Prior Skills: Students have developed an appropriate level of understanding of the fundamental movement skills through their participation in athletics, gymnastics and physical activity for health and wellbeing. Students have developed good personal, physical and social skills as they explored the potential limitations of their own body. This is the students’ first experience of manipulative movement skills, so it is therefore expected that there will be a mixed ability when the skills of basketball are introduced.

Prior Attitudes:The majority of students in this class have a positive attitude towards physical education. There are a small number of students that require further encouragement and motivation to fully engage in the activities. This class work well together and are continuing to develop their teamwork skills.

Once the students gain an understanding of the game of basketball and progress through the stages of game appreciation, tactical awareness and decision making, skill execution will be addressed. This ensures students can answer the question ‘what to do?’ before ‘how to do?’ and fully comprehend how the game works. 

 

The main body of the lesson will introduce the skills being explored in today’s lesson and provide students with an opportunity for discovery and experimentation. All skills will be introduced through the means of a game, where students’ tactical awareness and decision making will be tested. Tactical questioning and teacher observation will be implemented in each lesson to expand student learning and encourage improvement. As skills are introduced, emphasis will be placed on why the skill is performed, before learning how it is performed (Luttrell & Chambers, 2013). This will ensure students are learning “to play in the context of the game” (Luttrell & Chambers, pp. 23, 2013). 

Each lesson will conclude with a cool down and a set time will be allocated for reflecting on the lesson. Students will engage in discussion with both the teacher and their peers as they provide feedback on the lesson completed. Finally, students will complete an exit card and return to the dressing rooms to change into their uniforms. 

During the six weeks, the teacher will use questioning and feedback as a method of assessing the students. The students’ performance in each class will be compared to the features of quality for each learning outcome and constructive feedback will be given where necessary. The use of tactical questioning will be implemented by the teacher throughout the scheme as the questions ‘what to do?’ and ‘how to do?’ are separated “to enable the student to recognise and engage in decision making” (Luttrell & Chambers, 2013, pp.27). Worksheets and task cards will be used to provide students with clear criteria to compare their progress with over the six weeks.

Students will complete self-assessment on a weekly basis as they reflect on their performance and ability to execute a range of skills in each lesson. While working in pairs, students will be encouraged to assess their partner’s performance of a variety of skills and movements. 

Staying well: Students will be physically active for the duration of this scheme. Students will work confidently as part of a team and develop strategies to overcome any difficulties that arise.
Communicating: Students will communicate with their teacher and peers each week. Students will learn to provide their opinion, but also respect that of others. Students will engage in discussion and reflection while communicating confidently as an individual and as part of a team.

Working with others: Students will work as part of a team for the duration of this scheme. Students will learn to work as an effective team member when attacking and defending play. Students will fulfil a variety of roles in their team and show leadership skills where necessary.