Skills: 
Skills that we have worked on which are transferable to the scheme are running (Orienteering) and Coordination (HRA). Learners also have good communication and team work skills, which have been targeted in the last scheme. I would expect that all/most learners will be able perform some of the basketball skills without much instruction- dribbling a basketball. 

 

Attitudes:
Learners are enthusiastic towards PE and they always engage well in the activities. Furthermore, learners love looking at new activities, which is something, being under taken in this scheme, as this class have not played basketball previously. I have built up trust with this class which is why I feel comfortable undertaking Sports Education with them. 

“Opportunities for potentially marginalized students. Two groups of students who are potentially marginalized in team sports are girls and low-skilled students. Evidence shows that these students do indeed get a "fair go" during sport education seasons. Carlson (1995) writes of low-skilled students whose response to sport education is best summarized as "now I think I can." For these students, there is a belief not only that they improved in skill levels, but that they could also make a positive contribution to their teams. These feelings were accompanied by a sense of belonging and trust from their teammates” (p. 24-26). 

In my school environment I only have girls so that part of the statement is irrelevant. However, after my last inspection, I identified one area to work on being something to offer non participants. Looking into the Sport Education model, there are so my roles and responsibilities are everyone to partake in. Therefore, basketball through (SE) was selected as a means to involve each learner in the lesson. 

-        Learners will be given team booklets which will outline the roles and responsibilities of each team member. They must read and comprehend their roles.

-        Learners will be grouped at the start of the scheme. Throughout the scheme, teams will be given tasks and asked to work with their team. Students will discuss, listen to their peers, reason and compromise.  

-        Learners will engage with a class discussion at the start of each lesson throughout the four weeks. Open ended questions will be used by teachers to encourage the discussion. 

-        Learners (Equipment managers) will estimating distances when laying out cones.

-        Learners (Team Captains) will count players when taking attendance

-        Learners (Match Officials) will Timing a drill / game.

 -  Graphically representing their progress and their feelings about their own level of performance through use of Emoji, which they display upon exiting the class