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The students will assessed using Showbie, an educational app which makes students assessment easier

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From assignments to collaboration, Showbie helps you bring your classroom together in one simple, easy to use app.

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Michael Jordan - Teaching Basketball (4/4)

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Michael Jordan - Teaching Basketball (3/4)

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Michael Jordan - Teaching Basketball (2/4)

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Michael Jordan - Teaching Basketball (1/4)

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The scheme will be structured with a Sport Education curriculum approach and Basketball Olympics in mind.  The aim of Sport Education is ‘to educate students to be players in the fullest sense, and to help them develop as competent, literate and enthusiastic sports people’ (Siedentop, Hastie & van der Mars, 2004).  I will attempt to develop the framework for the model in the first lesson, by presenting the foundations for success in the Sport Education model.  The following lessons will than involve both pre-season and in-season competition with students completing tasks cards focusing on the practice and refinement of their Basketball skills.  The students will conduct these task cards based around the Points system. ‘’A points system is devised whereby marks are awarded weekly for completion of tasks or tournaments, fair play, teamwork, performance of team roles etc.’’ (Luttrell and Chamber, 2013).  By including different roles and responsibilities for students across the six week block, the pupils will be able to ‘’use a wide range of movement skills and strategies effectively to enhance their performance",  whilst also "developing students as knowledgeable, skillful and creative participants who are confident and competent to perform in a range of individual and team activities safely" (NCCA, 2016).  I will integrate more complex and challenging skills as the pupils progress through a variety of drills, activities and task cards. The potential increase in competency and confidence will enable me to facilitate the opportunity for the students to advance their mastery of skills and allow me to implement forms of differentiation of task, depending on ability and progression.  To conclude the scheme, awards will be offered based on a variety of criteria, such as, top attacking player, top defensive player, most improved, best attitude, best team-player, fairest referee etc.  The aim of this award method is to ensure that students do not concentrate on one aspect of Basketball and also to keep students challenged and engaged..

The role the student has to play will change with each lesson to ensure that students are made familiar with the different roles to be played within a team: captain; referees; scorer; coach, etc. Each team participating in this Basketball Olympics will receive a folder which will be their own responsibility. The students must bring this to each lesson to complete the required sections. Lessons will begin in the usual routine, getting changed, roll call and opening discussion. This will be followed by a student led warm up, the main body of lesson, concluding with a cool down and an opportunity to reflect upon the skills and components learned during that lesson. Students will be taught through mini and modified games to increase the number of touches of the ball that each student has per session, while ensuring each student is active and engaged.

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The content of the Basketball scheme will be structured in the form of a six-week scheme.  Lessons will begin with an introduction to the module of Basketball and the Sports Education Instructional Model.  Students will be organised into different teams which will take the form of a ‘Basketball Olympics’, and will remain in these groups from the beginning to the end of the scheme.  Lessons will naturally progress from week to week, with the advancement of student comprehension of each of the skills as we proceed.  The lessons will be delivered through a progressive yet challenging approach which will include a game centred method of learning and teaching which will make it enjoyable for the students.  incorporating development of the tactical, technical and team skills necessary for team games, students will ideally achieve a sense of personal fulfillment at the conclusion of each lesson.  ‘Many educators believe that students rather than teachers should be at the centre of the teaching and learning process... The teacher purposefully shifts responsibility to the student engaged in authentic, meaningful, and learning tasks’ (Dyson, Griffin & Hastie, 2004).  The format of each lesson will ensure that all pupils achieve a certain standard of performance suitable to their interest and abilities in Basketball.  Within the first lesson I will introduce the aims and expectations that will be required when undertaking a Sport Education model in Physical Education.  The entire 6 week scheme of Basketball will be underpinned via two core initiatives; team identity and point system.  The team identity will require students in their groups (2 teams of five & 2 teams of six) to create an e-portfolio through Padlet, a team name, a motto, a poster and team photograph.  Each team will upload each of these requirements onto their Padlet page, with other elements added to their team portfolio throughout the scheme. Thus, encouraging students to work together undertaking careful planning and preparation, creating a sense of team ethos and moreover promoting affective skills like cooperation and teamwork.

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It is important that all areas of the programme are covered throughout the three years of the junior cycle as a wide variety of benefits relating to personal, social, physical and emotional development can be achieved.  Given that invasion games are one of the selected disciplines, it is important to incorporate such games, in this case basketball into the PE programme as it seeks to develop games making, attacking and defensive play. As the pupils have already completed a course of basketball, in which the fundamental skills were covered, I feel it is important to build upon these skills in an attempt to deepen the pupils’ understanding of the activity and enhance their level of performance, contributing to the overall personal, social and physical development of each pupil within the PE class.  The selection of content is designed to deepen the pupils’ understanding of the activity, thereby enhancing their performance.  Basketball aids the development of ball handling skills, tactical awareness in offensive and defensive play and space and time concepts, while also developing hand-eye co-ordination and requires a team to work effectively together to achieve a common goal. The students will be provided the opportunity of the further development of the fundamental skills such as improving ball handling proficiency encouraging the students to execute the skills in a more advanced manner, leading to a sense of personal achievement.  The introduction and further development of offensive and defensive play will give the pupils the opportunity to deepen their understanding of the game and therefore allow them to make appropriate decisions according to their ability in a given situation.

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Rationale for Selection of Instructional Model - Sports Education

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Rationale for Selection of Instructional Model - Sports Education

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"Teachers have commented that using Sport Education has resulted in students having a better understanding of the game, teamwork and tactics (Carlson, 1995),  while the selection of the instructional models used is determined by a number of factors including the class group, content and goals of the module" (Gurvitch, et al., 2008).

Whilst looking to adopt a Physical Educational Instructional Model into my teaching, I discussed with my co-operating teacher the potential models for specific sports.  Moreover, we investigated and examined the attitudes, abilities, and levels of interest within each of my  PE classes before deciding that my 3rd Year group would benefit from the introduction of instructional models.  The instructional Model which I chose to use in conjunction with this Basketball module is Sport Education. The amalgamation of creating a team identity, points system, e-portfolio, and a range of roles and responsibilities within the framework of multiple PE lessons would aid the development and growth of this group of pupils across the three domains. During implementation of Topic 1 (Olympic Handball), I found that this group required as much activity time as possible, while minimizing discussion time. Too much discussion led to disruption and distraction, therefore, introducing a range of roles and responsibilities would keep this group engaged and interactive. Within the Sport Education Model, students are afforded more responsibility in each lesson and it removes the focus from the teacher, creating a student-centred learning environment. "The teacher serves as a facilitator, rather than be in direct control of every activity, guiding students to make decisions, while then having the time to instruct, facilitate and assess student learning more effectively" (Luttrell & Chambers, 2013). Students are provided with a more holistic experience in their PE lessons.  As students will be working with the same group each week, a strong rapport is expected to be built up among the teams and students.  Each week students will fulfill the responsibilities of different roles.  Research has shown that "students had better attendance in PE lessons, expressed loyalty to their teams, not wanting to let their teammates down and how teachers reported the success of the festival in maintaining students interest and motivation" (Wallhead & O'Sullivan (2005); Hastie et al (2011) & Kinchin (2006)).  For this particular group, it is essential for them to be kept busy in order to create a successful learning environment.  I feel that implementing a Sports Education model through Basketball will assist in achieving this.

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The students have a mixed attitude towards P.E. some students are highly interested and engage fully in the class while others have little interest at all.  The students have demonstrated an eagerness to take part in Basketball, therefore I will ensure to keep this positive attitude through engaging and fun activities.  There are a small number of potentially disruptive students within this group, therefore it will be a challenge to ensure that these students cannot disrupt the running of the class and the learning ability of each student.  I aim to minimise discussion time and maximise activity time to avoid any disruption issues.

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In the previous scheme, Olympic Handball, the students would have demonstrated good throwing and catching skills, alongside good hand/eye co-ordination.   The students have an appropriate level of physical literacy in the Fundamental Movement skills of running jumping, bending and turning.   Therefore, the students have conducted PE lessons that have focused on throwing, catching and passing that can be refined and applied to the Basketball scheme. Some of the class have been introduced to concepts such as running, attacking, defending and teamwork in other sports both at primary and post primary school level as well as in their involvement in team sports outside of the school environment.

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The students have not played Basketball outside of recreational activity during break and lunch time. The students will be familiar with certain aspects to Basketball, and it will be the teacher’s role to refine their skills and apply it in a variety of activities and tasks that will look to tackle the three domains equally; psychomotor, cognitive and affective.  Team work skills, communication skills, decision making skills and organisational skills are such elements which will prove useful and beneficial to the students during the completion of this scheme. Fair play and game tactics which were developed throughout their previous two years through the mix of schemes that the students have experienced will be targeted again in this module.

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Basketball Scheme of Work - Nov 15th - Dec 20th

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Basketball Scheme of Work - Nov 15th - Dec 20th

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Subject - PE
Topic - Basketball

No. of Learners - 22
Gender - Mixed

Year - 3rd
Average Age - 14-16

No. of Lessons - 6
Duration of Lessons - 60 mins

Specific Pupil Needs -
- ADHD, ODD & Dyslexia
- DCD
- Mild General Learning Disabilities
- Dyslexia