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I have chosen to teach this basketball scheme through the use of the sport education model as I believe that it will be the most beneficial and engaging model for this scheme. Many students in the class are used to basketball from outside school, and many others are resided to the fact that they are not proficient in basketball. My hope is that this method of teaching would help the pupils work together in creating a fun and engaging learning environment as everyone will be involved in a unique way. The main roles that I have set for this scheme were:

- Team Coach
- Player
- Team Captain
- Team Statistician
- Equipment Manager
- Referee

Over the weeks, the pupils will have an opportunity to work as each of the roles so that they can participate in the lesson through a different perspective. This should help engage the students no matter what their previous experiences with basketball are and it should also create an inclusive learning environment for all.

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-       Foran, B., and Pound, R. (2007). Complete Conditioning for Basketball. Champaign, IL: Human Kinetics.

-       Hoffmann, F., Batchelor, R.P., and Manning, M.J. (2016). Basketball in America: From Playgrounds to Jordan’s Game and Beyond. Binghamton, NY: The Haworth Press.

-       McCarthy, J.P. (2006). Coaching Youth Basketball: The Guide for Coaches & Parents. 3rd Edition. Cincinnati, OH: Betterway Books.

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Lesson plans 1 to 6 laid out as they are intended to be taught with explicit instructions throughout.

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                                                                Wellbeing

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                                                                Wellbeing

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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.

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. With this scheme being taught through the instructional model of Sports Education. As such, there will be an emphasis on team-work and co-operation. This will help the students to become more connected, more responsible and more respected in the PE lesson. Overall, this scheme aims to work on all six of the indicators of wellbeing throughout the lessons involved.

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Learners will be able to:

·         Apply the rules of basketball to participate meaningfully in games that promote inclusion and enjoyment.

·         Take part in drills and activities that uphold the principles of well-being and physical fitness.

·         Confidently execute various basketball skills – dribbling, shooting, passing etc.

- Demonstrate an understanding of teamwork and apply the concepts of communication and working with others consistently throughout the six week block of classes.

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All students have been instructed to wear proper footwear for every PE class and to have the correct PE tracksuit every week for PE class.
On the part of myself, as teacher, the resources used to enhance the learning experience of the students will include learning walls, worksheets, whistle, balls, cones, bibs and hoops.

For the assessment in some lessons, iPads will need to be used to make use of the SlowPro app.

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                                               Assessment

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                                               Assessment

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The main method of assessment that will be applied to this scheme of work will be observation and feedback. When new teaching points, or criteria for success, are introduced for the learning and development of new skills, observation and feedback will be used on behalf of myself, the teacher, to ensure learners are applying the correct teaching cues to execute the skill in the correct manner. As mentioned above, questioning will be prominent throughout each lesson to explore the learning of the students and to check for understanding of what is being introduced. Learners will also be requested to fill out self/peer-assessment sheets at various points throughout the six weeks. Digital resources will be used here. Namely, SlowPro will be used on the iPads to assess a student's movement and show them how they can improve themselves. These forms will provide the learners with the most important features needed to execute certain skills, shots, offensive/defensive plays etc. The class will also become familiar with the rules of the game, allowing them to self-referee matches and apply previous learned knowledge to participate meaningfully in the game of basketball.

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                                      Numeracy Focus

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                                      Numeracy Focus

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·         Learners will become familiar with the playing dimensions of a basketball court.

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

·         Learners will keep score when playing games throughout the course of the six weeks.

·         Learners will list a number of teaching points for the development and progression of certain basketball-specific skills.

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                              Literacy Focus

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                              Literacy Focus

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·         Learners will be introduced to key terms and phrases associated with the game of basketball.

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

·         Learners will discuss tactics, gameplay and rules associated with basketball as a sport.

- Learners will work with others as part of a team using their communication and verbal skills.

·         Learners will read and complete self/peer-assessment forms that will help to enhance the learning experience, assessing their own performance, as well as the performance of their peers.

·         Learners will think creatively to design their own drill/activity that promotes the development of a new skill on a given day.

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·         Running

·         Jumping

·         Throwing

·         Catching

·         Dodging

·         Side-stepping

·         Twisting

·         Bouncing

·         Agility, Balance, Co-ordination and Speed (ABC’S)

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                     Organisation of the Lessons

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                     Organisation of the Lessons

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This block of classes will take place in the indoor PE hall in the school. The hall is equipped with a full-size basketball court that can also be divided to make two court. Six basketball hoops are located in the hall and these will be ideal in terms of getting all students active and participating in activities. Each class will begin with a housekeeping routine (roll call, jewellery, tracksuit etc.) and this will be followed by the learning outcomes which will be shared at the beginning of each lesson. Every lesson will begin with a warm-up activity that will prepare the students for participation in physical activity. The class will be introduced to a variety of different basketball skills on a weekly basis. Each skill will be practiced in both drill and game scenarios. More drills may be necessary for this group of learners as they seem to enjoy practicing the skills in smaller groups before putting the new skills into practice in a game situation. Questioning will be central to all activities and will look to get the learners to think how the tactical aspect of the game – why certain passes are made, when different shots are used, how possession is won and maintained etc. All lessons will end with a cool down activity and a recap on what was covered in class, checking that learning intentions have been met and that learners have benefited from the learning experience.

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                Rationale for this Scheme

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                Rationale for this Scheme

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Basketball, which comes under the heading of ‘Games’ in the Junior Cycle Physical Education syllabus, is an extremely popular sport around the North side of Cork City. Clubs like Blue Demons, Neptune and Brunell (and Iona in the past, also) have been nurturing the talents of young basketball players, both male and female, for years, and many of the young players from these clubs would be current and former students of Gaelcholáiste Mhuire AG. Aside from this point, however, basketball is a sport that can be played by complete beginners (McCarthy, 2006). Basketball is a non-contact sport (Hoffman, Batchelor & Manning, 2016), meaning little or no physical exchanges between players which should contribute to a safe learning environment. Another reason for choosing basketball for this class is that the students will continuously be provided with an opportunity to work in a team environment, developing skills of communication, co-operation and teamwork throughout the learning process. Basketball is a very enjoyable, high-intensity sport that provides learners with an opportunity to develop strength and fitness through participation (Foran & Pound, 2007). It is hoped that the learners in this class will show an interest in the sport of basketball, continuously striving to develop and improve the skills of the game in a safe and enjoyable learning environment.

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Subject: PE
Topic: Basketball
No. of Learners: 29
Gender: 18 boys & 11 girls
Average Age: 12/13 years old | Year: 1st Year
No. of Lessons: 6
Duration of Lessons: 80 minutes
Specific Pupil Needs: One student with minor dyspraxia. (SNA present)

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Prior Knowledge: This class have a decent knowledge of physical education and its related topics. Many students play sport/basketball and they are able to explain the content very well in their own words. Other students have more difficulty with this knowledge and information and so they learn much of this during the discussions and active tasks for the first time. As such, the teacher must allow time to teach these students from the start. The pupils will have also participated in various PE activities throughout their time in primary school and may have a very basic understanding of Fundamental Movement Skills (FMS) from this.

Prior Skills: After completing my first scheme of work with the students, it is clear that there is mixed ability in this class. Some students are very competent movers and are sporty in their own time, however there are also students who struggle with the F.M.S. and can find some tasks in the PE class awkward and difficult. This must be taken into account in this scheme going forward, particularly with throwing and catching.

Prior Attitudes: Students enjoy PE for the most part and look to participate in every class. Some students misbehave regularly and must be kept in check as they affect the entire class.

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Sport Education