eliza reid 8-ball (sepep) stage 4 pass unit length: unit ... · eliza reid 8-ball (sepep) stage 4...

ELIZA REID 8-BALL (SEPEP) Stage 4 PASS Unit Length: 9 lessons (55 minutes)

Unit Description This unit is a school-endorsed module as part of the PASS syllabus which allows students the opportunity to be involved in a formal competition season. The beginning of the unit provides the opportunity for students to learn through movement and participate in a range of invasion and target games. Students then personally adapt these to meet their own preferences for game play and to enhance participation. Students then participate in a formal competition season of the modified game ‘8-BALL’, complete with 6 round games, semi-finals, and a grand finale. Students are placed into teams which they will be associated with for the duration of the unit, with a strong emphasis on team support and developing rapport with team mates. Students are also able to develop their understanding of umpiring, scoring, and analysing game play throughout the competition. The focus of this unit is on developing students understanding of what it means to be a part of a team and how to properly conduct themselves in a formal competition.

Outcomes 4.1. Works collaboratively with others to enhance participation, enjoyment and performance 4.2. Displays management and planning skills to achieve personal and group goals 4.3. Performs movement skills with increasing proficiency

Values and Attitudes Students will: -develop a commitment to lifelong participation in physical activity and sport -appreciate the enjoyment and challenge of participation in physical activity and sport

Students Learn About -aspects of movement skill development

Body control and awareness

Object manipulation and control

Anticipation and timing -modifying rules to adapt game play -the benefits of competitive sport as a lifelong physical activity -fair play and sportspersonship -umpiring, scoring and analysing game play

Students Learn to -participate in a variety of movement activities to demonstrate increasing body control and awareness, as well object manipulation, anticipation and timing -create their own games rules to adapt game play to meet the specific needs of the class -be active members of a competitive sporting team -be responsible in a range of roles associated with competitive sport, i.e. umpiring, scoring, and analysing game play -support and encourage team mates to create a healthy sporting environment

Resources -3 netball courts -3 whistles -7 balls (netball or basketball) -60 cones -60x participant guideline brochures -score sheets -voting sheets

-player code of conduct sheets -12 hoops -3 sets of bibs -final certificates/awards

Cross Curricular Work and Employment This module develops a range of skills which are directly applicable to career pathways in competitive sport. These include opportunities for students to extend their abilities in umpiring, coaching, and analysing game play. Providing a competitive sporting environment also provides an opportunity for development of skills and behaviours which may contribute to students pursuing a future as a professional athlete. Civics and Citizenship Students are provided a competitive sporting context in which to learn and apply a most fundamental expression of citizenship through fair play, teamwork and respect for codes of conduct. Difference and Diversity Students have the opportunity to modify the rules and guidelines of the games they are playing, in turn highlighting consideration and appreciation of individual differences and opinions. Students with Special Needs This SEPEP unit provides an opportunity for students to be involved in a range of roles. Students with physical disabilities who may not be able to participate in regular sporting games are able to feel like valued members of the sporting community through their involvement in umpiring, scoring, or analysing game play. Students with disabilities may also take on the roles of coach or captain if they feel more comfortable doing so. The games also lend themselves to adaptation for students with disabilities, for example a student in a wheelchair could take in turns with the other students to be the ‘catcher’, as this is a role which that student can take on to be a valued and included member of the team.

Assessment Opportunities -student workbooks are provided to assess their ability to critically analyse and reflect on their own game play, as well as the performance of their team. Through these reflection questions, students are able to display their understanding of what makes an effective team and how attitudes, skills, or strategies may be adapted in order to improve the success of the team -student game play is able to be observed, with each team provided multiple opportunities to verse other teams and to improve upon this performance as the unit progresses -effectiveness of team strategies and abilities is demonstrated by those teams that are most successful in the competition -team motivation and encouragement are assessed by the ‘statistician’: a member of another team who observes game play, and reports on these factors for each team

Risk Management and Class Procedure

Uniform: Students are required to wear full P.E uniform each lesson. They can not participate in P.E lessons with correct shirt, shorts and appropriate footwear. Students out o uniform will be required to officiate, make observations and provide feedback. Lesson Procedure: Students will be admitted to the change rooms via the boys and girls change rooms. They are to get changed and sit in their designated lines. Rolls will be marked immediately and class will proceed to netball courts. At the conclusion of the lesson students must return to change rooms and get changed, they must sit in class lines before being dismissed.

Hazard/ Risk Control Measures

Equipment

Grounds and surroundings

Balls

Cones

Goal posts

Ensure hoops are a reasonable distance from court to avoid tripping

All tripping hazards are to be removed from areas where they pose a risk

Ensure all equipment is safe for use and used for its designed purpose

Environment

Temperature

Weather Conditions

Playing field and surrounds

Assess weather conditions before and during activity (Excessive heat or storms). If extreme conditions are present alternate activities must be arranges

Allow students to have drink breaks

Assess playing fields prior to commencing activities

Ensure playing area is set up with clearance from buildings, fences and walls Biological material

Body fluids (Blood, sweat, saliva) Ensure students do not share personal equipment such as water bottles

Apply a safe environment where injuries should not occur, if abrasions occur, students should be sent to sick bay to receive necessary treatment

Enforce standard behaviour management to ensure students are not spitting

Students

Clothing and footwear

Glasses

Jewellery

Special needs

High risk behaviours

Medical conditions

Be familiar with medical conditions and instruct students to bring required medication with them (Epi pen and asthma puffer)

Follow standard behaviour management practices to maintain student behaviour

If emergency rises, 2 students are sent to get assistance from P.E staffroom

Jewellery must be removed

Physical exertion

Strains and sprains

Fatigue and exhaustion

Physical contact (breaks, bruises, cuts and abrasions)

The following unit contains non-contact sports. Enforce rules and behaviour management strategies to ensure student safety

Allow drink breaks to avoid exhaustion

If an accident occurs (Sprain or strain) students should be assisted to the front administration who can administer first aid, referral if needed. Complete incident report.

Week Teaching and Learning Sequence Organisation Resources

1 2

LESSON 1 -students are introduced to the unit and the concept of SEPEP -‘10 ball pass’ is introduced to begin to develop students skills of passing and throwing -‘hoop ball’ is a modified game with a focus on invasion/target are used to begin to develop students awareness and understanding of strategic elements of game play -game splits the court into thirds in which students are constricted to one third each. This scaffolds the game to make sure they spread out and use the whole court instead of clustering together LESSON 2/3 -to reinforce the skills from last lesson, students play a game which focuses on passing and how to avoid getting the ball intercepted, as well as learning how to intercept the other teams passes -‘Cone Crazy’ is played as a way to get students to understand how to avoid defending players, and the concept of moving into space -‘end ball’ is then played to combine student understanding of passing and moving to space -after each game, students have the chance to change certain rules of the games that they don’t like to make the game better -this is introduced as a class discussion, where by 1-2 rules are changed at a time to see how these rules affect game play as an introduction to modifying and creating games to suit specific purpose -students discuss what it means to be a fair player, and come up with three statements of fair play which they want to be used in the competition LESSON 4 -introduce 8-BALL, a game which is a combination of the rules and games which you came up with last week (rules to be created by the teacher) -display these rules and teach the game to the class -play a practice round for the game to begin to understand it, discuss potential strategies for the game after playing for 5-10 minutes Introduce the season brochure and discuss each component: -players code of conduct -rules of game -guidelines for umpiring, scoring, being a statistician -round robin schedule, as well as semi-finals and finals schedule -penalties for failure to turn up for a game or duty -go through the booklet, particularly the information about umpiring and what to look for: does anyone have umpiring experience? How should we treat the umpires?

-students placed into 7 pre-determined teams (decided by teacher based on ability) -60 students, 8-9 people per group -3 courts, 2 teams per court -duty team: split up between the three courts and analyse game play

-3 netball courts -12 hoops -7 balls -3 sets of bibs -60 cones -3 balls -3 sets of bibs -players code of conduct statement sheets: one per team -3 courts -3 sets of bibs -3 balls -60x copies of season brochure -whiteboard/butchers paper to display rules of game

3 4 5

LESSON 5 -Round One -Round Two -Reflection Questions

What did your team do well?

What does your team need to improve?

What strategies were used? Were these effective?

Did the team encourage and support each other?

What skills do you need to improve to be better as a team? LESSON 6/7 -Round 2 -Round 3 FRUIT BREAK -Round 4 -Round 5 LESSON 8 Semi Finals Round 1 Round 2 LESSON 9 Grand Final -presentation of awards -gold medal winners -most consistent player for each team -good sportsperson ship award per team -Miss Reid award: for overall commitment to their team

-current ladder -3 courts -3 sets of bibs -3 balls -3 whistles -score sheets -voting sheets -refection question sheets -current ladder -3 courts -3 sets of bibs -3 balls -3 whistles -score sheets -voting sheets -refection question sheets -certificates/awards

8-BALL

Teacher’s name: Miss Reid

Strand: Creating Games/Sports Education (school developed module)

Outcomes 4.1. Works collaboratively with others to enhance participation, enjoyment and performance 4.3. Performs movement skills with increasing proficiency

Lesson number: One




Anticipation and timing -modifying rules to adapt game play

Students Learn to -participate in a variety of movement activities to demonstrate increasing body control and awareness, as well object manipulation, anticipation and timing

Teaching and Learning Strategies How are they going to learn about it?

Key Teaching Points What do I want them to learn and understand?

Equipment, Organisation and Resources

Intro– 5 minutes -this unit is going to give you the opportunity to create your own rules and

contribute to the games that we are playing

-as a class, we are then going to use your ideas to create a game called 8-ball

-This will then be used in a formal competition complete with round games,

semi-finals and grand finals where we will play the game we have created

Warm up: Fox and Hen – 5 minutes -three ‘ ’ players are hens joined in a single file with hands on each other’s shoulders -‘O’ is the fox who tried to tag the last hen. All hens try to avoid this -when the fox tags the last hen, that hen joins the line in front of the fox and becomes the fox -aim is to get the line as long as possible -play is stopped after 5 minutes, team with longest line wins Throwing/Catching – 10 Ball Pass (10 mins) -aim of the game is to make 10 successful passes to your team mates -passes may be chest passes, shoulder passes, or bounce passes -if the ball is dropped/fumbled, it is a turn over

-this unit gives you the freedom to work as a team and make your own games: this requires a large amount of RESPONSIBILITY -if you can’t be responsible learners, you will not be able to be involved in the unit. Same as in real sporting teams, if you don’t abide by the rules you get kicked off the field -Chest pass- two handed pass, being released from chest -Bounce pass- bouncing the ball between you and

-2 year 8 skills teams -approximately 60 students -students divided into 7 teams of 8-9 players each (these teams will be pre-determined by the teacher in Term 3) -2-3 netball courts -teams split themselves into two to verse each other (making 2 teams of 4-5 players)

-if you successfully make 10 passes, it is a point to your team followed by a turnover -boundaries: one netball third per game Hoop Ball (15 mins): -teams of 9: 3 players in each third -Court is split into thirds, students must remain in their designated third -Students score by placing the ball into the hula hoops placed at the four corners of the court, ‘ ‘ -can pass or dribble -Ball must pass through each third -Changeover only through intercept and out of bounds -rotate thirds every 5 minutes so all students have a turn in each third Modifications: Modify certain rules based on the skill level demonstrated by students, e.g. -bounce passes only -no lobs -students can’t defend the hoops -defending layers must stand 1m away Conclusion – 5 minutes -which passes did you use most often? Were these successful? -what usually happened when you lobbed the ball?

your partner -Shoulder pass- one handed pass, from behind desired shoulder, pushed forward Dribbling: -Fingers spread apart -Palm relaxed -Push ball down with a relaxed hand -Direction of ball can be changed by placing hand on either side of ball while bouncing -Single hand bounce

-7 basketballs OR netballs -3 courts -12 hoops (4 per court) -3 netballs OR basketballs -3 sets of bibs

X O

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -were students able to perform skills such as catching or passing? -did students make appropriate decisions as to which pass is most effective at different times? Chest, shoulder, bounce etc. -were students aware of where each other were moving? Were they spread out or cluttered in the games?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change? -did the students’ need rules to be adapted in order to be able to successfully participate in the activities? -did students need more instruction on how to spread out and move to space? -were students capable of passing and catching successfully or is this a skill that needs to be further developed in upcoming lessons?

Xo xo Xo

xo xo xo xo xo

xo

8-BALL



Outcomes (K/U, Skills) 4.1. Works collaboratively with others to enhance participation, enjoyment and performance 4.2. Displays management and planning skills to achieve personal and group goals 4.3. Performs movement skills with increasing proficiency

Lesson number: Two/Three




Anticipation and timing -modifying rules to adapt game play -umpiring, scoring and analysing game play

Students Learn to -participate in a variety of movement activities to demonstrate increasing body control and awareness, as well object manipulation, anticipation and timing -create their own games rules to adapt game play to meet the specific needs of the class




Warm Up – 5 minutes Wombats and Wallabies -students get into pairs and line up facing away from each other -if I call “WOMBATS”, students on the left hand side have to reach the boundary before the wallabies catch them, and vice versa The Interceptor – 10 minutes -Students work in their designated teams - two players stand in the centre of the circle -rest of the group forms a circle and must pass the ball across the circle without letting the middle player touch or intercept the ball -Players in the circle cannot pass to another player directly to the left or right -If the centre player touches or intercepts the ball they swap places with the person who passed the ball -If a player is stuck in the middle for longer than two minutes they swap over.

-listen carefully to what is being called out Passing -mix up the types of passes you use to get the ball safely to your team mates -try to make your movements harder to anticipate, as this makes them easier to intercept -do not just lob the ball every time Intercepting -where should you and your partner stand to try and intercept the ball? In the same spot or different?

-7 balls (one ball per team)

Cone Crazy – 15 minutes -one team on each side of the halfway line -aim is to cross over onto the other teams half and make it behind the baseline without being tagged -once you are behind the base line you are SAFE, and can pick up a cone and walk around the outside of the court to place the cone on your baseline -a team wins when they have every cone on their baseline and there are none on the other teams baseline -if you are tagged by the other team in their half, you have to go to jail: jail is a line from the other teams baseline, when someone new is tagged they go to the baseline and everyone else moves closer towards the halfway line -all members in jail must be attached in a chain -to get free from jail, one of your team mates has to come and tag you End ball – 15 minutes -4 attackers, 4 defenders, and one ‘catcher’ on each team. Players stay in their own half, catcher stays behind their attacking baseline -to score, students must pass the ball down the court and pass it to a player who is behind the baseline, the ‘catcher’. The catcher is allowed to move anywhere along the baseline -catcher must catch the ball on the full. If it touches the ground outside of the playing area (netball court), it is a changeover -players may move the ball by dribbling or passing -if dribbling, must pass ball after 3 steps otherwise there is a changeover -game starts with a toss at centre between opposing players -players swap positions after 5 minutes -team that is off: Umpire each court (with teacher assistance if not confident). Other players - consider what the negative aspects of this game are: what can be done to make it better? -after 10 minutes sit down to discuss the game -duty group: what did you notice? -everyone: what rules can we change to make it better?

-Court 1: Team A v B -Court 2: Team C v D -Court 3: Team E v F -team G: how can we improve this game? -Court 1: Team A v B -Court 2: Team C v D -Court 3: Team E v G -team F: how can we improve this game? **keep track of what teams have been off for duty/observation Change rules for a purpose! To increase: -enjoyment -participation -safety -complexity

-3 sets of braids -60 cones (20 per court) -markers for halfway point

x o -3 courts -3 netballs OR basketballs -3 sets of bibs X

X o

O

Xo Xo xo xo xo xo xo

xo

x x x x x x x x o o o o o o

o o o

Possible rule changes: -catcher is allowed to move anywhere around the boundaries, she is a moving target -players do not have to stay in their halves -change the equipment? End Ball (modified) – 10 minutes -play game again after rule changes -this game: emphasise the importance of fair play and good sportsperson ship -take not of how you behave/ act towards each other as a team -after 5-10 minutes sit down to discuss the game -duty group: what did you notice? -everyone: what rules can we change to make it better? Conclusions – 5 minutes -how does adapting even one rule change the way the game is played? -did you find the rule changes to benefit the game? Good/bad changes? -how did you act as a team? Did you feel supported? -as a team: complete the worksheet about what it means to be a fair player -make three statements about how to be a good sports person -these statements will be combined to make a players code of conduct for the duration of the season, so make sure to think about what you actually want to see in your peers behaviour whilst playing

-Court 1: Team A v B -Court 2: Team C v D -Court 3: Team F v G -team E: how can we improve this game? What is each team doing well/unwell? -Court 1: Team A v B -Court 2: Team C v E -Court 3: Team F v G -team D: how can we improve this game? What is each team doing well/unwell? -what do players do that make them good sports people? -what did you notice about your peers behaviours that you liked and made you feel supported to play?

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -are students able to suggest idea for rule changes which will positively affect game play? -did students show a willingness to discuss their ideas with the class, as well as listen to their team mates and take their ideas on board? -were students able to adapt rules to make the games promote participation and enjoyment?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change? -were students able to come up with new rules that better suited the needs of the class, or did they first need more opportunity to experience a range of rules and how this affects play before they could themselves suggest adaptations? -did the games provide an opportunity for all students to get involved? -did the modified games provide a suitable environment for students to consider different strategies of the game?

Players Code of Conduct What makes a player a fair player?

1. ______________________________________________________________________________________________________________________________________________________

2. _____________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________

Players Code of Conduct What makes a player a fair player?

1. ______________________________________________________________________________________________________________________________________________________

2. _____________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________

8-BALL



Outcomes (K/U, Skills) 4.2. Displays management and planning skills to achieve personal and group goals 4.3. Performs movement skills with increasing proficiency

Lesson number: Four

Students Learn About -the benefits of competitive sport as a lifelong physical activity -fair play and sportspersonship -umpiring, scoring and analysing game play

Students Learn to -be active members of a competitive sporting team -be responsible in a range of roles associated with competitive sport, i.e. umpiring, scoring, and analysing game play -support and encourage team mates to create a healthy sporting environment




Warm up: Glue – 5 minutes -Students work in pairs -Students will be moving within the area by running and dodging -Student A must free themselves from student B who follows student A as closely as possible -When the teacher blows a whistle all students stop -Student B then sees if they can take one step and touch student A -Reverse the roles Introduction to 8-ball – 5 minutes -introduce the game ‘8-ball’: a mixture of a range of the rules that you created last week -display the rules on a white board/butchers paper so that the whole class can clearly see it Practice Round 1 – 10 minutes -students get into their teams and have a practice round robin game -focus is on skills they are using that we have been practicing the last few weeks Discussion: -which passes did you personally use most often?

-stay safe: do not actually run into your partner -think about what strategies you are using as a team, discuss how to play better

-whiteboard/butchers paper -3 balls (one per court) -3 sets of bibs -3 netball courts

-were these effective/ ineffective? -which passes do you find the easiest to catch? -if you ever dropped the ball, what kind of passes were they? Practice Round 2 – 10 minutes -switch opponents and this time focus on how your team is communicating to one another Discussion: -how did you and your group communicate? Did you know where you wanted your team mates to pass the ball to? -how do you indicate where you want a team mate to pass to? Rules of SEPEP – 10 minutes -hand out ‘2015 8-BALL Season Brochure’ -discuss umpiring: What do we need to focus on when umpiring a game? -brochure covers player’s code of conduct for the season, basic rules of umpiring/scoring, round games, schedule for finals, as well as worksheets that need to be completed as we go through the season

-how a team communicates is vital to how successful they are as a team -how can we be a good communicator?

-60x copies of ‘2015 8-BALL season brochure’ (one for each student)

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -were students able to demonstrate an understanding of the rules of 8-BALL and effective strategies to be successful in this game? -did students appreciate the game and demonstrate motivation to succeed in it? -were students able to identify the most important aspects of umpiring a game?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change? - did any student demonstrate a previous understanding of umpiring, what to focus on, and why it is important? -were students able to show success in the game as a result of their experience in similar games over the last few lessons?

8- BALL 2015 COMPETITION SEASON

KIAMA HIGH SCHOOL

Information for players playing in the 2015 season

NAME: _____________________ CLASS: ______________________

WELCOME PLAYERS!

To the 2015 Season of 8-BALL. This season runs from Week 1 to Week 5 in

Term 4. The following guidelines have been created to assist you to

compete in this season to the best of your ability. Please note that failure to

abide by guidelines will see you excluded from the competition.

Player’s Code of Conduct 1.

2.

3.

4.

Declaration:

I have read and understood the player’s code of conduct, and agree to abide

by these guidelines for the duration of the season.

Signed: _____________________

Rules of 8-BALL 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Duty Requirements

As a player in the 2015 season, you are required to participate in duty to ensure the smooth progression of the season. Each round, one team will be rostered on for duty and it is an expectation that this duty is completed to the highest possible standard. Failure to complete duty may result in loss of team points, or exclusion from the remainder of the competition.

1. Umpiring Umpires are integral to any sport as they ensure that the rules are followed appropriately by all players on the court. The priorities of an umpire are to make sure the rules are upheld to ensure safety of the players. It is also the responsibility of the umpire to award a ‘good sportsperson ship’ grade for each team ranging from 0-2, which highlights the behavior of each team on the court. When umpiring, it can be difficult to see everything that happens all at once. The key things to observe and make calls on are:

- no contact: if players run into each other or hit their bodies in an attempt to get the ball, blow your whistle immediately

- Out of boundary: if the ball goes out of bounds, make the call on who touched the ball last

- Scoring: make the decision on whether the score was legitimate

2. Scoring It is the responsibility of the scorer to pay attention to the game to make sure they record the correct score for the game. This is an important roles as it effects the ladder for the competition. When scoring, it is important to:

- Record the score as they are scored - Write down the total score for each team at the end of the game - Sign the score sheet - Get the umpires to sign the score sheet and write their nominations for

good sportsperson ship - Make sure the score sheet makes it back to the teacher

3. Analysing Game Play

Analysing game play is important so that it can be communicated to the teams what sort of things they need to improve on. Each lesson, there will be a different aspect to focus on, such as team communication, fair play, or skill execution. When analyzing game play, refer to the rubric provided and observe and report on each team.

Game Schedule ROUND 1

COURT 1: A v C

COURT 2: D v E

COURT 3: F v G

Team B - Duty ROUND 2

COURT 1: B v C

COURT 2: D v F

COURT 3: E v G

Team A - Duty ROUND 3

COURT 1: A v B

COURT 2: C v D

COURT 3: E v F

Team G - Duty ROUND 4

COURT 1: A v D

COURT 2: B v E

COURT 3: C v F

Team F - Duty ROUND 5

COURT 1: A v F

COURT 2: B v D

COURT 3: C v G

Team E - Duty ROUND 6

COURT 1: A v G

COURT 2: B v F

COURT 3: C v E

Team D – Duty

FINALS

1st

4th

3rd

6th

5th h

4th

2nd

2nd

3rd

2nd

1st

1st

3rd

8-BALL



Outcomes (K/U, Skills) 4.1. Works collaboratively with others to enhance participation, enjoyment and performance 4.2. Displays management and planning skills to achieve personal and group goals 4.3. Performs movement skills with increasing proficiency

Lesson number: Five, Six/Seven






LESSON FIVE ROUND 1 – 15 minutes ROUND 2 – 15 minutes Reflection Questions – 10 minutes -answer questions in booklet based on types of passes used and accuracy of passes -how did the team perform in this area? How can you improve it? Conclusion -why is it important to execute the skills you are using in the game? -vote: each individual to vote for the person on their team who they think is the fairest player, and also who they think is the most consistent player LESSON SIX/SEVEN ROUND 3 – 15 minutes

-3 minute warm up -12 minute games -what did your team do well today? -did you feel supported and encouraged in your team? -what can you focus on in your game play for next lesson?

ROUND 1

COURT 1: A v C

COURT 2: D v E

COURT 3: F v G

Team B - Duty ROUND 2

COURT 1: B v C

COURT 2: D v F

COURT 3: E v G

Team A - Duty ROUND 3

COURT 1: A v B

COURT 2: C v D

COURT 3: E v F

Team G - Duty

ROUND 4 – 15 minutes BREAK – 10 minutes -answer reflection questions in your book based on last lessons reflection -this lesson: focus on your teams communication -snack break (need to bring it with you to class beforehand) ROUND 5 – 15 minutes ROUND 6 – 15 minutes Reflection Questions – 5 minutes -answer questions based on last set of reflections questions -this round: focus on fair play Conclusion -next week is semi finals -training sessions available at lunchtime for those who want them -draw will be posted at the PE staff room -vote for fairest player and most consistent player

-did you improve the aspects you recognised as needing work last lesson? -how did your team communicate with each other? Did you know who was free to pass the ball to? -when you were playing, did you think about the communication issues that were previously brought up? -do you think you did anything differently? -do you think your team demonstrates good sportsperson ship? -who do you think is the fairest player? Why? What characteristics do they demonstrate that make them a fair player?

ROUND 4

COURT 1: A v D

COURT 2: B v E

COURT 3: C v F

Team F - Duty ROUND 5

COURT 1: A v F

COURT 2: B v D

COURT 3: C v G

Team E - Duty ROUND 6

COURT 1: A v G

COURT 2: B v F

COURT 3: C v E

Team D – Duty -3 netball courts -3 balls -3 whistles -voting sheets -score sheets

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -have students demonstrated an improvement in skill execution since the beginning of the unit? -are students confident in their ability to umpire the game and control the actions of their peers? -are students actively communicating with their team mates to reflect on their game play? Are they motivated to try and improve?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change? -are students improving each week as a result of practice and reflection or do they need more specific skill/strategic instruction?

Date:

Round:

Team Name: ____________________________________________ Name:_________________________________________________ Vote for Fairest Player: ____________________________________ Vote for Most Consistent Player:_____________________________

Date: Round:


Date: Round:


8-BALL



Outcomes (K/U, Skills) 4.1. Works collaboratively with others to enhance participation, enjoyment and performance 4.3. Performs movement skills with increasing proficiency

Lesson number: Eight






SEMI ROUND 1 – 15 minutes

COURT 1: 5th v 6th

COURT 2: 3rd v 4th

COURT 3: 2nd v 7th

Team 1st – Duty SEMI ROUND 2 – 15 minutes

COURT 1: 1st v 5th

COURT 2: 2nd v 3rd

Team 4th – Duty, teachers to umpire Conclusion – 5 minutes -did you feel more pressure this week than other weeks?

-last chance to get into the grand final -even though it’s getting more competitive, do not forget the focus on fair play -before playing, have a team meeting to discuss what you need to do this lesson and to get pumped up! -why do you think that is? -how did you react to the increased pressure?

-3 netball courts -3 balls -3 whistles -voting sheets -score sheets

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -have students reached a high level of skill execution and team management in the games? -are students behaving as fair players, and positive members of the sporting community?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change? -have students had enough time to truly develop a sense of the game? -are students bonded with their team mates or did they need additional activities to build support networks in their team?

FINALS

1st

7th

4th

3rd

6th

5th h

4th

2nd

2nd

3rd

2nd

1st

1st

3rd

8-BALL



Outcomes (K/U, Skills) 4.1. Works collaboratively with others to enhance participation, enjoyment and performance 4.3. Performs movement skills with increasing proficiency

Lesson number: Nine






BRONZE MEDAL MATCH – 15 minutes 3rd v 4th GOLD MEDAL MATCH – 15 minutes 1st v 2nd PRESENTATIONS -gold medal winners -most consistent player for each team -sportsperson ship award per team -Miss Reid award: given to the player who demonstrated commitment to excellence and responsibility throughout the season

-support your team mates -learning is the winner!

-students encouraged to bring in posters and to chant for the team they want to win: bonus points will be awarded! May influence the final ladder -one ball -have grand final in the gym and use electronic score boards

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -are students motivated and excited about the grand final matches? -do students appreciate this event even if they aren’t competing? -are students able to adapt to the increased pressure of the grand final?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change? - was the unit a success overall? Were students motivated to get involved and do their best throughout the unit?

Year 8 Skills SEPEP Assessment

Assessment: Students will be assessed through observation by the teacher. The teacher will observe the student’s participation, commitment and attitude towards participating in the physical activity lessons and the round robin tournament. Throughout this unit students will also be given a role such as an umpire, scorer, game analyst and captain. Students will be assessed on their attitude towards this role, their commitment to the role, how well they execute their role and also their sportsmanship towards their team mates, other teams and the teacher.

Evidence of Learning:

Develops a set of guidelines for good sportsperson ship to be implemented for the season

Demonstrates the ability to contribute and work in a team

Shows cooperation, team work and support of others in developing a modified game and competing in a round robin tournament

Participates in modified games of 8-BALL

Maintains competition success by fulfilment of roles

Provides feedback relating to their role and other participation in the modified game and competition

Grade A Student...

A

Demonstrates an extensive level of participation and involvement in the physical activity aspects of this unit. They display extensive levels of skill and knowledge on how these skills are implemented into the game. Student takes on a leadership role within their group and shows comprehensive skills in organisation and group management with a strong commitment and positive attitude to their designated role.

B

Demonstrates a high level of participation and involvement in the physical activity aspects of this unit. They display a thorough level of skill and knowledge on how these skills are implemented into the game. Student takes on an active role within their group and shows a high level of skill in organisation and group management with a strong commitment and positive attitude to their designated role.

C

Demonstrates a satisfactory level of participation and involvement in the physical activity aspects of this unit. They display a sound level of skill and knowledge on how these skills are implemented into the game. Student shows involvement within their group organisation and group management while fulfilling and showing a positive attitude towards their designated role.

D

Demonstrates a basic level of participation and involvement in the physical activity aspect of this unit. They display a basic level of skill and knowledge on how these skills are implemented into the game. Student shows limited involvement within their group organisation and group management while demonstrating a negative attitude towards their designated role.

E

Demonstrates a minimal level of participation and involvement in the physical activity aspect of this unit. They display a minimal level of skill and knowledge on how these skills are implemented into the game. Student shows minimal or no involvement within their group organisation and group management while demonstrating a negative attitude towards their designated role.

eliza reid 8-ball (sepep) stage 4 pass unit length: unit ... · eliza reid 8-ball (sepep) stage 4...

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