Subject: Physical Education | Topic: Basketball
  No. of Learners: 23 | Gender: Mixed
  Average Age: 12-13 | Year: 1st
  No. of Lessons: 6 | Duration of Lessons: 80 minutes
  

Students have just completed the Health Related Activity scheme of work which they have learnt various health and skill related components of fitness which is suitable to them moving forward onto this strand. While the majority of students play basketball in school, with a club/organisation or both, the remaining students have little knowledge associated to the offensive and defensive domain which will be targeted to ensure students understanding of different basketball tactics. 

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Students have completed numerous units of work, all of which have touched on the elements related to fundamental movement skills. All students have the basis fundamental movement skills suitable for this strand, as they have the capabilities to endure in concepts related to endurance (dribbling consistently around the court), power (shooting) and agility/balance (keeping a strong posture at stand upright while defending). As mentioned above, certain students don’t understand the various components or acquired skills related to basketball which will eliminate match plays until the last two weeks. This will allow non-dominant players to become more confident at dribbling and contain reasonable acquired skills. 

 

As this is the student’s fourth scheme of work, the majority of them have become more confident, keen and competent participants, not just from physical education classes but also extra-curricular activities as well. I have noticed their growth in abilities and standards which is from their eagerness involvement and participation levels. Unfortunately as there is a diverse difference between non-players and players, weaker students tends to be less focused on tasks while the more skilful and knowledgeable students become less interested and un-cooperative.   

 

Basketball is an aerobic activity, and like many other aerobic activities basketball incorporates elements of fun and additional lifestyle advantages which I thought could stand to my students. Like other sports, basketball benefits physical fitness, however, this typical fast-paced, intense game simultaneously counteracts with health and skill related components of fitness such as speed, hand-eye co-ordination and cardio respiratory endurance. Not only is basketball a good source associated to physical fitness, it also acts as a stress relief. According to the anxiety and depression association of America, the ADAA, some 14 percent of people make use of regular exercise to cope with stress, while another 17 percent sleep and another 14 percent eat. (Adaa.org, 2019) This figure is very low and worrying which is why I am implementing basketball into my physical education programme as it will help students unwind without requiring any specific skills or being a top athlete, and students don’t have to gather a large group to play. Basketball will give students a sense of construction as it will enable them to focus on their shots. 

Basketball falls into the category of games in relation to the NCCA website. With this in mind students will be exposed to a variation of opportunities in order to develop a wide range of skills. ‘’Skill acquisition is seen in the context of the students’ involvement in the game situation and of enabling them to make appropriate decisions based on their evolving level of tactical awareness’’. (Curriculumonline.ie, 2006) Activities and games will be adapted to cater for all my students’ needs and abilities, but also these games will enhance and promote communication skills and develop people skills which will be useful for students not only in a sporting context but in everyday life situations. 

‘’Contemporary Issues in Physical Activity aims to develop learners as informed and critical participants in physical activity and sport. Students learn not only to critically reflect on their personal experiences in physical activity and sport but also on the broader local, national and international influences on participation and provision. Learners are encouraged to consider physical activity and sport from personal, social and cultural perspectives’’. (Senior Cycle Physical Education, 2011, p.25)

 

In 1985 Edward de Bono developed a teaching strategy known as ‘’Thinking Hats’’. These thinking hats have provided a framework allowing students to think clearly, critically and thoroughly by directing their thinking attention in one direction. Each student can learn to separate their thinking into six clear functions and roles. The six thinking hats – white hat (facts), green hat (creativity), yellow hat (benefits), black hat (caution) and red hat (feelings) and blue hat (process). In accordance to this teaching strategy, Dr. De Bono provides techniques relating to time-tests, proven and practical thinking tools in order for people to look from different perspectives, but clearly states it is addressed at one time in order to avoid confusion. By implementing this effective teaching strategy , students are introduced to a simple metaphor and according to the book ‘Senior Cycle Education Curriculum and Instructional Models’, it indicates this teaching methodology as a ‘’focus on parallel thinking’’. (Luttrell and Chambers, 2013) This teaching tool facilitates collaboration and creativity which enables students to consider each students unique point view as they have developed to think thoroughly. 

 

Another teaching strategy related to contemporary issues in physical activity is the ‘’PIN DOWN’’ issue. This strategy implements positives, interesting information and negative aspects which are used to assess and categorise gathered information as a specific topic/issue. 

 

By implementing these teaching techniques related to contemporary issues in physical activity (CIPA) students will learn about different experiences of physical activity, physical activity opportunities in and beyond school, barriers and supports in sport and physical activity and local sports partnerships such as Cork Sports Partnerships or Irelands Wheelchair Association. 

This six week scheme will be held on the outside court, however if the weather is bad, we will move into the court. Housekeeping such as roll call, removing jewellery into personal boxes and checking uniform will be completed a first minutes at the beginning of the lesson. In the midst of the scheme, a recap on the previous lesson while provide introduction to the class content. A fun warm-up will then progress on student-lead dynamic stretches. With the main body consisting of one component related to basketball, i.e., the first lesson concentrates on passing, the students will be taught through drills and an actual game. Bringing the class to an end, we will cool-down by finishing up with questions to recap. 

 

In relation to this basketball scheme, I am going to frame my class around the activity icon called the Physical Activity Tree. According to the Wheelchair Association the Tree principle ensures teachers apply the approach of inclusion in their lesson. This teaching methodology ensures students the develop of through different stages and that basis techniques of skills are addressed regardless students abilities, as the teacher aims to help by modifying and adapting activities, games and sporting situations. TREE stands for; teaching style (T), rules (R), equipment (E) and environment (E). By incorporating all four aspects students will be supported and included no matter their capabilities. 

·         Students will read words on the learning wall.

·         Students will write ideas and concepts on the white board when asked to.

·         Students will fill up poster with what they are learning about basketball (used as a recap and exit card)

·         Students will hear worded explanations of what to do for different activities.

·         Students will be given a task card with instructions and they will have to read it in groups.

 

·         Students will keep score in a range of different activities throughout the scheme.

·         Students will learn the dimensions of a basketball team.

·         Students will have to call out how many fingers their partner is holding up while dribbling.

·         Students will respond to numbers that correspond to different actions.

·         Students will be healthy and physically active throughout the scheme.

·         Students will also be confident about their learning as they improve their basketball skills each week.

·         They will be positive about their learning when they are engaged in fun activities.

 

·         Students will be asked to co-operate with the classmates throughout the scheme through a range of different activities.

 

·         Students will be asked to reflect on and evaluate their learning throughout.

 

·         Students will know themselves what their ability is and they will make considered decisions during the activities based on this.

·         Learning Wall 

·         Posters 

·         Rule Poster

·         Whiteboard and Markers 

·         iPad

·         Apple TV 

·         Task Cards, Pens and Paper.

·         Basketballs, Cones, Bibs, Softballs, Hula Hoops.

Adaa.org. (2019). Physical Activity Reduces Stress | Anxiety and Depression Association of America, ADAA. [online] Available at: https://adaa.org/understanding-anxiety/related-illnesses/other-related-conditions/stress/physical-activity-reduces-st [Accessed 9 Feb. 2019].

 

Curriculumonline.ie. (2006). [online] Available at: https://www.curriculumonline.ie/getmedia/ca078585-b4e2-4146-9d22-9fada4bd2478/JCSEC21_Physical_Edcuation_syllabus.pdf [Accessed 9 Feb. 2019].

 

Lubans, D., Morgan, P., Cliff, D., Barnett, L. and Okely, A. (2010). Fundamental Movement Skills in Children and Adolescents. Sports Medicine, 40(12), pp.1019-1035.

 

Nash, S. (2017). Fundamental Movement Skills and Physical Literacy. [Blog] Youth Basketball Coach. Available at: https://www.basketballmanitoba.ca/2013/11/fundamental-movement-skills-and.html [Accessed 9 Feb. 2019].

 

O'Brien, N. (2019). Health; components of physical activities.

 

Who.int. (2007). [online] Available at: https://www.who.int/dietphysicalactivity/PA-promotionguide-2007.pdf [Accessed 10 Feb. 2019].

 

Ncca.ie. (2011). p. 25. [online] Available at: https://www.ncca.ie/media/2687/seniorcyclephysicaleducation_framework.pdf [Accessed 11 Feb. 2019].

 

Luttrell, S. and Chambers, F. (2013). Senior Cycle Physical Education Curriculum & Instructional Models. Dublin: Eprint.ie Ltd, pp.275 - 309.