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Physical Education Teaching Skill Development – Assessment B

Physical Education Teaching Skill Development

Sequence of 5 Lessons

Alphacrucis College

Parramatta Campus

EDU411: Personal Development, Health and Physical Education – Assessment B

Due Date: 22 May 2012

Handed in: 22 May 2012

Declaration of Authorship

I hereby declare that this submission is my own work and that, to the best of my knowledge and

belief, it contains no material previously published or written by another person nor material

which to a substantial extent has been accepted for the award of any other degree or diploma of a

university or other institution of higher learning, except where due acknowledgement is made in

the acknowledgements.

Signed: Charissa Phillips Date: 22.5.12

Physical Education Teaching Skill Development – Assessment B

Rationale

The sequence of 5 lessons draws from the PDHPE modules and a variety of teaching resources and references. These 5 lessons focus on introducing modified soccer games, locomotive skills, and ball skills such as kicking, trapping, dribbling, heading (jumping/landing), and shooting. Mastery of these specific Fundamental Movement Skills (FMS) opens up a vast amount of opportunities for students as they progress to sports-specific skills in non-competitive and competitive environments. Students will discover their physical uniqueness, and how God created them so wonderfully, with particular gifts and abilities in relation to moving, living actively, communicating, problem solving and interacting with a variety of people. It is an opportunity to remind the students that God loves all people regardless of ability or position, and that teamwork, co-operation, fair play, and integrity are God’s ideas. As students explore their physical abilities, they will be encouraged to thank God for blessing them with healthy bodies and opportunities to stay healthy and fit. Key bible references will be Genesis 1 & 2 and Psalm 139. This sequence of lessons provides students with the opportunities to acquire and apply movement skills, enhance their creativity and aesthetic awareness, and develop positive attitudes towards regular physical activity.

Outcomes & Indicators

TARGETED OUTCOMES:

GSS2.8 Participates and uses equipment in a variety of games and modified sports.

Students develop knowledge and understanding about the skills involved in soccer Demonstrates fun ways of practicing skills e.g. partner or team Describes how cooperation and encouragement lead to success in games Practises and refines movement skills in a variety of modified games Demonstrates efficient ways of using equipment while working cooperatively with others Demonstrates a range of skills in practices and modified games e.g. kicking, trapping, dribbling, heading (jumping/landing), and shooting Explains the correct use of specific sports equipment

MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.

Kicks and strikes proficiently for distance Practise walking/running in and out of markers Practise kicking a soccer ball to hit a stationary target Practise kicking a soccer ball using a backswing, step, roll, follow through

KLA: PDHPE TOPIC: Games & Sports STAGE: 2 2012 Term: 1 Duration: 5 x 40 minute lessons

Participate in a range of modified soccer games Practise dribbling a soccer ball using instep/outside of foot to push ball Practise kicking a ball using preferred and non-preferred foot Practise kicking a ball to pass to a partner while running Practice trapping a ball with other body parts e.g. chest, head

SUPPLEMENTARY OUTCOMES (integrated in each lesson):

COS2.1 Uses a variety of ways to communicate with and within groups.

Reports on participation in games and activities Demonstrates effective communication skills when working in a team environment

DMS2.2 Makes decisions as an individual and as a group member.

Considers individual strengths and limitations when allocating positions in a team Works towards developing realistic goals to support the decision to participate in regular physical activity Assists the group to achieve goals Considers feelings and needs of others in making decisions

INS2.3 Makes positive contributions in group activities.

Participates in the development of class rules Helps others to achieve set tasks Works independently or in a group to devise a simple game Develops friendships and support networks with a range of people Displays tolerance in relation to individual differences e.g. ability levels, culture

PSS2.5 Uses a range of problem-solving strategies.

Identifies ways to improve unsafe environments Performs a simple movement sequence given particular limitations e.g. restricted use of space Identifies what needs to be done to achieve a goal

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V5 Willingly participates in regular physical activity.

Values the importance of physical activity to personal health Enjoys regular participation in worthwhile physical activity Appreciates the need to participate in physical activity with safety

V6 Commits to realising their full potential.

Acknowledges effort in achieving results Recognises the aesthetic and technical qualities of movement Strives to achieve quality in personal performance

✪Differentiation

Students will be grouped in a variety of ways over the duration of the 5 lessons, including pairs, friendship groups, reading groups, and mixed ability groups. This aim is to encourage all students to work on developing their skills, regardless of their ability, and support the diverse range of cultures within the class. Each activity can easily be modified to develop skills in the full range of abilities. Students with special gifts and talents (G+T) in PDHPE can vary between creativity, movement skills, intellectual understanding, and/or social skills and leadership. These differences will be considered when identifying students and developing activities as they will benefit from a variety of learning situations. Students with special education needs will be catered for in a range of ways: extra assistance will be given to those who require it, students will be physically guided through demonstrations, pair and group work will be utilised, worksheets will either be modified or guided through, students will be given clear goals and targeted steps to focus on in practices or activities, and daily opportunities will be provided to practise skills. Students will have numerous opportunities to develop their social skills through the various learning experiences. Respect of the various cultures of the individuals in the class e.g. Aboriginal culture, will be appreciated, considered, and incorporated into the implementation of activities. Parents will be encouraged to assist in supporting the PE lessons so that more students are able to receive individual support and groups can be encouraged positively in their interactions, co-operation and communication.

Discipline

The appropriate behaviour expected of students will be communicated beforehand and students who are participating, listening well, raising their hands, and waiting for their turn to speak will be continually praised. If inappropriate behaviour occurs, such as bullying or disruptive interactions, the following strategy will be implemented:

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1. Warning – for calling out, not doing what is asked of them, talking to each other when they are not meant to etc.2. Warning with a stated consequence e.g. “If you do that again, you will sit out of the lesson for 5 minutes or have a time out at lunch or recess.”3. Proceed with consequence4. Have a quiet talk with the student/s at the end of the lesson and ask the student what behaviour they think is expected during lessons and at

school5. Have the student/s agree to try their best next lesson (“Whatever you do work at it with all your heart as working for the Lord not for men.”

Colossians 3:23)

Organisation & Safety

The following will be ensured before and throughout each lesson: A correct warm up to prepare students for activity The activity surface is suitable The area is clear of any obstacles (or any obstacles used in learning experiences are safe for students) Adequate space is provided Students to wear appropriate footwear and clothing Supervision is provided at all times Caution is exercised in learning experiences that implement the kicking, passing, throwing, or heading of a ball

Literacy Concepts

Introducing and encouraging the use of specific terminology within soccer e.g. kicking, trapping, dribbling, heading, and shooting will be addressed in the content of these lessons. A variety of stimulus material will be used including written, spoken and visual texts. Written texts are the materials students will be required to read, understand, and use to assess themselves when participating in a lesson. Spoken texts are instructions, explanations, descriptions or other orally presented information that students interpret as they listen. Visual texts are demonstrations, images, videos, and diagrams that will be used in learning experiences. Literacy involves students being able to interpret and create a range of texts successfully. Students will have opportunities to develop literacy skills through the various stimuli, such as:

Speaking Listening

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Articulate ideas Interact and communicate with others Use appropriate PDHPE terminology Discuss ideas Express opinions Offer explanations Express knowledge and understandings Negotiate with others

Listen to the ideas and opinions of others Listen for information Understand discussions and instructions Respond appropriately to oral stimuli

Reading Writing

Recognise PDHPE terminology and its meaning Follow written instructions Analyse information Relate and link knowledge and understandings

Use PDHPE terminology appropriately Record information clearly

Students will also discuss issues related to participation: Observe and discuss the use of nonverbal communication in games to communicate messages (e.g. gestures by umpires/coaches/players). Compare the use of different gestures for different games/sports. Use spoken language to negotiate roles, rules and relationships in games and sports.

Mathematical Concepts

Students will use the skills of estimating and measuring throughout the various activities in the lessons: Estimate and mark out various running distances Measure the time taken to complete various activities Measure out a set of goals Estimate and measure the distance a ball is propelled Discuss the geometrical shape of a soccer field and mark out Investigate and participate in the method of scoring soccer

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Assessment

Students will be assessed in various ways: Observation: during discussions and activities for understanding of skills and knowledge. They will also be assessed through observation on how

they communicate, their decision making skills, interacting with others, movement, sharing, talking and listening. Peer assessment: students observe each other during learning experiences and assess each other’s understanding of knowledge and skills. ‘Easy Assessment’ (iPad or iPhone app) will be used to capture images or videos of each student to assess performance during activities. This can be

reviewed as a spread sheet to assess knowledge and skills across the class and to use for reporting. Anecdotal notes will be taken using ‘Easy Assessment’ as well to use for reporting. Skills checklist – this will be the overall product of ‘Easy Assessment’, which will build up a profile of each student in the class.

Resources

Equipment Books/References Websites

Cones or markers

Soccer balls

Whistle

Hats

iPad or iPhone (to use ‘Easy Assessment’ app)

Stopwatch

Coloured bibs

Good for Kids. Good for Life. (2009). Teaching Fundamental Movement Skills: An Overview and Stage-Specific Lesson Examples.

Hopple, C. J. (2005). Elementary Physical Education Teaching & Assessment: A Practical Guide. Champaign, IL: Human Kinetics Publishers.

NSW Department of School Education Curriculum Directorate. (1997). Teaching Literacy in PDHPE in Year 7.

The Australian Council for Health, Physical Education and Recreation. (2008). Phase: Fundamental Motor Skills Module. Melbourne, Victoria.

Lesson plan on passing:http://teachers.net/lessons/posts/1022.html

NSW PDHPE Syllabus & Modules:http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpe

Physical Education Activity Cards:http://www.det.wa.edu.au/curriculumsupport/physicalactivity/detcms/navigation/teaching-and-learning-support/fundamental-game-strategies--4-7-/?page=2&tab=Main

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http://www.det.wa.edu.au/curriculumsupport/physicalactivity/detcms/navigation/teaching-and-learning-support/fundamental-game-strategies--4-7-/?page=2&tab=Main



http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpe

http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpe

http://teachers.net/lessons/posts/1022.html


Lesson Plan 1

Learning Area: PDHPE Unit: Games and Sports Year Level: 3

Lesson Topic: Soccer – kicking and trapping Lesson Duration: 40 minutes Date: 19/03/2012

Lesson Outcomes:

Targeted Outcomes:GSS2.8 Participates and uses equipment in a variety of games and modified sportsMOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations

Supplementary Outcomes:COS2.1 Uses a variety of ways to communicate with and within groupsDMS2.2 Makes decisions as an individual and as a group memberINS2.3 Makes positive contributions in group activitiesPSS2.5 Uses a range of problem-solving strategiesV5 Willingly participates in regular physical activityV6 Commits to realising their full potential

Lesson Objectives: Students will develop knowledge and understanding about kicking a ball Students demonstrate fun ways of practising skills e.g. with a partner or in small groups Students describe how cooperation and encouragement lead to success in games Students practise and refine movement skills in a modified game of soccer Students demonstrate efficient ways of using equipment while working cooperatively with others Students demonstrate the skill of kicking and trapping in practices and modified games Students kick and strike proficiently for distance Students practise kicking a soccer ball to hit a stationary target Students practise kicking a soccer ball using a backswing, step, roll, follow through Students practise kicking a ball using preferred and non-preferred foot

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Students explain the correct use of specific sports equipment

Resources: Soccer balls Hats Whistle Cones or markers iPad or iPhone – ‘Easy Assessment’ app

LESSON OUTLINE

2 mins

5 mins

Introduction

Motivation for learning (providing an end goal): Explain to the students that we will be doing a sequence of 5 lessons, which focus on targeted soccer skills in order to increase their individual abilities (intrinsic). The last lesson will be used to integrate all the skills we will learn into a modified soccer game, in which the winning team will be awarded a prize (extrinsic).

Dynamic warm up. Have students choose between a variety of warm up options (encourage students to choose 2 or 3): Run around the oval Star jumps Leg swings High knee walk Bottom kickers Lunge walk

Teaching strategies/Learning Activities (30 mins depending on length of intro)

Ask students to find their own space on the oval. Ensure students can easily hear and see the demonstration.

Skill developmentKicking (or passing)

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10 mins

10 mins

Guided Practice: Give an explanation of the skill, and then do a demonstration of the skill.

Demonstrate and practice the correct movement of a kick or pass.Explain: Most short passes are made with the inside of the foot

1. Lean forward and over the ball. Stand on the balls of the feet with the knees slightly bentand the feet shoulder width apart.

2. Plant the weak foot beside the ball with the toes pointing toward the target targeted skill3. Strike forward and through the ball with the inside of the strong foot targeted skill4. Follow through by lifting that knee up

Use the illustration card as a visual aid for those who are struggling – This could be helpful for those with learning difficulties.

In pairs: Ask students to demonstrate and practice these skills (focusing on the targeted skills).Provide an opportunity to share and demonstrate the efforts of those who are engaged and achieving the targeted skill to the rest of the class.

DifferentiationG+T students: practice additional steps of kicking; use 3 or 4 steps as their targeted skills. You could alsoask these students to practice with their non-preferred foot.Students with learning difficulties: only target step 5, focusing on kicking with the inside of the foot

Teacher: Use ‘Easy Assessment’ to capture images or videos of students practicing targeted skills. Check for understanding: Monitor the students subjectively, and give them immediate and frequent feedback to make sure they are doing all of the skills correctly.

TrappingBuild on this skill by introducing the concept of trapping the ball with the inside of the foot too. Demonstrate with a student.In different pairs to before: pass the ball correctly between each other and trap using one foot – maintain or increase distance between students depending on skill level

X----------------X X-------------------------------------X X------------------------------------------------------------------X

X = Students

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8-10 mins

----- = Distance between students

If time: Explore and practise kicking and trapping skills in small groupsIndependent Time: The students will have time to practice the skills with their groups while I monitor them to be sure they are all on task.

Game contextApply the skills of this lesson in a modified game context: Crab soccer

Students travel on hands and feet with stomachs facing upwards. Students still strike with their feet to pass or trap the ball. Clearly define the playing area Ensure that students experience high levels of participation

5 mins

Concluding strategyDynamic warm down. Have students choose between a variety of warm down options (encourage students to choose 2 or 3):

Run around the oval Star jumps Leg swings High knee walk Bottom kickers Lunge walk

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Closure: Encourage the students to practice at home, and let them know how well they did in the lesson.Review some of the things covered in the lesson, and tell the students the targeted skill of next lesson: dribbling.

Assessment

Observe student participation during lesson Observe student demonstration of targeted skills Use ‘Easy Assessment’ as a skills checklist to build up a profile of each student Observe students during their free time (recess and lunch) to see if they incorporate the skills into their playground games

✪Differentiation/Anticipated special needs

Provide extra assistance if necessary Provide extra direction to students who get easily distracted or unmotivated Use visual aids, such as practice cards, illustrations, or diagrams, for those with learning difficulties ✪ G+T students: practice additional steps of kicking; use 3 or 4 steps as their targeted skills. You could also

ask these students to practice with their non-preferred foot. ✪ Students with learning difficulties: only target step 5, focusing on kicking with the inside of the foot ✪ Maintain or increase distance between students depending on skill level when passing and trapping the ball ✪

Self-reflection/Lesson Evaluation

Did students enjoy the activities used to develop and practice games skills? Were students actively involved in each stage of the lesson? Was the time allocated adequate for all students to participate and practice skills? Were the activities appropriate for the level of development and interests of students? Did all students have sufficient access to equipment? Was there sufficient equipment to allow for maximum participation? Are all students showing improvement in their physical and social skills development?

Seen by Mentor Teacher before lesson Debriefed afterwards

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Lesson Plan 2


Lesson Topic: Soccer – dribbling Lesson Duration: 40 minutes Date: 20/03/2012

Lesson Outcomes:



Lesson Objectives: Students will develop knowledge and understanding about dribbling a soccer ball Students demonstrate fun ways of practising skills e.g. with a partner or in a team Students practise and refine movement skills in a modified game of soccer Students demonstrate efficient ways of using equipment while working cooperatively with others Students demonstrate the skill of dribbling in practices and modified games Students practise walking/running in and out of markers Students practise dribbling a soccer ball using instep/outside of foot to push ball

Resources: Soccer balls Hats

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Cones or markers Whistle Stopwatch Coloured bibs iPad or iPhone – ‘Easy Assessment’ app

LESSON OUTLINE

2 mins

5 mins

Introduction

Review previous lesson: kicking and trapping.Discuss the targeted skills with the class. Encourage students to continue practicingthese skills at home for the big game at the end (extrinsic motivation)!

Dynamic warm up: Kick star ball Mark out a grid formation Divide the class into teams of six Each team has two stars in opposite corners of the square All other students start inside the square The object of the game is to maintain possession and score points by passing the ball

to the stars in the corner The students rotate periodically so that all have the chance to be the star in the corner Passes may be intercepted, but there is no contact Add a minimum number of passes before passing to the stars

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10 mins

10 mins



Skill developmentDribblingGuided Practice: Give an explanation of the skill, and then do a demonstration of the skill.

Demonstrate and practice the correct movements of dribbling a soccer ball.Explain: Much like kicking or passing a ball, dribbling is produced using the inside of the foot and running.

1. Gently tap the ball with the inside of the feet2. Head up looking forward3. Keep the ball close to your feet targeted skill

Use the image as a visual aid for further explanation – pointing to where the ball and feet are.

Ask students to demonstrate and practice these skills individually (focusing on the targeted skill).Provide an opportunity to share and demonstrate the efforts of those who are engaged and achieving the targeted skill to the rest of the class.

DifferentiationG+T students: practice achieving every step of dribbling. You could also ask these students to practice dribbling to a designated point and back (increase distance and speed)Students with learning difficulties: only dribble a few steps – stay in one space. Use partners for these students to see more demonstrations to ensure there is less chance of frustration if they do not understand or are having troubles.

Check for understanding: Monitor the students subjectively, and give them immediate and frequent feedback to make sure they are doing the targeted skill correctly.

Dribbling around conesBuild on this skill by introducing ‘relay dribbling’ with cones as markers. Demonstrate with a student.

Ask students to divide themselves into 3 or 4 groups – each group with one soccer ball Ensure the groups are not too big so students are not waiting too long for their turn. Also ensure there is an even spread of ability in

each team.

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8-10 mins

Each team lines up at a designated point (marked using cones) Opposite each team, get students to estimate and mark out a 5 metre distance (integration with Mathematics) The first student from each team then dribbles the ball to the cone and back to their team Then the second person begins dribbling, and so on, until each team member has had a go This is a race, but the students must use accurate skills. If a student kicks the ball to the cone in one tap, they must start again, which

delays the whole team.

G+T students: Can choose to sprint with their ball, while still dribbling, from the middle marker to the starting point (indicated by the circle)

Independent Time: The students will use this time to practice their skills with their groups while I monitor them to be sure they are all on task.

Teacher: Use ‘Easy Assessment’ to capture images or videos of students practicing the targeted skill. Show those students waiting in line their skills captured on video (intrinsic motivation).

Game contextApply the skills of this lesson in a modified game context: Mini Soccer

Students are to mark out one or two small fields (depending on how many students) Put students in 2 or 4 teams (depending on fields) Ask students to focus on their dribbling skills as they play this modified game of soccer – keep the ball close to their feet Ask students to clarify some simple rules of soccer Ensure that students experience high levels of participation

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5 mins

Concluding strategyDynamic warm down: Alpha-body

Students divide up into small groups The teacher calls out a letter The students work collaboratively to create the letter using their bodies. Challenge students to create a whole word using all the members in the class.

Closure: Encourage the students to practice at home, and let them know how well they did in the lesson.Review some of the things covered in the lesson (a few students to report what they found easy or difficult), and tell the students the targeted skill of next lesson: heading.

Assessment

Observe student participation during lesson Observe student demonstration of targeted skills Use ‘Easy Assessment’ as a skills checklist to build up a profile of each student Have students identify the most suitable equipment for various activities (markers) Observe students during their free time (recess and lunch) to see if they incorporate the skills into their playground games


Provide extra assistance if necessary Provide extra direction to students who get easily distracted or unmotivated Use images as visual aids for further explanation ✪ G+T students: practice achieving every step of dribbling. Practice dribbling to a designated point and back (increase distance and speed) ✪ Students with learning difficulties: only dribble a few steps – stay in one space. Use partners for these students to see more demonstrations to

ensure there is less chance of frustration if they do not understand or are having troubles ✪ Ensure there is an even spread of ability in each team ✪

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Lesson Plan 3


Lesson Topic: Soccer – heading (jumping/landing) Lesson Duration: 40 minutes Date: 21/03/2012

Lesson Outcomes:



Lesson Objectives: Students will develop knowledge and understanding about jumping and landing to head a soccer ball Students demonstrate fun ways of practising skills e.g. with a partner or in a team Students practise and refine movement skills in a modified game context Students demonstrate efficient ways of using equipment while working cooperatively with others Students demonstrate the skill of heading in practices Students practise trapping a ball with other body parts e.g. chest, head

Resources: Soccer balls Hats Cones or markers

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Whistle iPad or iPhone – ‘Easy Assessment’ app

LESSON OUTLINE

2 mins

5 mins

Introduction

Review previous lesson: dribbling.Discuss the targeted skill with the class. Encourage students to continue practicing this skill, and previous learnt ones, at home for the big game at the end (extrinsic motivation)!

Dynamic warm up: Running & dribbling Students run around the oval Teacher to call out high knee or bottom kickers as they continue to run Introduce soccer balls Have students dribbling their ball as they continue to run

10 mins



Skill developmentHeadingGuided Practice: Give an explanation of the skill, and then do a demonstration of the skill.

Demonstrate and practice the correct movements of heading a soccer ball.Explain:

1. Keep your eye on the ball2. Bend knees and push off the ground3. Use the front of your forehead to head the ball targeted skill4. Land on balls of the feet and bend knees to absorb landing ← targeted skill

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10 mins

Ask students to demonstrate and practice these skills (focusing on the targeted skills). In pairs, students take turns throwing and heading the ball Ensure students are aware of safety concerns and the appropriate

behaviour expected Peer assessment: Students use the ‘Performance task assessment

sheet’ to assess whether their peers are using the front of their forehead, rather than the top of their head to head the ball.

Provide an opportunity to share and demonstrate the efforts of those who are engaged and achieving the targeted skill to the rest of the class.

DifferentiationG+T students: practice the targeted skill of heading with increased speed, and incorporate movement e.g. running forward while partner throws for student to head the ballStudents with learning difficulties: focus on successfully jumping and landing. Practice stopping the ball with another body part e.g. chest. This decreases the amount of accuracy needed and still achieves an understanding of another way to stop the ball.


Target headingBuild on this skill by introducing ‘target heading’. Demonstrate with a student.

Ask students to divide themselves into a group of 6 – each group with one soccer ball - ensure there is an even spread of ability in each team.

Each team lines up at a designated cone with one student as a leader (explain that each student will have a go at being the leader)

The leader must stand opposite their team with the ball at a distance of about 3 metres (link with Mathematics)

The leader then throws the ball for the 5 other team members to head the ball, one after the other

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Leader


8-10 mins

Once every student in line has had a turn of heading, students rotate to have a turn as leader Remind students to use the targeted skill – front of their forehead


Teacher: Use ‘Easy Assessment’ to capture images or videos of students practicing the targeted skill.

Game contextApply the skills of this lesson in a modified game context: Heading to score!Questioning: Ask students how heading can be used in a soccer game e.g. it can be used as another way of defending, attacking, or scoring

In pairs, students are to mark out their own sets of goals Students are to take turns as the goal keeper (throwing and catching the ball) and the player who heads the ball

into the goal (trying to score) Ask students to focus on their heading skills as they play this modified game of scoring in soccer – head the ball

with the front part of their forehead Ensure that students experience high levels of participation

DifferentiationG+T students: use increased distance between goal keeper and player and incorporate the movement of running forward while the goal keeper throws for the other student to head the ballStudents with learning difficulties: as before – focus on successfully jumping and landing. Practice stopping the ball with another body part e.g. chest. This decreases the amount of accuracy needed and still achieves an understanding of another way to stop the ball. Students can then dribble the ball into the goal to score.

5 mins


Run around the oval Star jumps Leg swings High knee walk Bottom kickers

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:: Goals :: X

X

X = Student


Lunge walk

Closure: Encourage the students to practice at home, and let them know how well they did in the lesson.Review some of the things covered in the lesson (a few students to report what they found easy or difficult), and tell the students the targeted skill of next lesson: shooting.

Assessment

Observe student participation during lesson Observe student demonstration of targeted skills Use ‘Easy Assessment’ as a skills checklist to build up a profile of each student Observe students during their free time (recess and lunch) to see if they incorporate the skills into their playground games


Provide extra assistance if necessary Provide extra direction to students who get easily distracted or unmotivated G+T students: practice the targeted skill of heading with increased speed, distance, and incorporate movement e.g. running forward while partner

throws for student to head the ball ✪ Students with learning difficulties: focus on successfully jumping and landing. Practice stopping the ball with another body part e.g. chest. This

decreases the amount of accuracy needed and still achieves an understanding of another way to stop the ball. ✪ Ensure there is an even spread of ability in each team ✪


Did students enjoy the activities used to develop and practice games skills? Were students actively involved in each stage of the lesson? Was the time allocated adequate for all students to participate and practice skills? Were the activities appropriate for the level of development and interests of students? Did all students have sufficient access to equipment? Was there sufficient equipment to allow for maximum participation?

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Are all students showing improvement in their physical and social skills development?


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Lesson Plan 4


Lesson Topic: Soccer – shooting Lesson Duration: 40 minutes Date: 22/03/2012

Lesson Outcomes:



Lesson Objectives: Students will develop knowledge and understanding about shooting a soccer ball Students demonstrate fun ways of practising skills e.g. with a partner or in a team Students practise and refine movement skills in a modified game context Students demonstrate efficient ways of using equipment while working cooperatively with others Students demonstrate the skill of shooting in practices Students kick and strike proficiently for distance Students practise kicking a ball using preferred and non-preferred foot


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Cones or markers Whistle iPad or iPhone – ‘Easy Assessment’ app

LESSON OUTLINE

2 mins

5 mins

Introduction

Review previous lesson: heading.Discuss the targeted skill with the class. Encourage students to continue practicing this skill, and previous learnt ones, at home for the big game at the end (extrinsic motivation)!

Dynamic warm up: Running & heading Students run around the oval Star jumps Introduce soccer balls Have students individually heading their ball as a continuous motion on the spot



Skill developmentShootingGuided Practice: Give an explanation of the skill, and then do a demonstration of the skill.

Questioning: Where do you think your feet should be when kicking a ball to shoot for a goal? What part of your foot do you think you should use? Would it be better to be in motion (already moving and running) or in a stationary position (still) when shooting for a goal?

Demonstrate and practice the correct movements of shooting a soccer ball.

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10 mins

10

Explain: Shooting a ball requires a player to do the following:1. Standing foot next to ball and pointing towards intended target2. Strike ball with the top part of your foot, toes pointing down targeted skill3. Strike ball in the centre4. Follow through pointing to intended target

Ask students to demonstrate and practice these skills (focusing on the targeted skill). In pairs, students take turns shooting and catching the ball Ensure students are aware of safety concerns and the appropriate behaviour expected Ask students to provide feedback to their partners to help them master the skill

Provide an opportunity to share and demonstrate the efforts of those who are engaged and achieving the targeted skill to the rest of the class.

DifferentiationG+T students: practice shooting by providing specific targets and/or ask them to master each step of shooting, not just the targeted skill. These students could also practice with their non-preferred foot.Students with learning difficulties: only focus on targeted skill – assist and help them focus on kicking with the top of the foot, toes pointing down.


Activity: Go for gloryBuild on this skill by introducing ‘Go for glory’. Demonstrate with a student.

Ask students to divide themselves into four teams - ensure there is an even spread of ability in each team. Two teams will be the shooters. The other two teams will be the defenders. Have each team mark out a 5 metre distance as goals (two separate fields) – link with Mathematics One student at a time, the defending team must run around the far end of the goals and move to the front of the goals to act as the

goalkeeper to stop the ball One student at a time, the shooting team must run around a marker five metres out from the goals, and shoot at the goals – introduce a

defender to assist the goalkeeper (for G+T students who are shooting)

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mins

8-10 mins

If the goalkeeper stops the shot on goal, the defending team earns one point; if the goal is scored the shooting team earns one point

After a every student has a turn at their either shooting or defending, teams swap roles


Teacher: Use ‘Easy Assessment’ to capture images or videos of students practicing the targeted skill.

Game contextApply the skills of this lesson in a modified game context: Five pin

Have students mark out two fields, each with five cones set up at both ends of the playing area

To set up two games, divide the class into four teams of 6-8 students The objective of the game is to knock over the opposition’s five cones with the soccer

ball whilst defending your team’s cones from being knocked over Students may pass and dribble the soccer ball maintaining possession for their team When all of one team’s cones have been knocked over, all cones are replaced and

teams swap ends If the ball runs out of play, the re-start may be made with a throw in or kick off the

ground

DifferentiationG+T students: Encourage students to consider how to structure their team to provide equal opportunity to attack and defend.Students with learning difficulties: Goalkeepers may be used (as these students may use their hands to stop the ball). Also, allow each team to have one student who stands off the side of the field so that they may be used as a passing option but may not be defended.

5 mins


Run around the oval Star jumps

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Leg swings High knee walk Bottom kickers Lunge walk

Closure: Encourage the students to practice at home, and let them know how well they did in the lesson.Review some of the things covered in the lesson (a few students to report what they found easy or difficult), and encourage & motivate the students for the big game!

Assessment

Observe student participation during lesson Observe student demonstration of targeted skills Ask students for evaluations of their peers during partnered tasks Use ‘Easy Assessment’ as a skills checklist to build up a profile of each student Observe students during their free time (recess and lunch) to see if they incorporate the skills into their playground games


Provide extra assistance if necessary Provide extra direction to students who get easily distracted or unmotivated G+T students:

o Practice shooting by providing specific targets and/or ask them to master each step of shooting, not just the targeted skill.o These students could also practice with their non-preferred foot.o Introduce a defender to assist the goalkeeper when shooting.o Encourage students to consider how to structure their team to provide equal opportunity to attack and defend✪

Students with learning difficulties:o Only focus on targeted skill – assist and help them focus on kicking with the top of the foot, toes pointing downo Goalkeepers may be used (as these students may use their hands to stop the ball)o Allow each team to have one student who stands off the side of the field so that they may be used as a passing option but may not be

defended ✪

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Ensure there is an even spread of ability in each team or partnered work ✪




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Lesson Plan 5


Lesson Topic: Soccer skills revision & game Lesson Duration: 40 minutes Date: 23/03/2012

Lesson Outcomes:



Lesson Objectives: Students will develop knowledge and understanding about passing, trapping, dribbling, heading (jumping/landing), and shooting a soccer ball Students demonstrate fun ways of practising skills e.g. in a team Students describe how cooperation and encouragement lead to success in games Students practise and refine movement skills in a modified game context Students demonstrate efficient ways of using equipment while working cooperatively with others Students explain the correct use of specific sports equipment Students practise kicking a soccer ball to hit a stationary target


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Cones or markers Whistle Coloured bibs iPad or iPhone – ‘Easy Assessment’ app

LESSON OUTLINE

2-3 mins

2-3 mins

Introduction

Dynamic warm up. Have students choose between a variety of warm up options (encourage students to choose 2 or 3): Run around the oval Star jumps Leg swings High knee walk Bottom kickers Lunge walk

Review previous lessons.Questioning: Ask students to recall the skills learnt so far – kicking, trapping, dribbling, heading, and shooting.Discuss the benefits of cooperating as a team.Encourage students to participate and demonstrate their skills as they work together as a team in today’s big game!

Teaching strategies/Learning Activities

Skill developmentPutting it all together – Rotation teams (use whistle to indicate moving onto the next activity)Assess students’ skills of kicking, trapping, dribbling, heading, and shooting by repeating previous activities in rotation teams (7-8 students in each team - ensure there is an even spread of ability in each team).Teacher: Use ‘Easy Assessment’ to capture images or videos of students practicing in rotation groups.

Guided Practice: Give an explanation of the skill, and then do a demonstration of the skill. This is followed by:Check for understanding: Monitor the students subjectively, and give them immediate and frequent feedback to make sure they are doing the

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10-15 mins

(5 mins at each activity)

targeted skill correctly.Independent Time: The students will use this time to practice their skills with their teams while I monitor them to be sure they are all on task.

Activity 1: Relay Dribbling (from lesson 2 – incorporating kicking, trapping, and dribbling skills) Students line up at a designated point (marked using cones) Opposite the team, get students to estimate and mark out a 5 metre distance (integration with Mathematics) The first student in line dribbles the ball to the cone and back to their team Then the second person begins dribbling, and so on, until each team member has had a go The students must use accurate skills. If a student kicks the ball to the cone in one tap, they must start again.

G+T students: Can choose to sprint with their ball, while still dribbling, from the middle marker to the starting point (indicated by the circle)Students with learning difficulties: complete task at their own pace, using strategies from previous lessons

Activity 2: Target heading (from lesson 3 – incorporating the skills of heading) Students line up at a designated cone with one student as a leader (explain that each student will

have a go at being the leader) The leader must stand opposite their team with the ball at a distance of about 3 metres (link with

Mathematics) The leader then throws the ball for the other team members to head the ball, one after the other Once every student in line has had a turn of heading, students rotate to have a turn as leader Remind students to use the targeted skill – front of their forehead

G+T students: use increased distance between leader and team and incorporate the movement of running forward while the leader throws for the other student to head the ballStudents with learning difficulties: practice stopping the ball with another body part e.g. chest. This decreases the amount of accuracy needed and still achieves an understanding of another way to stop the ball.

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Leader


20-25 mins

(10 mins each way)

Activity 3: Goal shooting Students measure out a set of goals (link with Mathematics) Students rotate as goalkeeper All other students have ordered turns at shooting for goals – must be 5 metres away (link with Mathematics) Remind students of their targeted skill: strike ball with the top part of your foot, toes pointing down

G+T students: practice shooting by providing specific targets and/or ask them to master each step of shooting, not just the targeted skill. These students could also practice with their non-preferred foot.Students with learning difficulties: only focus on targeted skill – they do not need to aim at the goals

Game context – The Big Game!Apply the skills of the previous lessons in a modified game of soccer:

Have students mark out a small field and goals (link with Mathematics) Ask students to divide into even teams – in number and ability Question and answer: Collaborate as a class to conclude the rules of a soccer game,

including scoring Explain: 10 minutes one way, then teams will switch sides and go the other way Encourage and remind students to use the targeted skills they have been working on in

this gameTeacher to umpire the game until finish time.If an odd number of students are present, rotate odd person to assist in umpiring the game (link with Mathematics).

G+T students: Encourage students to consider how to structure their team to provide equal opportunity to attack and defend.Students with learning difficulties: provide opportunities to be goalkeepers (as these students may use their hands to stop the ball).

2-3 mins


Run around the oval Star jumps Leg swings High knee walk Bottom kickers

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Lunge walk

Closure: Encourage the students to continue practicing these skills at home, and let them know how well they did in the lesson.Review the targeted skills and ask students who intentionally used these in the game. Ask:

How did you go? Who used the targeted skills? Did they help you to succeed?

Assessment

Observe student participation during lesson Observe student demonstration of targeted skills Ask students for evaluations of their peers during activities Use ‘Easy Assessment’ as a skills checklist to build up a profile of each student Observe students during the big game to see if they incorporated the targeted skills into the game


Provide extra assistance if necessary Provide extra direction to students who get easily distracted or unmotivated G+T students:

o Can choose to sprint with their ball, while still dribbling, from the middle marker to the starting point (indicated by the circle)o Use increased distance between leader and team and incorporate the movement of running forward while the leader throws for the other

student to head the ballo Practice shooting by providing specific targets and/or ask them to master each step of shooting, not just the targeted skill. These students

could also practice with their non-preferred foot.o Encourage students to consider how to structure their team to provide equal opportunity to attack and defend✪

Students with learning difficulties:o Complete tasks at their own pace, using strategies from previous lessonso Practice stopping the ball with another body part e.g. chest. This decreases the amount of accuracy needed and still achieves an

understanding of another way to stop the ball.

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o Only focus on targeted skill – they do not need to aim at the goalso Provide opportunities to be goalkeepers (as these students may use their hands to stop the ball) ✪

Ensure there is an even spread of ability in each team or activity ✪




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Evaluation of Sequenced Lessons

The Lessons: Highly Reasonably Slightly Not at all

Were well sequenced

Catered for the needs of various students in the class

Catered for the needs of the Gifted & Talented students

Catered for the needs of children with learning difficulties

Maintained the students’ interests and enjoyment

Provided interesting and varied activities

Were integrated with other key learning areas i.e. English and Mathematics

Showed improvement in the students’ physical and social skills development

Comments/Feedback

Teaching: (organisation, classroom management, resources)

Did the time frame work?

Did the outdoor space facilitate learning?

Were the resources adequate?

Did I enjoy teaching the unit?

Did the routines facilitate learning?

Students: (attitudes, learning, participation, enjoyment)

Did the groups work well together?

Were the outcomes met?

What worked well (strategies, activities)?

What could be done to improve this sequence of lessons?

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