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Subject: PE
Topic: Spikeball
No. of Learners: 18
Gender: Female
Average Age: 12-13
Year: 1rst
No. of Lessons: 6
Duration of Lessons: 60 mins activity + 20 mins travel
Specific Pupil Needs: 1 student with an EBD diagnosis

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Teaching Games for Understanding Spike ball

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Teaching Games for Understanding Spike ball

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Learners Level of Knowledge, Skills and Attitudes:

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Learners Level of Knowledge, Skills and Attitudes:

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Prior Knowledge: Students have just completed their Motor Skill development block in Physical Education. They have learned the features of quality associated with the overhead and underarm throw, the catch, hopping and running. They are familiar with why it is important to develop our FMS for everyday life and why they are also very important for sport and physical activity participation.

Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

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Having just completed a module in motor skill development I felt it would be important to move onto a fun and interactive scheme which would give students the opportunity to develop their literacy and numeracy through interaction with team mates in a fun and interactive activity. This would be particularly important among first years as some of them are still settling into first year and are having difficulties integrating with their classmates. Spikeball would help students bond amongst one another as well as providing students with the opportunity to develop many of the motor skills which they have enhanced over the course of their motor skill development scheme.

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Rationale for Selection of Instructional Method

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Rationale for Selection of Instructional Method

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The TGFU approach to learning seemed appropriate for the teaching of Spikeball to students as it would provide them with the opportunity to deepen their tactical awareness and understanding of the rules of the game naturally without them becoming completely reliant on the teacher for advice and guidance.  Chambers explains that “skill learning relies on an understanding of when and how a given skill will be used. This is based on an awareness of the need for the particular skill which is developed through playing a modified game which showcases both the context of skill use and the execution of the skill”(Chambers & Luttrell, 2013). This approach to teaching games is in complete opposition to the traditional approach of teaching games where the key skills of the games were taught in isolated repetitive activities. The students were forced to practise these skills outside of the game but had no tactical awareness of how to utilise these skills at the appropriate time during a game, displaying the student’s distinct lack of tactical awareness.

The TGFU approach aims to counteract this problem by maximising opportunities for students to play within each lesson. Launder explains that the TGFU approach “Harnesses the immense power of play to create challenging and enjoyable practice situations  through which players, young and old alike, can be motivated to play their way to understanding, competence and excellence”. By organizing modified games which are altered to focus on different areas of the game, the teacher allows the students to enhance their understanding of the tactics and principles of both attacking and defensive play. The TGFU approach allows students to develop their own understanding and application of these tactics and principles without being reliant on the teacher to inform them of every aspect of the game.

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This Module will take place primarily in the Glen Resource Centre sports hall. Each Lesson will begin with a roll call followed by a brief outline of the lesson including the Sharing of the Learning intentions for that lesson and a recap of last weeks’ key points. Jobs such as bringing out equipment & returning equipment after are delegated. Students are then being brought to the sports hall’s changing rooms to get changed. Non-Participants will show notes to the teacher and dealt with according to the reason of non-participation. The students report to the court area of the hall where they will assemble on and around the benches where they will be introduced to the lesson and then will await instructions on the warm-up routine. The module is delivered using the TGFU (Teaching Games for Understanding) method of teaching. This will primarily consist of small-sided conditioned games in which skills are isolated in a game play-like scenario (e.g. possession games & free the prisoner). The small-sided games approach ensures that each student is important to their team and will be involved in the action. The class will run on a whole-part-whole instructional model in which students will be allowed to play the skill/game play principle targeting games. They will be brought in periodically to discuss and develop their ability to play the games. The teacher will ask the students to consider their experience of the game play and guides the students via questioning and demonstration to develop the skills or game play principles to enhance their effectiveness of play. Students are assessed based on the AFL (Assessment for Learning) Style. This formative style of assessment will entail the teacher observing the students’ progress, providing the students with the knowledge and forum to engage with and understand and become active in developing their own ability.

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Fundamental Movement Skills Targeted in this Scheme

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Fundamental Movement Skills Targeted in this Scheme

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Literacy and numeracy can be integrated seamlessly within the Physical Education environment. Literacy and numeracy are central to any learning which takes place within any subject as student’s needs to be able to understand these concepts to allow them to participate fully in activities. The development of literacy and numeracy skills often occurs naturally in the lesson. For example literacy skills are enhanced when students are participating in a classroom discussion or when they are reading information from a learning wall. Numeracy is developed naturally when students are keeping the score in competitive games or when they are observing the measurements of the courts in which they are playing. The teacher can also plan other activities designed to enhance student literacy and numeracy. For example the teacher may ask students student’s to complete task cards where students will enhance literacy skills through reading and writing. The teacher can plan for numeracy skills to be developed through number based activities such as students dividing themselves into groups of different sizes or to organize themselves depending on shoe size, age etc.

Literacy skills

Students learn vocabulary related to spike ball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard.

Numeracy skills

Students keep records of scores such as completed scores.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

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Working with Others:

Students will develop their abilities to work in group/team settings in game scenarios and discussions/questioning on topics.

Managing Myself:

Students will set plans & goals for themselves and their groups before problems/activities and then find the best strategy to achieve these goals.

Being Creative:

Students will use their creativity to solve problems based around skills and gameplay principles.

Resources

Glen Resource Hall,Spikeballs x20, Non-Slip Cones,Bibs x 16 (Mixed colours),Questionnaires,Whiteboard & Markers

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“In education, wellbeing is important for two reasons. The first is the recognition that schooling should not just be about academic outcomes but that it is about wellbeing of the ‘whole child’; the second is that students who have higher levels of wellbeing tend to have better cognitive outcomes at school”

NSW Department of Education and Communities, 2015, p 3.

The importance of wellbeing is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority over academic achievement. The previous approach to education and educators now realise that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student who'll decide to leave school once they are sixteen.

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

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Continuous assessment will be to the fore throughout this module. Throughout this module I plan to utilise both formative and summative assessment. This aim will be critical to maintain student engagement throughout each lesson as well as give me an understanding of the students depth of knowledge surrounding the topic so I can adapt my activities and questioning to meet the needs of the students Results and the feedback will give teachers and students a clear indication on how learning is progressing and what should be thought next (NCAA, Junior Cycle, 2011)..

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Edication framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson

to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilized during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

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Learners will be able to: Develop their key skills of spike ball such as the dig, volley and serve. Students will also improve their knowledge of tactical movement within spike ball as they become more accustomed to playing games of spikeball. Students will also develop team strategies which will allow them to improve their success in the game.

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Learning Intentions:
Cognitive Domain

Students will begin to understand Spike ball. They will be able to list the rules of spike ball.

Psychomotor Domain

Students will learn the ready position and will be able to use it throughout the lesson.

Affective Domain

Students will feel comfortable playing. They will feel a sense of achievement by the end of their first lesson.

Assessment
Questioning
Observation
Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

Roll call in classroom.

Take any notes from students

Walk to the Glen.

Check PE gear.

INTRODUCTION

·         Get the students to fill in the assessment sheet from the previous scheme.

Share learning intentions with the class.

Introduce the students to the rules and principles of the game of Spike ball.

Warm-up game.

Dynamic stretches.

MAIN BODY OF THE LESSON

·         Ball handling skills

Practise the ready position.

Modified Spike Ball Game.

CONCLUSION

Recap on lesson.

Cool down game and stretches.

Feedback.

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Defend More Serves with Proper Body Position! - Volleyball 2015 #41

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Learning Intentions
Cognitive Domain:

Students will further develop their understanding of the rules. They will learn the teaching points of the hit.  Psychomotor  Domain:

Be able to execute the hit in a game.

Affective Domain:

Students will work together to help each other to improve on the skill, by working in teams and giving advice.

Assessment
Questioning
Observation

Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

Roll call in classroom.

Take any notes from students

Walk to the Glen.

Check PE gear.

INTRODUCTION

Quick recap on last week’s lesson.

Share the learning outcomes for this lesson with the aid of a learning wall.

Warm-up game

Dynamic stretches.

MAIN BODY OF LESSON

Modified Spike Ball game emphasising three touches- third touch being the hit- guided discovery. – Use an underarm throw as a serve to start the game.

Introduce the hit during a game

4v4 game- focusing on the hit.

CONCLUSION

Cool-down game and stretches.

Recap on the lesson.

Feedback from students.

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Learning Intentions
Cognitive Domain

Students understand that the volley or hit is now touch 3.

Psychomotor  Domain

Students practice previous skills during games and can attempt the volley.

Affective Domain

Students communicate during the games and help each other to understand and execute the volley.

Assessment
Questioning

Observation

Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

Roll call in classroom.

Take any notes from the students.

Walk to the Glen.

Check PE gear.

INTRODUCTION

Quick recap on last week’s lesson.

Share the learning outcomes for this lesson with the aid of a learning wall.

Warm-up game

Dynamic stretches.

MAIN BODY OF LESSON

4 v 4 game- using the hit as the third touch and an underarm throw for the serve.

Introduce the volley into the game with a demonstration.

Game- bring in the teaching points of the volley. Students can use the hit or the volley for their third touch.

CONCLUSION

Cool-down game and stretches.

·         Recap on the lesson

Get feedback from the students during discussion.

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www.volleyball1on1.com/Volleyball-Setting-Technique 12 year indoor coach, AVP pro , and USA National beach representative, David Fischer demonstrates proper Volleyball Setting Technique Vollyeball1on1 has 100+ free and 800+ paid instructional videos by the best players and coaches, including olympic gold medalists, NCAA MVP, NCAA Champ, AVP and FIVB beach winners to name just a few!

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Learning Intentions
Cognitive Domain

Students have a good understanding of the 3 touch principle. This will be evident during the games.

Psychomotor  Domain

Students are able to execute the dig and bring it forward into game situations.

Affective Domain

They begin to work as a team and not an individual. All students should feel involved.

Assessment
Questioning
Observation
Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

Roll call in classroom.

Take any notes from students and make a note into my diary.

Walk to the Glen.

Check PE gear.

INTRODUCTION

Quick recap on last week’s lesson.

Share the learning outcomes for this lesson with the aid of a learning wall.

Warm-up game

Dynamic stretches.

MAIN BODY OF LESSON

Spike ball game recapping on last week.

Introduce the dig into the game through a demonstration.

·         The teaching points of the dig & a game practicing the dig.

CONCLUSION

Cool-down game and stretches.

Recap on the lesson.

Get feedback from students.

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Learning Intentions
Cognitive Domain

Students understand the rules, when to rotate and when they can hit.

Psychomotor  Domain

Students are able to execute all skills at a basic level in game situations where they are put under pressure.

Affective Domain

Students feel comfortable in the game situation. They should feel as part of a team.

Assessment
Questioning
Observation
Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

Roll call in classroom.

Take any notes from students

Walk to the Glen.

Check PE gear.

INTRODUCTION

Recap on skills/ techniques from previous lessons.

Warm-up game and dynamic stretches.

Get the learners into their team for the tournament and explanation of rules.

MAIN BODY OF LESSON

Spike Ball Tournament.

CONCLUSION

Cool-down and stretching

Discussion – recap on all previous lessons. Get feedback from the students.

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How to Play Volleyball: The Basics & Rules

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Cooperative Learning Basketball Scheme of Work

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Cooperative Learning Basketball Scheme of Work

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Subject: PE
Topic: Spikeball
No. of Learners: 18
Gender: Female
Average Age: 12-13
Year: 1rst
No. of Lessons: 6
Duration of Lessons: 60 mins activity + 20 mins travel
Specific Pupil Needs: 1 student with an EBD diagnosis

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Prior Knowledge: Students have just completed their Motor Skill development block in Physical Education. They have learned the features of quality associated with the overhead and underarm throw, the catch, hopping and running. They are familiar with why it is important to develop our FMS for everyday life and why they are also very important for sport and physical activity participation.

.

Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

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Basketball is a hugely popular sort which spans cultures and continents. Knowledge of the game of basketball will be relevant and useful to students wherever they chose to go after leaving St Patricks College. It could serve as a point of common understanding that they can use to interact with people of other cultures using sport. The sport of basketball develops students general Fundamental Movement Skills which are transferable across many other sports e.g. catching, throwing. Basketball also develops students’ abilities to work in teams and the small sided nature of the game requires that each student is an active participant in the team’s success. Developing students’ knowledge and skills in a specified basketball module would benefit and feed from the culture of basketball engagement in the school in a symbiotic manner.

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Rationale for Selection of Cooperative Learning

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Rationale for Selection of Cooperative Learning

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The use of cooperative learning for this module seemed appropriate as it would allow students to work together in order to enhance each other’s understanding and knowledge of the activities in which they are participating. Dyson describes cooperative learning as “a pedagogical model that, through its five elements, explores the social-cultural significance of human movement through the use of individual and group learning outcomes to enhance student development, interaction and task-mastery within the physical, cognitive and affective domains” (Dyson & Casey, 2012). The use of cooperative learning provides students with all levels of ability to work together in order to enhance their learning. For students who may struggle with these activities, the opportunity to discuss the activities with students of higher ability can provide them with advice on how they can improve their execution of skills which result in an improved performance. This will scaffold both their learning and performance levels. For students of a higher ability, explaining and discussing the activities and skills with their fellow students will reinforce and enhance their understanding of the content as this will naturally improve through teaching it to fellow students.

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This Module will take place primarily in the Glen Resource Centre sports hall. Each Lesson will begin with a roll call followed by a brief outline of the lesson including the Sharing of the Learning intentions for that lesson and a recap of last weeks’ key points. Jobs such as bringing out equipment & returning equipment after are delegated. Students are then being brought to the sports hall’s changing rooms to get changed. Non-Participants will show notes to the teacher and dealt with according to the reason of non-participation. The students report to the court area of the hall where they will assemble on and around the benches where they will be introduced to the lesson and then will await instructions on the warm-up routine. The module is delivered using the TGFU (Teaching Games for Understanding) method of teaching. This will primarily consist of small-sided conditioned games in which skills are isolated in a game play-like scenario (e.g. possession games & free the prisoner). The small-sided games approach ensures that each student is important to their team and will be involved in the action. The class will run on a whole-part-whole instructional model in which students will be allowed to play the skill/game play principle targeting games. They will be brought in periodically to discuss and develop their ability to play the games. The teacher will ask the students to consider their experience of the game play and guides the students via questioning and demonstration to develop the skills or game play principles to enhance their effectiveness of play. Students are assessed based on the AFL (Assessment for Learning) Style. This formative style of assessment will entail the teacher observing the students’ progress, providing the students with the knowledge and forum to engage with and understand and become active in developing their own ability.

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Fundamental Movement Skills Targeted in this Scheme

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Fundamental Movement Skills Targeted in this Scheme

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Literacy and numeracy can be integrated seamlessly within the Physical Education environment. Literacy and numeracy are central to any learning which takes place within any subject as student’s needs to be able to understand these concepts to allow them to participate fully in activities. The development of literacy and numeracy skills often occurs naturally in the lesson. For example literacy skills are enhanced when students are participating in a classroom discussion or when they are reading information from a learning wall. Numeracy is developed naturally when students are keeping the score in competitive games or when they are observing the measurements of the courts in which they are playing. The teacher can also plan other activities designed to enhance student literacy and numeracy. For example the teacher may ask students student’s to complete task cards where students will enhance literacy skills through reading and writing. The teacher can plan for numeracy skills to be developed through number based activities such as students dividing themselves into groups of different sizes or to organize themselves depending on shoe size, age etc.

Literacy skills

Students learn vocabulary related to basketball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard.

Numeracy skills

Students keep records of scores such as completed passes/baskets.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

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Other Key Skills which will be targeting in this scheme

Working with Others:

Students will develop their abilities to work in group/team settings in game scenarios and discussions/questioning on topics.

Managing Myself:

Students will set plans & goals for themselves and their groups before problems/activities and then find the best strategy to achieve these goals.

Being Creative:

Students will use their creativity to solve problems based around skills and gameplay principles.

Resources

Glen Resource Hall

Spikeballs x20

Non-Slip Cones

Bibs x 16 (Mixed colours).

Questionnaires

Whiteboard & Markers

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“In education, wellbeing is important for two reasons. The first is the recognition that schooling should not just be about academic outcomes but that it is about wellbeing of the ‘whole child’; the second is that students who have higher levels of wellbeing tend to have better cognitive outcomes at school”

NSW Department of Education and Communities, 2015, p 3.

The importance of wellbeing is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority oer academic achievement. The previous approach to education and educators now realise that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student whol decide to leave school once they are sixteen.

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

# data[].attributes.body
Continuous assessment will be to the fore throughout this module. Throughout this module I plan to utilise both formative and summative assessment. This aim will be critical to maintain student engagement throughout each lesson as well as give me an understanding of the students depth of knowledge surrounding the topic so I can adapt my activities and questioning to meet the needs of the students Results and the feedback will give teachers and students a clear indication on how learning is progressing and what should be thought next (NCAA, Junior Cycle, 2011). The use of Assessment of Learning and Assessment for learning will be critical throughout the module to monitor the progress of students learning so that they can ensure that the activities are beneficial for each student.

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Education framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson

to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilised during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

It will be critical that learning outcomes be shared with students at the beginning of each lesson so that each group will understand what aims they are trying to achieve throughout the lesson. This will then provide the group with the common goal which they will work towards achieving throughout the lesson.  Students can then slot into their roles accordingly to facilitate the completion of this aim. This will teach students important skills such as positive interdependence during the group activity, individual accountability for their role within the group, group processing and reflection on what things they did well and poorly during the activity and finally the enhancement of social skills through face to face interaction. The development of these skills will emphasise the value of team ethics to students which is a critical skill for students.

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Learning Intentions
Cognitive Domain

-Students Understand the importance of support play and pass selection in a competitive possession game of Basketball.

-Students can differentiate -between different types of Sport

Psychomotor  Domain

The students can Execute a Chest Pass and bounce pass to a moderate level of proficiency in a competitive scenario.

Affective Domain

The students develop their ability to work with other individuals in a team setting.
Assessment
Teacher Observation

Teacher Questioning
Peer Assessment
Lesson Content
Housekeeping

-Roll Call.

-Outline the Class procedures for module.

-Students get Changed.

- Students with notes.

INTRODUCTION

-Passing-Chest & Bounce Pass

-Support Play

-Pivoting

MAIN BODY OF THE LESSON

Warm-Up:

Students Jog the perimeter of the hall and complete the motions:

Jogging-Side Stepping-Karaoke.

Lunge

Skipping

Side step

Low Shuffle

Lean Fall Run

Arm stretch (Triceps Cross body) x2 each

Whole:

Possession Game 1

Part:

Chest Pass and Bounce Pass demo – Support Play

Whole: Possession game 2

Half-Court Games:

Three Passes before score - One bounce pass*

CONCLUSION

Recap of Key Points & Stretching

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Learning Intentions
Cognitive Domain

-Students Understand the importance of support play and pass selection in a competitive possession game of Basketball.

-Students can explain the rules surrounding the lay-up and describe the steps to doing a lay-up.

Psychomotor  Domain

-The students can Execute a Chest Pass and bounce pass to a moderate-high level of proficiency in a competitive scenario.

-Students demonstrate the ability to complete a lay-up in a non-competitive scenario to a moderate to-high level of proficiency and moderate level of proficiency against opposition

Affective Domain

-The students develop their ability to work with other individuals in a team setting.

-Students feel that they enjoy the basketball lesson and are comfortable in playing.
Assessment
Teacher Observation
Teacher Questioning
Self Assessment
Group Work
Lesson Content
Housekeeping

-Roll Call.

-Outline the Class procedures for module.

-Students get Changed.

- Students with notes.

INTRODUCTION

-Passing-Chest & Bounce Pass

-Support Play

-Pivoting

-Lay-Ups

MAIN BODY OF LESSON

(As Above)

Possession Games:

FOCUS: Supporting Player – Catching with ‘W’ Shape.

Prisoner Game:

FOCUS:

Moving forward with Ball (via support) - Pivoting

Demonstrations: Lay-ups

Activity: Lay-up & Recycle

Half Court Games:

*Can only score with Lay-up

CONCLUSION

Recap of Key Points (Intro) & Stretching.

Feedback (Individual & Group)

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How to Throw a Bounce Pass | Basketball Moves

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Learning Intentions
Cognitive Domain

-Students Understand the importance of support play and pass selection in a competitive possession game of Basketball.

-Students can explain the rules surrounding the lay-up and describe the steps to doing a lay-up.

-Students can understand and explain the basic points in shooting in basketball.

Psychomotor  Domain

-The students can Execute a Chest Pass and bounce pass to a high level of proficiency in a competitive scenario.

-Students demonstrate the ability to complete a lay-up to a high level of proficiency uncontested and moderate level of proficiency against opposition.

Affective Domain

-The students develop their ability to work with other individuals in a team setting.

-Students feel that they enjoy the basketball lesson and are comfortable in playing.
Assessment
Teacher Observation

Teacher Questioning
Peer Assessment
Group Work
Lesson Content
Housekeeping

-Roll Call

-Outline the Class procedures for module

-Students get Changed

-Students with notes

INTRODUCTION

-Support Play - Pivot

-Lay-Ups

-Shooting

MAIN BODY OF LESSON

Warm-Up:

(As Above)

Ball Work: Problem Solving – Figure of 8 Relay

Prisoner Game

-Pivot & Support Play.

Lay-Up Shooting Competition between teams Left & Right.

Shooting from Range:

When? Rules? Points -  Knee Bend – Support hand -  Wrist flick.

Half Court Games:

Lay-ups only - > Lay-ups and Shooting from distance.

CONCLUSION

Stretching and Recap of Key Points (Intro)

Feedback.

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Basketball Tips & Fundamentals: How To Shoot A Layup In Basketball

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Learning Intentions
Cognitive Domain

Students will understand and describe the importance of a quick transition between defence and attack.

Students will be able to comprehend, put together (Visualise and move players in demo) explain the reason for defensive positioning near the hoop.

Psychomotor  Domain

Students will be able to execute a low shuffle defensive position and screen attackers.

Pass effectively in game situations.

Affective Domain

Feel that they are improving in their skills and knowledge of Basketball.

Feel that they are getting a chance to participate.
Assessment
Teacher Observation

Teacher Questioning

Peer Feedback
Self Assessment
Lesson Content
Housekeeping

-Roll Call

-Outline the Class procedures for module

-Students get Changed

-Students with notes

INTRODUCTION

Defensive Play (Man Marking/Positioning & Tackle stance)

Build up play Quick Transition Back-Forward

MAIN BODY OF LESSON

-Warm-Up: Focus on low shuffle

-Figure of 8 relay: Staying low KEY POINT:

-Prisoner Game *Without dribble = Quick Transition

* With Dribble = Stay low to tackle ball mid dribble

Defensive Positioning demo in the KEY

Half Court games -Layup only & Defence can screen

CONCLUSION

Stretch and Recap of Key Points

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Learning Intentions
Cognitive Domain

Students are able to recognise and explain a zonal marking system.

Students outline the key principles of attacking in numbers with pace.

Psychomotor  Domain

Students execute effective marking.

Students pass quickly and effectively.

Affective Domain

Students feel that they are progressing in terms of tactical and skill development
Assessment
Teacher Questioning

Teacher Observation
Self Assessment
Peer Assesment
Group Work
Lesson Content
Housekeeping

-Roll Call

-Outline the Class procedures for module

-Students get Changed

-Students with notes

INTRODUCTION

Defensive Man Marking

Attacking with Pace

MAIN BODY OF LESSON

Bib Tag

Follow Leader Reaction Game (Marking)

Prisoner Game * 3 seconds possession rule

Whiteboard Discussion

Demo Zonal Marking using whiteboard

½ Court Games * 3 Second Rule.

CONCLUSION

Stretch and Recap of Key Points

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Basketball Drills: Attacking Off The Catch

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Learning Intentions
Cognitive Domain

Students demonstrate an ability to recognize and apply the principles and skills learned in the module to game situations.

Psychomotor  Domain

Students demonstrate and ability to execute the skills learned over the module to a moderate-good level of proficiency in competitive scenarios

Affective Domain
Students enjoy taking part in fun games.

Students feel that they are now more knowledgeable and competent in basketball.

Assessment
Teacher Questioning

Teacher Observation
Group Work
Lesson Content
Housekeeping

-Roll Call

-Outline the Class procedures for module

-Students get Changed

-Students with notes

INTRODUCTION

Putting into practice skills and principles learned.

MAIN BODY OF LESSON

Reaction game

Prisoner Game

Layup competition

Free throw competition

Half Court tournament

CONCLUSION

Stretching and discussion about the module and the next module.

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How to - Become a KILLER DEFENDER in Basketball! (Basketball Defense Tips for Young Players)

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In this video we'll go over how you can become a LOCKDOWN Defender on the Basketball Court, and Increase Your Basketball Defense IQ FAST! Hoopers, Here's the link! Click Here to Claim Your Ultimate Scoring Workout for FREE!

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Cooperative Learning Basketball Scheme Layout (On the Right)

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Cooperative Learning Basketball Scheme Layout (On the Right)

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Subject: PE
Topic: Health Related Activity
No. of Learners: 18  Gender: Female
Average Age: 12-13
Year: 1rst
No. of Lessons: 6 Duration of Lessons: 60 mins activity + 20 mins travel
Specific Pupil Needs: 1 student with an EBD diagnosis

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Prior Knowledge: Students have just completed their Motor Skill development block in Physical Education. They have learned the features of quality associated with the overhead and underarm throw, the catch, hopping and running. They are familiar with why it is important to develop our FMS for everyday life and why they are also very important for sport and physical activity participation.

.

Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

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Rationale for Selection of Health Related Activity

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Rationale for Selection of Health Related Activity

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The use of health related activity for the Health Related Physical Fitness module as their aims overlap. During each lesson the lesson will be focussed on a specific aspect of physical fitness, the activities and task cards designed for the lesson will be focussed on this aspect. The student’s prior knowledge of this aspect will be assessed at the beginning of the lesson through use of teacher questioning and task cards which students will complete. As the students then begin to compete the activities, the teacher will continuously assess their knowledge of what they are learning. In some cases such as Heart rate and various levels pf physical activity, students will be taught how to measure heart rate and can observe how their heart rate changes depending on their level of exertion. Student’s enhancement of their knowledge of health related activity shall coincide with the development of a greater awareness of their own physical health. The teacher will encourage this and seek for students to make simple alterations to their lifestyle which can help students improve their overall health and wellbeing. Upon conclusion of the module. Students shall have hopefully seen an overall improve in their levels of physical activity, overall health and general wellbeing.

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Rationale for Selection of Instructional Model: Health Related Physical Fitness

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Rationale for Selection of Instructional Model: Health Related Physical Fitness

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Luttrell points out that “Health related Physical fitness includes acquiring positive values and attitudes towards health and well-being and the promotion of lifelong participation” (Luttrell, 2013). Therefore the objectives of the HRPF instructional module are in line with the learning intentions of the Health related fitness module. When looking to design a HRF module for my students I decided to look at the students and see in what way I could design this module to maximize its benefits for students. In St Patrick’s college a number of our students participate in a largely sedentary lifestyle with a number of student’s on regular physical activity coming from their weekly PE lesson. When questioned about this a number of students stated that they found physical activity too hard and believed that the physical activity required for a healthy lifestyle required intense training performed at a high intensity. Another area in which students lacked knowledge was in nutrition and ways in which they can monitor their own physical health. Therefore I outlined three primary aims for this, module. Firstly I aimed to alter student’s perception of physical activity and develop their understanding that physical activity of any intensity can contribute towards improved physical health and wellbeing. Secondly students will be informed about suitable nutrition can enhance both your physical and mental health. And finally students understanding of how to measure their heart rate, breathing and weight so that students can observe and measure these characteristics. This can allow student to monitor and track how their body is responding to physical activity which also can be used a training programme to observe if they are reaching their goals.

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This Module will take place primarily in the Glen Resource Centre sports hall. Each Lesson will begin with a roll call followed by a brief outline of the lesson including the Sharing of the Learning intentions for that lesson and a recap of last weeks’ key points. Jobs such as bringing out equipment & returning equipment after are delegated. Students are then being brought to the sports hall’s changing rooms to get changed. Non-Participants will show notes to the teacher and dealt with according to the reason of non-participation. The students report to the court area of the hall where they will assemble on and around the benches where they will be introduced to the lesson and then will await instructions on the warm-up routine. The module is delivered using the TGFU (Teaching Games for Understanding) method of teaching. This will primarily consist of small-sided conditioned games in which skills are isolated in a gameplay-like scenario (e.g. possession games & free the prisoner). The small-sided games approach ensures that each student is important to their team and will be involved in the action. The class will run on a whole-part-whole instructional model in which students will be allowed to play the skill/gameplay principle targeting games. They will be brought in periodically to discuss and develop their ability to play the games. The teacher will ask the students to consider their experience of the gameplay and guides the students via questioning and demonstration to develop the skills or gameplay principles to enhance their effectiveness of play. Students are assessed based on the AFL (Assessment for Learning) Style. This formative style of assessment will entail the teacher observing the students’ progress, providing the students with the knowledge and forum to engage with and understand and become active in developing their own ability.

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Fundamental Movement Skills Targeted in this Scheme

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Fundamental Movement Skills Targeted in this Scheme

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Literacy and numeracy can be integrated seamlessly within the Physical Education environment. Literacy and numeracy are central to any learning which takes place within any subject as student’s needs to be able to understand these concepts to allow them to participate fully in activities. The development of literacy and numeracy skills often occurs naturally in the lesson. For example literacy skills are enhanced when students are participating in a classroom discussion or when they are reading information from a learning wall. Numeracy is developed naturally when students are keeping the score in competitive games or when they are observing the measurements of the courts in which they are playing. The teacher can also plan other activities designed to enhance student literacy and numeracy. For example the teacher may ask students student’s to complete task cards where students will enhance literacy skills through reading and writing. The teacher can plan for numeracy skills to be developed through number based activities such as students dividing themselves into groups of different sizes or to organize themselves depending on shoe size, age etc.

Literacy skills

Students learn vocabulary related to basketball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard.

Numeracy skills

Students keep records of scores such as completed passes/baskets.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

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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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Other Key Skills which will be targeting in this scheme

Working with Others:

Students will develop their abilities to work in group/team settings in game scenarios and discussions/questioning on topics.

Managing Myself:

Students will set plans & goals for themselves and their groups before problems/activities and then find the best strategy to achieve these goals.

Being Creative:

Students will use their creativity to solve problems based around skills and gameplay principles.

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Glen Resource Hall

Non-Slip Cones

Bibs x 16 (Mixed colours).

Questionnaires

Whiteboard & Markers

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“In education, wellbeing is important for two reasons. The first is the recognition that schooling should not just be about academic outcomes but that it is about wellbeing of the ‘whole child’; the second is that students who have higher levels of wellbeing tend to have better cognitive outcomes at school”

NSW Department of Education and Communities, 2015, p 3.

The importance of well being is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority over academic achievement. The previous approach to education and educators now realize that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student whl decide to leave school once they are sixteen.

Elements of well being such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

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Continuous assessment will be to the fore throughout this module. Throughout this module I plan to utilize both formative and summative assessment. This aim will be critical to maintain student engagement throughout each lesson as well as give me an understanding of the students depth of knowledge surrounding the topic so I can adapt my activities and questioning to meet the needs of the students Results and the feedback will give teachers and students a clear indication on how learning is progressing and what should be thought next (NCAA, Junior Cycle, 2011). The use of Assessment of Learning and Assessment for learning will be critical throughout the module to monitor the progress of students learning so that they can ensure that the activities are beneficial for each student.

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Education framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilised during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

It will be critical that learning outcomes be shared with students at the beginning of each lesson so that each group will understand what aims they are trying to achieve throughout the lesson. This will then provide the group with the common goal which they will work towards achieving throughout the lesson.  Students can then slot into their roles accordingly to facilitate the completion of this aim. This will teach students important skills such as positive interdependence during the group activity, individual accountability for their role within the group, group processing and reflection on what things they did well and poorly during the activity and finally the enhancement of social skills through face to face interaction. The development of these skills will emphasise the value of team ethics to students which is a critical skill for students.

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Learners will be able to: Apply their newly acquired knowledge of physical activity to their own lifestyle which will allow them to develop their own healthy lifestyle.

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Learning Intentions
Cognitive Domain

Students will understand how important to reach the recommended levels of physical activity every day.

Psychomotor  Domain

Students will participate in both individual and team activities

Affective Domain

Students get involved in group discussions and work collectively to solve a problem

Assessment
Students will understand the concepts and principles of physical activity.

Students will get to participate in various different forms of physical activity.

Students gain a positive experience of physical activity and are encouraged to become physically active

Lesson Content
INTRODUCTION

Students will complete a word run for their warm-up where they will work together as a team to complete a work sheet on physical activity.

MAIN BODY OF THE LESSON

Students got the opportunity to participate in various different activities. Students will get to do activities as individuals, pairs and individuals. Students will also get to choose

CONCLUSION

Students completed a team activity where they had to work together to create letters or numbers on the ground. After this, the class reflect on the worksheet they had all completed in the warm-up.

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How Much Time Should You Exercise Every Day?

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Learning Intentions
Cognitive Domain
Students understand that preference of physical activity is an individual’s choice
Psychomotor  Domain
Students will participate in various activities of general exercises
Affective Domain
Students will learn to respect both individual choice in physical activity  and the importance of team work in team activities.

Assessment
Students will recall the teaching points from lesson 1
Students will be able to advance their knowledge from lesson 1.
Students will become more aware of the amount of physical activity they are doing every day.

Lesson Content
INTRODUCTION

Students will do a True/False zone warm-up. Students will be asked questions about lesson 1, students must then run to either the true or false zone depending on whether they think the statement is true or false.

MAIN BODY OF LESSON

Students will participate in a game of cross the field where they must try and get across the hall without being caught. Students will then move onto stations. The activity at each station is to be done individually.

CONCLUSION

Students will finish the lesson by leading some static stretching. Students will then reflect on the content and activities covered during the lesson

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Learning  Intentions
Cognitive Domain

Students will identify the link between the increase in exercise intensity and heart rate

Psychomotor  Domain

Students will learn and practise how to take and record their pulse

Affective Domain

Students have a strong working relationship

Assessment
Students will be observed by their teacher applying pulse measuring techniques during the introduction and throughout the lesson.

Students can recognise that different heart rates reflect the intensity of their exercise

Lesson Content
INTRODUCTION

Students will be taught about heart rate and how it reflects how hard their body is working during physical activity. They will also be shown how to measure and record their heart rate

MAIN BODY OF LESSON

Students will begin the lesson by performing various tasks at moderate intensity to increase their heart rate slowly. As the lesson progresses the intensity of the activities will increase and students will be able to monitor their heart rate increasing.

CONCLUSION

Students perform modified game at moderate intensity to bring down their heart rate slowly. Students will then reflect on post exercise heart rate recordings from throughout the session.

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How to Check Your Pulse Rate Manually | Check Your High Pulse Rate Quickly

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Learning Intentions
Cognitive Domain

Students understand the role of endurance in physical activity

Psychomotor  Domain

Students perform stretches focusing on the major muscles groups.

Affective Domain

Students notice differences in flexibility and cardiovascular endurance between individuals

Assessment
Students control and technique during stretches will be monitored by the teacher

Students will place greater emphasis on ensuring they perform each stretch correctly, without under or over stretching

Students will monitor their heart rate before and during cardiovascular activity.

Lesson Content
Introduction

The importance of flexibility and agility in physical activity will be emphasised to the students. Students will also be told that flexibility can be improved through regular stretching when it is performed correctly.

MAIN BODY OF LESSON

Student get to participate in various fun games such as dodgeball which are designed to increase their heart rate. Student’s heart rate will gradually increase after each activity. Students will record their heart rate after each activity.

CONCLUSION

Students will participate in a cool-down game to bring down their heart rate slowly. They will then do some stretches to help maintain their flexibility following the lesson. Students will then reflect on the content of the lesson and examine the changes in their heart rate throughout the lesson.

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2. What is Muscular Endurance and How to Improve it

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Learning Intentions
Cognitive Domain

Students understand the role of endurance in physical activity

Psychomotor  Domain

Students perform stretches focussing on the major muscles groups.

Affective Domain

Students notice differences in flexibility and cardiovascular endurance between individuals

Assessment
Students control and technique during stretches will be monitored by the teacher

Students will place greater emphasis on ensuring they perform each stretch correctly, without under or over stretching

Students will monitor their heart rate before and during cardiovascular activity.

Lesson Content
Introduction

The importance of flexibility and agility in physical activity will be emphasized to the students. Students will also be told that flexibility can be improved through regular stretching when it is performed correctly.

MAIN BODY OF LESSON

Student get to participate in various fun games such as dodgeball which are designed to increase their heart rate. Student’s heart rate will gradually increase after each activity. Students will record their heart rate after each activity.

CONCLUSION

Students will participate in a cool-down game to bring down their heart rate slowly. They will then do some stretches to help maintain their flexibility following the lesson. Students will then reflect on the content of the lesson and examine the changes in their heart rate throughout the lesson.

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3  What is Cardiovascular Fitness and How to Develop a Healthy Cardiovascular System

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Learning Intentions
Cognitive Domain

Students record average number of steps using the correct mathematical formula.

Psychomotor  Domain

Students will perform exercise of moderate and light intensity while trying to reach target of ‘100 steps per minute’

Affective Domain

Students will feel a sense of achievement from completing challenge.

Assessment
Student ability will be assessed by the teacher so that students will be able to increase their step count.

Students keep count of their own total steps and their average steps per minute.

Students observe each other and correct each other’s technique faults.

Lesson Content
INTRODUCTION

Students are introduced to a pedometer. It will be explained that its function is to count footsteps. There will be a progression in intensity throughout the lesson and students will be encouraged to meet the recommendation of ‘100 steps per minute’

MAIN BODY OF LESSON

Students will be introduced to a pedometer and will then walk around for 3 minutes. They shall then record their heart rate and step count. Students will the do another 3 minutes of activity at a moderate intensity and will attempt to reach 100 steps per minute.

CONCLUSION

The lesson will conclude with some students led stretches. This will be observed by the teacher to ensure that students are completing these stretches with the correct technique.

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Walk into Health - How to Use a Pedometer

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Personal and Social Responsibility Gymnastics Scheme of Work

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Personal and Social Responsibility Gymnastics Scheme of Work

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Subject: PE
Topic: Health Related Activity
No. of Learners: 18  Gender: Female
Average Age: 12-13
Year: 1rst
No. of Lessons: 6 Duration of Lessons: 60 mins activity + 20 mins travel
Specific Pupil Needs: 1 student with an EBD diagnosis

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Learners Level of Knowledge, Skills and Attitudes

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Learners Level of Knowledge, Skills and Attitudes

# data[].attributes.body
Prior Knowledge: Students have just completed their Motor Skill development block in Physical Education. They have learned the features of quality associated with the overhead and underarm throw, the catch, hopping and running. They are familiar with why it is important to develop our FMS for everyday life and why they are also very important for sport and physical activity participation.

.

Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

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The use of Gymnastics seemed appropriate for the Personal and Social responsibility as it would allow students to enhance important life skills through the medium of gymnastics. Gymnastics is an inclusive activity, where “everyone can participate” (Oliveria, 2010, p.13), at their own level, this is achieved by exploring different themes.

Rather than the competitive atmosphere of other strands, gymnastics relies on cooperation. Students work on technique and sequences together. Some pupils will act as exemplars for their colleagues, they may develop more quickly and “use their body to ‘teach’ other students” (Barker, 2015, p.607). Gymnastics is a multimodal activity, where students learn through both participation and observation. This increased use of cooperative learning rather than direct instruction empowers students.

Gymnastics allows for creative expression while developing critical health-related fitness components including muscular strength, endurance and flexibility. Gymnastics is “an outstanding medium for exploration, communication… and character building” (Quennerstedt, 2015, p.569)

The intended learning outcome to conclude the unit, to “create a sequence of movement or routine based on a gymnastic theme (on their own or with others)”, suits cooperative learning elements quite naturally. Students will need to fully embrace the elements of PIGS Face, including “positive interdependence: students succeed in a task only if the other group mates succeed too… individual accountability: students must contribute to the group’s goal” (Fernandez-Rio et al, 2017, p.90), in order to comprise an effective sequence after working at various themes over the course of several weeks. Students will subscribe to the notion of communal achievement, while recognizing the value and role their own involvement in the task may have: “deemed to be cooperative when a goal attained by an individual is positively correlated with the achievement of …other group members” (LaFont, 2017, p.327) This increased use of cooperative learning rather than direct instruction empowers students and begins to treat them with a greater level of dignity and respect. Placing faith in students, believing they are capable of a higher level of autonomy is critical, if students receive positive affirmation about their potential, they will respond in kind; “When teachers expected...children would show greater intellectual development, those children did show greater intellectual development” (Rosenthal, 1968, p.20). This promotes a great sense of self-efficacy, promoting this positive sense of self is one of the critical ideas behind Wellbeing in the Junior Cycle. Students will be given every opportunity to succeed in their assessment, as outlined above: “Ongoing assessment should contribute to ensuring that students have a positive sense of themselves as learners and a strong sense of their own self-efficacy” (NCCA, 2017, p.35)-. The affective domain is critical to the Personal and Social responsibility  model

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Rationale for Selection of Instructional Model

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Rationale for Selection of Instructional Model

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Gymnastics provides educators with the opportunity to develop the life skills of students through the Personal and Social Responsibility model. The Senior Cycle Physical Education frame work states that this model “aims to teach life skills through the medium of physical education. Developing personal and social responsibility is a central part of the education process and this model recognizes the unique contribution that physical education can make in this area” (SCPE Framework, 2011). This model was developed by Don Hellison who stated that “Teaching personal and social responsibility encompasses more than observable behaviours; it also includes attitudes, beliefs, values and intentions.” (Hellison, 2003) The utilization of this instructional model can be hugely beneficial for students, particularly students in a DEIS school when a significant proportion of the students are coming from a background of social disadvantage. In my discussions with fellow teacher’s a lot of them reported that students had difficulty accepting responsibility for themselves and for their actions while at times they can also be quite hostile and disrespectful towards other and can struggle to work in groups. Therefore this model can provide educators with the template which will allow these skills to be developed in students within a Physical Education environment. The design of this model ensures that the learning of social skills and the learning of content can take place simultaneously and complement one another. Metzler explains that “Teachers should not separate content learning in physical education from the learning of responsibility and decision making. Learning needs to be student-centred. Learners must be expected and allowed to progress in uneven patterns. Success and failure provide opportunities for learners” (Metzler, 2005).

# data[].attributes.attachment_link.entities[].name
Personal Safety and Social Responsibility Trailer

# data[].attributes.attachment_link.entities[].name
Teaching Personal and Social Responsibility

# data[].attributes.attachment_link.title
Teaching personal and social responsibility

# data[].attributes.attachment_link.description
Powtoon animation-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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This Module will take place primarily in the Glen Resource Centre sports hall. Each Lesson will begin with a roll call followed by a brief outline of the lesson including the Sharing of the Learning intentions for that lesson and a recap of last weeks’ key points. Jobs such as bringing out equipment & returning equipment after are delegated. Students are then being brought to the sports hall’s changing rooms to get changed. Non-Participants will show notes to the teacher and dealt with according to the reason of non-participation. The students report to the court area of the hall where they will assemble on and around the benches where they will be introduced to the lesson and then will await instructions on the warm-up routine. The module is delivered using the Personal and Social Responsibility instructional model. This will primarily consist of small-sided conditioned games in which skills are isolated in a gameplay-like scenario (e.g. possession games & free the prisoner). The small-sided games approach ensures that each student is important to their team and will be involved in the action. The class will run on a whole-part-whole instructional model in which students will be allowed to play the skill/gameplay principle targeting games. They will be brought in periodically to discuss and develop their ability to play the games. The teacher will ask the students to consider their experience of the gameplay and guides the students via questioning and demonstration to develop the skills or gameplay principles to enhance their effectiveness of play. Students are assessed based on the AFL (Assessment for Learning) Style. This formative style of assessment will entail the teacher observing the students’ progress, providing the students with the knowledge and forum to engage with and understand and become active in developing their own ability.

# data[].attributes.headline
Fundamental Movement Skills Targeted in this Scheme

# data[].attributes.subject
Fundamental Movement Skills Targeted in this Scheme

# data[].attributes.body
Literacy and numeracy can be integrated seamlessly within the Physical Education environment. Literacy and numeracy are central to any learning which takes place within any subject as student’s needs to be able to understand these concepts to allow them to participate fully in activities. The development of literacy and numeracy skills often occurs naturally in the lesson. For example literacy skills are enhanced when students are participating in a classroom discussion or when they are reading information from a learning wall. Numeracy is developed naturally when students are keeping the score in competitive games or when they are observing the measurements of the courts in which they are playing. The teacher can also plan other activities designed to enhance student literacy and numeracy. For example the teacher may ask student’s student’s to complete task cards where students will enhance literacy skills through reading and writing. The teacher can plan for numeracy skills to be developed through number based activities such as students dividing themselves into groups of different sizes or to organize themselves depending on shoe size, age etc.

Literacy skills

Students learn vocabulary related to basketball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard.

Numeracy skills

Students keep records of scores such as completed passes/baskets.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

# data[].attributes.headline
Other Key Skills which will be targeting in this scheme

# data[].attributes.subject
Other Key Skills which will be targeting in this scheme

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Working with Others: Students will develop their abilities to work in group/team settings in game scenarios and discussions/questioning on topics.
Managing Myself: Students will set plans & goals for themselves and their groups before problems/activities and then find the best strategy to achieve these goals.
Being Creative: Students will use their creativity to solve problems based around skills and gameplay principles.
Resources
Glen Resource Hall
Non-Slip Cones
Bibs x 16 (Mixed colours).
Questionnaires
Whiteboard & Markers

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“In education, wellbeing is important for two reasons. The first is the recognition that schooling should not just be about academic outcomes but that it is about wellbeing of the ‘whole child’; the second is that students who have higher levels of wellbeing tend to have better cognitive outcomes at school”

NSW Department of Education and Communities, 2015, p 3.

The importance of wellbeing is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority oer academic achievement. The previous approach to education and educators now realise that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student whol decide to leave school once they are sixteen.

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

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Continuous assessment will be to the fore throughout this module. Throughout this module I plan to utilize both formative and summative assessment. This aim will be critical to maintain student engagement throughout each lesson as well as give me an understanding of the students depth of knowledge surrounding the topic so I can adapt my activities and questioning to meet the needs of the students Results and the feedback will give teachers and students a clear indication on how learning is progressing and what should be thought next (NCAA, Junior Cycle, 2011). The use of Assessment of Learning and Assessment for learning will be critical throughout the module to monitor the progress of students learning so that they can ensure that the activities are beneficial for each student.

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Education framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson

to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilised during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

It will be critical that learning outcomes be shared with students at the beginning of each lesson so that each group will understand what aims they are trying to achieve throughout the lesson. This will then provide the group with the common goal which they will work towards achieving throughout the lesson.  Students can then slot into their roles accordingly to facilitate the completion of this aim. This will teach students important skills such as positive interdependence during the group activity, individual accountability for their role within the group, group processing and reflection on what things they did well and poorly during the activity and finally the enhancement of social skills through face to face interaction. The development of these skills will emphasise the value of team ethics to students which is a critical skill for students.

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Learners will be able to:

Create a sequence of movement or routine based on a gymnastic theme (on their own or with others), incorporating a variety of composition techniques and gymnastics skills

Reflecting on performance- Refine their performance based on a critique of a video of their performance and/or feedback from others Performing -Perform the dance/gymnastics sequence of movement for an audience incorporating appropriate music and/or props

Reflect on their experience of creating and participating in a performance

Other learning intentions of this model include:

Respect the rights and feelings of others

Participate and put in effort

Be self-directed

Be sensitive and responsive to the well-being of others

Transfer what they learn outside the learning environment

Students learn that respect is a number one priority in the lesson and it must be addressed right away

Respect must be revisited often (Chambers & Luttrell,2013)

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Learning Intentions
Cognitive Domain:

Understand how to control their body positioning by learning about a variety of symmetrical static holds.

Psychomotor Domain: Perform a barrage of positions accurately. They will refine and revise technique as part of devising a sequence

Affective Domain:

Participate in a group sequence supporting each all team members

Assessment
Teacher observation
Questioning

Peer Feedback-

Self Assessment
Questioning

Lesson Content
Housekeeping

Roll call, jewellery check, gear check (students are advised not to wear runners), non-participants are presented with a work sheet, equipment is laid out

INTRODUCTION

-Explaining course components and controlling the body through different shapes/positions.

MAIN BODY OF THE LESSON

Warm-Up Game- Simon Stretches- Students complete dynamic/static stretches relevant to gymnastics e.g. In stretch position students stretch their shoulder muscles

Development 1- Working on 4 positions- Stretch, Front support, dish, and back support.

Development 2- Focus on Pike, Tuck, Straddle,  and Dish

Climax- Forming a sequence comprising 6 movements beginning in stretch and finishing in arch.

CONCLUSION

Cool-Down: Static stretches to loosen out muscles

Identify what students found difficult, and review features of quality on the learning wall.

Resources
12 Mats

Learning Wall

Photos

Music (Warm-up)

CD Player

Skills Card

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Learning Intentions
·Cognitive Domain:
Identify a range of rolling techniques and shapes for use in a sequence

Psychomotor Domain: Imitate a series of rolls, perform a sequence containing rolls and shapes.

Affective Domain: Communicate effectively in a group to create a composition while considering safety of others.

Assessment
Teacher Questioning and observation

Peer Assessment (Skill Cues of  rolls are used teacher circulates) Teacher Questioning
Self-Assessment.

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check and activity sheet prepared for non-participants equipment is prepared

INTRODUCTION

Quick recap of shapes and positions using learning wall, discussion of rolling/travelling (Do student know rolls? etc.)

MAIN BODY OF LESSON-

Warm-up- Over the Bridge- Students use the Pencil roll to practice rolling across the “bridge” (i.e. mats)

Stretches used help review positions (e.g straddle position stretching groin)

Development 1: Shape revision through rolls, dish to arch roll, Rocking and Rolling through tuck position etc.

Development 2: Teddy Bear Rolls and Side Rolls. Teddy Bear also revises straddle position. Side-rolls begin with one leg out later both tucked in.

Climax- Forward Roll: Forward roll is nuanced, requires time. Support holds will be taught to students as they work in pairs. A demonstration and skill cues are provided. A rocking tuck roll suffices for students lacking in confidence.

CONCLUSION

Cool Down- The teacher calls out a shape which students imitate, stretching as they perform it. Followed by a light walk and static stretching.

Resources
12 Mats

24 Bean Bags

Learning Wall

Photos

Exit Cards

Pens

Skills Cards

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Learning Intentions
Cognitive Domain: Illustrate and categorize different balances, while understanding poise.

Psychomotor Domain
Complete individual, and paired balances as part of a sequence.

Affective Domain Communicate with colleagues effectively. Exemplify equanimity through balance tasks.

Assessment
Teacher Questioning

Teacher observation (safety/technique)  Peer teaching (sequence), self-assessment (students must know own limits when designing something)

Self-assessment through exit card.

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) equipment preparation.

INTRODUCTION

A review of previous week’s work and a discussion of class theme (what is balance, Can anyone describe symmetry/asymmetry.)

MAIN BODY OF LESSON

Warm-Up- “Crab-Walk Tag”- In back support position, 4 students are “on” (two games at once). Tagged players stand on one leg on a mat until freed by a colleague. Raises heart rate while introducing balance.

Development 1- Individual Balances (Basic) - Standing, Arabesque, Down on One Knee (one foot on the ground, one in air etc.). Students are shown some basic balances, then create their own symmetrical or asymmetrical movements.

Development 2- More complex Balances challenging students’ body control (One foot/one hand in the air, Plank with one leg off the floor, back support with one arm in the air, side plank etc).

Development 3- Partner Balance and Sequence- Students work in pairs developing balances (Crossing hands and squatting opposite, “Superman Stretch” clasping hands, Bridge position in stretch).

Followed by creating a 4 move sequence, beginning in stretch position, with one individual balance, one pair balance, and one roll, concluding in stretch.

CONCLUSION

Cool-Down- Each student is equipped with a bean bag which they try to keep balanced on their head while performing earlier balances. Accompanied by light stretching.

Followed by a class review, distinguishing between symmetry, asymmetry and different balances.

Resources
12 Mats

24 Bean Bags

Learning Wall

Photos

Exit Cards

Pens

Skills Cards

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Learning Intentions
Cognitive Domain

Interpret the concept of weight transference, understanding handstands are any movement where hands support the body’s weight off the ground.

·Psychomotor  Domain

Operate handstand elements confidently and safely showing strength in maneuvering the body.

Affective Domain

Show concern for colleagues’ safety when performing. Communicate their thoughts confidently lifting their legs to a height they’re comfortable at.

Assessment
Teacher Questioning/Assessment
A combination of peer and teacher assessment
Self-Assessment/ teacher questioning.

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) equipment preparation.

Introduction
Discussion of weight transference (what does it mean, when is it used etc).Handstand is displayed  (do not focus overtly on leg height)

MAIN BODY OF LESSON

Warm-Up: Wheelbarrow races- A fun partner task. One person lifts their partner by the legs, partner uses their hands to move along the floor. It raises the pulse while gauging strength needed for handstand.

Development 1: Donkey Kicks- Using a bench as a support students initially practice the rocking movement, placing weight over the wrists, subsequently practice raising hips tucking legs to bum.

Development 2: Donkey Kicks/Low- On the mats, participants refine Donkey Kicks, learning to step into the donkey kick slowly straightening the legs.

Development 3: Students continuously stepping into handstand with straight legs (never bring legs up over 45 degrees). Students comprise a sequence, with a balance, roll, and handstand all included.

CONCLUSION-

Cool-Down- Light static stretching, focusing on shoulders, wrists and hamstrings.

Reviewing handstand (reminding students the action, of lifting the legs not the height is key)

Resources
Bench

Cones (race line)

Skills Card

Mats

Learning Wall

Photos

Exit Card

Video (showing handstand)

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Learning Intentions
Cognitive Domain: Interpret the key components of weight transfer differentiating between handstand and cartwheel.

Psychomotor Domain: Show strong body control while straightening their legs and stepping in and out of the cartwheel.

Affective Domain:
Exude confidence in their weight transfer skills leading into performance piece.

Assessment
Teacher Observation (gauges student readiness to move to higher leg motion)

Teacher Questioning.

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) prepare equipment

INTRODUCTION

A brief review of weight transfer leading into discussing cartwheel and travelling (note: participating in cartwheel not height is more important)

MAIN BODY OF LESSON

Warm-Up- Begin jumping in different shapes around hall. If students touch a mat they must perform 3 donkey kicks on closest mat (review last week’s task)

Development 1: Students practice donkey kicks supported by a bench. Followed by donkey kick ¼ turn and ½ turn

Development 2: Students step into their donkey kick while on the mats. They gradually proceed to straighten their legs to pike position.

Climax- Re-inforce leg straightening and encourage students greater hip height. For those able encourage legs into a straddle position for full completion of cartwheel.

CONCLUSION

Cool Down- A slow walk is completed first followed by static stretches

Discussion of the terminology developed in class, and key cartwheel components while briefly giving advice on next week’s performance session.

Resources
Bench

Skills Card

Mats

Learning Wall

Photos

Exit Card

Video (showing cartwheel)

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Lesson Intentions
Cognitive Domain: Compose a sound sequence which shows “enhanced knowledge and understanding of gymnastics as an aesthetic experience” (JCPE, 2009, Syllabus)

Psychomotor Domain: Perform with an understanding of space and time showing, adapting their performance after video review.

Affective Domain:
Have fun while performing with their group.

Assessment
Teacher Questioning

Teacher observation (performance feedback)

Self- Assessment

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) equipment is prepared, allocate groups of 4

INTRODUCTION

The themes, skills and features of quality from all weeks are shown. The criteria for a strong sequence is also discussed (creativity, flow, safety)

MAIN BODY OF LESSON

Warm-Up: Pirates! Students perform shapes, jumps, rolls and weight transfer tasks which correspond to ship actions (e.g. Hit the deck!- Arch position, move north- forward roll, Scrub the deck- donkey kicks)

Development 1: Students are informed their composition is 9 movements long (2 rolls, 1 weight transference, 3 shapes, 1 individual and 2 pair balances), beginning in stretch and finishing in stretch. Students begin devising their sequence availing of teacher’s help or skill cue cards as needed.

Development 2: Students finish their composition and perform in front of the class. Their performance is recorded using the school’s iPads.

Climax- Students review their performance, noting improvement areas. Teacher circulates assisting if needed. Groups perform their revised sequence.

CONCLUSION

Cool-Down- Some dynamic movements , including light skipping and walking followed by stretches

A summation of what has been learned about control, poise, theme etc. Students reflect on their development using an exit card.

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Newnham Croft KS1 Gymnastics Floor Routine

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Student Name: Shane O'Donoghue
Student Number: 115418048
Module: ED4313 Approaches to Teaching and Assessment in Physical Education
Lecturer: Dr Fiona Chambers
Assignment Due: February 20th
Assignment Submitted:

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·         Basketball Drills: Attacking Off The Catch. (2019). Retrieved from https://www.youtube.com/watch?v=3pTdYzNSPiU

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·         Gymanstics-handstand. (2019). Retrieved from https://www.youtube.com/watch?v=3EZcGZzB9bY

·         How Much Time Should You Exercise Every Day?. (2019). Retrieved from https://www.youtube.com/watch?v=WSqMf4dkbxU

·         How to - Become a KILLER DEFENDER in Basketball! (Basketball Defense Tips for Young Players). (2019). Retrieved from https://www.youtube.com/watch?v=2i8VKQli29U

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·         Volleyball : How to Block a Volleyball. (2019). Retrieved from https://www.youtube.com/watch?v=avD5UvMudJ0

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·         Walk into Health - How to Use a Pedometer. (2019). Retrieved from https://www.youtube.com/watch?v=fqnTyPdxRYw