Prior Skills: The students have an appropriate understanding of the fundamental movement skills of running, jumping and throwing. This is a mixed ability class where all students have developed the skills of balancing and transferring weight at an individual level. It is hoped that these skills will be progressed further throughout this unit of work.

 

Prior Attitudes: This class have a positive attitude towards P.E. and most students work well together as a group. There are a few students who need further encouragement to engage fully and appropriately.

“Sport education has three primary goals: It seeks to help students become competent, literate, and enthusiastic sports persons” (Siedentop, 1998, pp.20). This model will focus on providing students with a holistic experience of the game of spikeball, allowing them to gain experience in different roles and positions each week. Students will be challenged to progress their learning in physical education to gain a high level of cognitive, psychomotor and affective skills. 

 

The main body of the lesson will introduce the skills to be explored. The coach, with the support of the team captain, will introduce and practice the skills with their team members. As suggested by the NCCA (2016, pp.21) students will have the opportunity “to perform playing and non-playing roles such as participant/player, referee, coach, choreographer, and statistician” as they engage in a more complete experience of spikeball. Some skills will be introduced by the teacher using explanation and demonstration before the responsibility is passed to the students to design and implement practice tasks associated with the skill. 

Each lesson will conclude with a cool down and 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, the students will complete an exit card and return to the dressing rooms to change into their uniforms. 

 

Along with this, assessment will include outcomes from students’ participation in both a player role and a non-player role (Luttrell & Chambers, 2013). A variety of assessment tools will be used to challenge students each week including self-assessment, peer-assessment, teacher observation and feedback, questioning and group discussion. These forms of assessment will focus on providing the students with feedback on their performance in class and highlight key areas in which they are achieving and those that need improvement. A large emphasis will be placed on peer-assessment and observation each week as students take on different roles within their teams. 

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. 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 teams, students will be encouraged to observe and assess their teammates’ performances and provide constructive feedback each week. 

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 instruction to their peers as they fulfill the role of coach each week. 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 and become a competent, literate and enthusiastic sportsperson. Students will fulfill a variety of roles in their team and show leadership skills where necessary. 

Equipment used in this scheme include: Spikeballs, cones, bibs and nets.