begin with a warm-up activity that will prepare the students for participation in physical activity. The class will be introduced to a variety of different basketball skills on a weekly basis. Each skill will be practiced in both drill and then reinforced in a modified game. Throughout this scheme, I plan on acting as a facilitator, who creates an environment where students take responsibility for learning. Students’ feedback on the last scheme brought to my attention that the students in this class prefer being immersed in fun, active games rather that drills that solely focus on technique. 

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These classes will take place in the indoor PE hall. The hall is equipped with a full size basketball court that can also be divided to make two courts. Six basketball hoops are located in the hall. Each class will begin with a housekeeping routine (roll call, check for proper attire for physical activity, shoe laces tied, jewellery and watches removed and so on) and this will be followed by the learning outcomes which will be shared at the beginning of each lesson through the use of a visual resource (for example, a learning wall or a video clip). Every lesson will begin with a warm-up activity that will prepare the students for participation in physical activity. The class will be introduced to a variety of different basketball skills on a weekly basis. Each skill will be practiced in both drill and then reinforced in a modified game. Throughout this scheme, I plan on acting as a facilitator, who creates an environment where students take responsibility for learning. Students’ feedback on the last scheme brought to my attention that the students in this class prefer being immersed in fun, active games rather that drills that solely focus on technique. 

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(Mosston & Ashworth, 2002)

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In step 5, I would recommend implementing a guided discovery approach to skill acquisition(Mosston & Ashworth,, 2002). The defining characteristic of the Guided Discovery Style is to develop logical and sequential thinking. In this style questions are designed in a logical and sequential series that leads a learner to discover a predetermined concept, principle, relationship or rule that was not previously known.

In the Guided Discovery Style, the role of the teacher is to make all subject matter decisions, including the target concept to be discovered and the sequential questions that lead to the target answer. The role of the learner is to accept guidance to discover the answer. This process implies that the learner makes decisions about segments of the subject matter within the topic. This sequential process invites the learner to make meaningful cognitive connections that lead to the discovery of new content, including a concept, principle, relationship or rule.

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Step 3

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Recent success of the school's  basketball team

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Recent success of the school's  basketball team

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Generation Z and Alpha (present and future students) are known for being less curious than previous generations such as the 'Baby Boomer' generation. As highlighted in the image below 'Joyous Exploration' is a new curiosity dimension which refers to the pleasure of recognizing and seeking out new knowledge. I believe that the TGfU model is a great way to arouse this curiosity in students. The students' interest can be evoked in many ways...

For example, during this scheme I intend on using a scenario based game called "Time is ticking- what would your team do?"
Students will be faced with various scenarios and will have to construct a game plan with their team mates . Then we'll play it out...

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Generations

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Made by Rebecca Sheehan, click the PLAY button below to begin!!!

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During the previous scheme of FMS, I found it very difficult to keep these students on task. They were HYPER and trying to get them to focus on the technique of different FMS was a nightmare.

The students in the class love PE and are competitive by nature, which is great!!! However, at the beginning of the FMS scheme, I believe I took the wrong approach as it did not suit the students. I was following the literature of skill acquisition, emphasizing the importance of practicing the skills and focusing on technique through repetition.

I found it difficult to manage the class as they simply weren't motivated to practice the skills. After one particular lesson which focused on the overhead throw, I decided enough is enough (bean bags were being thrown everywhere!) I had to change something and change it fast...

I discussed this matter with my lecturer Dr. Fiona Chambers who suggested the Teaching Games for Understanding model. Fiona advised me to create a game around the skills I wanted to teach and then using a critical eye identify skills that need improvement.

For instance:

"Ok everyone, gather in, well done on ... however I noticed that our throwing technique wasn't great there so we're going to do a quick drill to improve it..".

The following week when I implemented this strategy it was like teaching an different class. There were no longer disruptions or messing as mentioned above! WHY?
Perhaps the students didn't have time to mess about? were out of breath? or even having too much fun. In light of this I decided that going forward when teaching the stand games I will utilise this strategy again as I have discovered that it is best suited to my students, achieving the learning outcomes but maintaining engagement.

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Chambers, F.C., Jones, A., Murphy, O., and Sandford, R. (2019). Design Thinking for Digital Well-being: Theory and Practice for Educators. New York, NY, Routledge 1st Edition.

Chambers, F.C. (2018). "Educating Pupils to be Human in a digital world: The case for a praxis model of digital well-being in Physical Education." Jenifer Wall Address, McGill University, Montreal 23rd November.

Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. British Journal of Physical Education, 18(1), 5 - 8.

Dewey, J. (1938). Experience and education.New York: Collier Books.

Dept. of Education & Science (1998), Games For Understanding. A Manual for Teachers, Dublin.

Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations. Quest , 56(2), 226-240.

Griffin, L.L., Mitchell, S.A., & Olsin, J.L. (2001). Teaching sports concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.

Luttrell, S. & Chambers, F. C. (2013). Senior Cycle Physical Education Curriculum and Instructional Models. Pathways for Teacher Implementation. Dublin: ePrint Limited
Publications.

Luttrell, S. & Chambers, F. C. (Eds.) (2013). The PE Teacher’s Digital Backpack. Learning In, Through and About PE. Dublin: ePrint Limited Publications.

Luttrell, S. & Chambers, F. C. (2013). Learning Wall- A Cauldron of Curriculum and Instructional Models. Dublin: ePrint Limited Publications.

Metzler, M. (2011). Instructional models for physical education (3rd Ed.). Scottsdale, AZ: Holcomb Hathaway.

Mosston, M., & Ashworth, S. (2008). Teaching Physical Education (4th Edition). New York City, New York: Pearson Education

National Council for Curriculum and Assessment. (2016). Junior Cycle PE.  Dublin, Ireland. DES & NCCA. Retrieved from  https://www.curriculumonline.ie/getmedia/e54d94c9-935f-4dfd-a9e1-c5c94c7de88c/NCCA-JC-Short-Course-PE.pdf

McLuhan, M. (1964). Understanding media: The extensions of man.

Thorpe, R., Bunker, D., & Almond, L. (Eds.). (1986). Rethinking games teaching. Loughborough: University of Technology, Loughborough.

Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching games for understanding. Evolution of a model. Journal of Physical Education, Recreation and Dance, 67(1), 28-33.

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“Is é an blathnú daonna, sprioc na Folláin” –Ted Noddings.

Feeling of ‘connected’ and ‘respect’ were documented as most important to students in a study completed by OECD (2017). This fact has certainly informed my planning of this scheme. I hope to enable students to build life skills and develop a strong "sense of connectedness to their school and to their community” (NCCA, 217, p 8) throughout this scheme.

“This area of learning will make the school’s culture and ethos and commitment to wellbeing visible to students. It will include learning opportunities to enhance the physical, mental, emotional and social wellbeing of students. It will enable students to build life skills and develop a strong sense of connectedness to their school and to their community” (NCCA, 217, p 8).

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Other Key Skills targeted in this scheme

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Other Key Skills targeted in this scheme

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Working with others
Learners will be encouraged to co-operate together and further develop positive relationships with each other while respecting each other’s ability and opinions.

Staying well:
Learners will be challenged to be physically active during the various challenges in a fun and safe environment. Learners may be inspired to take up basketball outside PE class and hopefully continue to be active throughout their lives, realising the importance of physical activity for overall health and wellbeing. Teamwork allows the student to feel part of something and this is invaluable for self-esteem which in turn can contribute to ones’ mental health.

Managing information and thinking:

Learners will be introduced to new teaching points for skills and tactical plays on a weekly basis. Learners will be expected to participate in games that require critical thinking and problem solving. They will become familiar with the criteria for success when executing basketball-specific skills and put this knowledge into practice when practicing the skills.

Being Creative:
Learners will use their imagination and innovative skills to solve problems. They will explore numerous options and alternatives. Learners will think creatively to design their own drill/activity that promotes the development of a new skill on a given day.

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Subject: PE
Topic: Basketball
Year: 1st Years
No. of Learners: 30
Gender: Mixed
Average Age: 12/13 years old
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs: N/A.

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Assessment throughout this scheme will involve a combination of self, peer and teacher assessment. It will also for the most part be informal assessment. Students will reflect on their performance and will complete video analysis on relevant videos

These forms of assessment will provide the learners with the most important features needed to attack, defensive, create space and so on.  Having filled out these sheets, the students will be able to assess their own learning, see what they are doing well and what they need to work on. The class will also become familiar with the rules of the game, allowing them to self-referee matches and apply previous learned knowledge to participate meaningfully in the game of basketball.

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Rationale for Selection of Instructional Model - Teaching Games for Understanding

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Rationale for Selection of Instructional Model - Teaching Games for Understanding

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The largest single content area in most physical education programs is the teaching and learning of sport-related games.
Over the years the course content regarding traditional games has remained on our curriculum and very  little has changed in terms of instruction and delivery(Metzler, 2005) .

The TGfU is a holistic model where the learning of skills are placed in a broader context. The TGfU approach, developed by Bunker & Thorpe (1982), places an entirely different approach to the traditional technique-lead teaching and learning of games. The aim of the model is on placing students in a game situation where tactics, decision-making and problem solving are critical and skill execution is important in the context of the game. This model shifts the thinking away from the assumption if students know the skills they will succeed in games.

“The teaching games for understanding model (TGFU) evolved ... as an approach to teaching and learning that fostered tactical understanding in conjunction with skill development to better  facilitate participants playing, understanding and enjoyment of games” (Griffin & Butler, 2005, p.71).

However, Gordon (2009) warns against the TGfU model becoming similar to simply ‘throwing a ball in’ and just letting the students play without any meaningful learning outcome. Therefore, I will adopt my teaching strategy appropriately through my use of questioning in my teaching to shift this experience from being an enjoyable game to an educational experience, as recommended by Luttrell & Chambers (2013). I will use open questions to allow for guided discovery (Mooston, 2002). I will design a series of questions that eventually lead to one or more appropriate answers and ultimately the discovery of the particular concept or ‘solution’.
After our discussion I will allow the students to re-enter game and figure out if it works. Therefore, questioning will be central to all activities and will look to get the learners to think about the tactical aspect of the game.
All lessons will end with a cool down activity and a recap on what was covered in class, checking that learning intentions have been met and that learners have benefited from the learning experience.

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Student Prior Knowledge, Skills & Attitude

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Student Prior Knowledge, Skills & Attitude

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Prior Knowledge:
The learners have a basic understanding of the game of basketball. Students have participated in other invasion games during their time in primary education so should have a good understanding of the basic principles of defense and offense. Three students play basketball with a club and therefore I will need to be cognisant of challenging these students in the coming weeks.

Prior Skills:
Overall, the students have a good foundation of various Fundamental Movement Skill (FMS) such as throwing, catching, running, dodging, shooting which will be of benefit during this scheme.  However, as with all classes, there are students who take longer to become familiar with and refine certain skills, and these students may need more practice when new skills are introduced to the class.

Prior Attitudes:
The students in the class enjoy participating in P.E. From the first scheme (Fundamental Movement Skills) I noticed that these students prefer being involved in a game settings rather than focusing on technique and drills.

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The Fundamental Movement skills covered in this scheme are quite broad. Some of the skills the students will cover are: Running, jumping, catching, throwing, dribbling, balancing and sliding. These skills will be incorporated into various drills and games implemented by the team coach. It is imperative that there is a natural progression in terms of difficulty in relation to these games/activities.

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The Fundamental Movement skills covered in this scheme are quite broad. Some of the skills the students will cover are: Running, jumping, catching, throwing, dribbling, balancing and sliding. These skills will be incorporated into various drills and games implemented by the team coach. It is imperative that there is a natural progression in terms of difficulty in relation to these games/activities.

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In 1938, Dewey argued that the primary purpose of education and schooling is not so much to prepare students to live a useful life, but to teach them how to live pragmatically and immediately in their current environment.

The increased use of digital media is changing people’s everyday lives and the way we  connect and collaborate in the broader societal context, at work and community. McLuhan's (1964) 'media is the message' had never been so relevant in today's world. However, we must ask ourselves if we are doing doing enough to educate our students on how to use digital technology correctly, effectively and ethically.

Digital literacy has been defined as 'the ability to know how to use technologies and know what to do with them' (The New Zealand Ministry of Education, 2016, n.p.) However, it this  an extensive enough definition in today's society. Miller & Bartlett (2012), argued that digital fluency is fundamentally one's ability to critically engage with digital media using a combination of classical skills, e.g. assessing the trustworthiness and accuracy of information. In this scheme, students will be required to use digital technologies to assess their performance.

Students will be using various applications and we will discuss the pros and cons to doing so. Students will also experience 'Video Analysis' . I am hoping this element of the lesson will appeal to the students who have interest in digital media and get them to engage in PE from another perspective.

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                                   Basketball- Scheme of Work

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                                   Basketball- Scheme of Work

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Teaching Games for Understanding

Basketball, which falls under the heading of ‘Games’ in the Junior Cycle Physical Education syllabus, is an extremely popular sport around the North side of Cork City. Clubs like Neptune, Blue Demons and Brunell have been nurturing the talents of young basketball players, both male and female for many years. However only three students in the class play basketball with a club outside school however there are many opportunities for these students to pick up the sport if they really enjoyed playing it during this block of lessons or even realise they have  a special talent for this particular sport, as opposed to a sport like rugby or hockey where there are no clubs situated in the area. Aside from this point, basketball is a sport that can be played by complete beginners (McCarthy, 2006). Basketball is a non-contact sport (Hoffman, Batchelor & Manning,2008) meaning little or no physical exchanges between players which should contribute to a safe learning environment. Another reason for choosing basketball for this class is that the students will continuously be provided with an opportunity to work in a team environment, developing key skills including communication, co-operation and teamwork throughout the learning process. These skills serve an important purpose in their daily lives now and in the future especially in terms of building relationships and rapport whether that is at home, in the community and even work life.  This strand will offer students many opportunities to work as a team which allows the students to feel part of something and this is invaluable for self-esteem and in turn can contribute to ones’ mental health. According to the JCPE: ‘Games seeks to develop in the students the ability to have an active role in the games lesson at her/his own technical level, thus enhancing self-esteem and a sense of personal fulfillment’ (JCPE Syllabus, 37). Basketball is also a very enjoyable, high-intensity sport that provides learners with an opportunity to develop strength and fitness through participation and the spirit of play (Foran & Pound, 2007). It is hoped that the learners in this class will show an interest in the sport of basketball, continuously striving to develop and improve the skills of the game in a safe and enjoyable learning environment.