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Prior Knowledge: Students have an adequate knowledge of basketball having completed a basketball module. Skills developed included bounce/chest pass, dribble, pivoting and the lay-up. Gameplay principles learned include support play and “how to create space, move to open space and advance towards the goal” [P1]

[P1](Collier, 2007, p.25)

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Prior Skills :Students should have average to above average competency in a wide range of FMS. The Basketball specific skills they learned include bounce/chest pass, dribble, pivoting and the lay-up.

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Prior Attitudes: Many students appear interested and willing to engage in PE. However, there are a number of students who are distracted and disruptive in lessons. Their interest in physical activity and participation appears quite limited. However, Sports education with its emphasis on the development of “competent, literate, and enthusiastic sports persons[P1] ” through having students fulfil roles in addition to that of participant/athlete (record-keeper, referee/judge, equipment manager, coach, commentator etc.) could help in sparking interest and engagement from students.

[P1](Siedentop, 1994)

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The combination of team affiliations and ancillary roles will be effective for inclusion, improving social skills of students who may often face exclusion in PE; “non-participatory students seem to gain particularly important benefits[P1] ” with increased socialisation and on-task focus cited as being key to the success within Sports education: “student verbal exchanges for all students were largely focused on tasks concerning the games and season (95.4%)…high levels of engagement and compliance[P2] ”

[P1](Siedentop, 2002, p.414)

[P2](Brock & Hastie, 2017, p.362)

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Post 1

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Subject specific words such as hurdling, baton,

Students will engage in elaborative rehearsal in order to demonstrate or first experience a new skill.

Acrostics will be used and created by students to try and represent the information accurately and succinctly.

In class, students use oral literacy skills to discuss cues on a skills card and will discuss tactics through games to try and achieve success.

Visual Literacy is honed through observing a learning wall, task cards and/or accompanying videos regarding particular skills and other aspects of the lesson.

Writing may be honed on occasion for non-participants and participants through some self-assessment or reflective exercises and articles (PR Manager) for school website.

Students must effectively communicate with other members on their team to ensure everyone is participating and meeting their job requirements as is needed.

Students will need creativity and an ability to identify or create a prevailing theme/idea when deciding on colours, team name etc.

Students in broadcasting roll will need to utilise correct terminology and develop an appropriate tone, inflection, and vocabulary selection for commentary.

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Students must use problem solving skills in games in order to overcome challenges, achieve success and work on cooperating with one another for good of the team

Students will be become familiar with the shape of the track and equipment used in the lessons.

Score keeping will necessitate the use of calculation in competitive gaming contexts.

Probability skills are honed implicitly. Through games students are forced to make a decision on what role they are best suited to when observing and assisting other teams in competition.

Skills of measurement and timing will be require in addition to calculation in order to measure performance (record keeper) and chart progress of individual and the team.

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Visual literacy will be honed by asking students to examine examples of good responsibility, etiquette and team play during relational time, with students needing to identify why it has been characterised as such

Students will complete a reflective journal chronicling their in-class growth and adherence to the key learning ideas as part of their assessment. This will be conducted through a blog/vlog format.

The PR staffer (rotated) will be responsible for chronicling photos/video of the day’s work and writing a summation of the day’s event for the school website.

Graphically representing their progress and their feelings about their own level of performance through use of Emoji, which they display upon exiting the class as a brief self-assessment.

IPads will be used when recording or taking photographs, coaches will be afforded the opportunity to record aspects of practice for analysis purposes if they wish

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Learners will be able to:

Athletics

3.7 perform competently, confidently and safely in a range of athletics events

3.8 demonstrate activities to enhance performance in athletic events, including physical and mental preparation

3.9 take responsibility for improving their own performance, based on personal strengths and developmental needs

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Padlet Video Number 1 for the Rationale behind Sport Education in Strand 3 Individual or Team Challenges- Athletics

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Part of the Rationale behind selecting Sport Education for Strand Three Individual or Team Challenges: Athletics