exe401 enactment of attributes€¦ · netball lesson plan (ausvels level 7) year 7 skills –...

EXE401 – Enactment of Attributes

Attribute 1 – Sequencing & Goal setting, Attribute 2 – Assessment

Unit of Work:

Year 7 Netball

Curriculum Links

Learning focus

Refine a range of movement and manipulative skills.

They participate in a variety of team and individual games and activities, using and

building on skills and strategies from other sports as well as continuing to develop

new, sport-specific, skills.

Students engage in activities which develop strategic thinking and tactical knowledge

to improve individual and team performance in competitive sports or games. They

collaborate with team members planning strategies and practising set plays for

responding to games-based tactical challenges.

Standards

Students proficiently perform complex movement and manipulative skills.

They combine motor skills, strategic thinking and tactical knowledge to improve

individual and team performance.

Overall Objective of Unit

Students competently use skills and strategies in a game scenario. By the end of the

unit, students can demonstrate the following skills and strategies:

Skills: passes, use of space & defence

Strategies: communication, decision making & team work

Student Progression

Lesson 1: Rules, passing, & defending

Lesson 2: Strategy –cooperative task (student exploration)

Lesson 3: Game (assessment – film game & assess skills)

Supervisor Focus Questions

Please see lesson plans.

Netball Lesson Plan (AusVELS Level 7)

Year 7

Skills – Passing, Defending & Rules

Practicum Lesson Number 1 Time of Lesson Duration of lesson 75 minutes Class Size 25

Topic and Focus Skills – passing, defending & rules Year Level 7 Supervisor Maree Saris

Learning Focus

AusVELS Strands Level: 7 Domains Dimensions Key elements of standards to which lesson is focussed

Physical, Personal and Social Learning

Health & PE Education

Movement and physical activity




Movement and physical activity They combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance

Learning Goals

1. Develop an understanding of the correct passing technique

2. Discover spatial awareness and creating space to lead forward

3. Discuss and understand varying defending techniques (player or space)

Assessment Criteria and Method of Evaluation

Standards Assessment Criteria (Ability to: …) Evidence How will you identify what they have learnt and how will you record or note this

Movement and physical activity Demonstrate correct passing & catching technique Observations

Movement and physical activity Strategy awareness (space and defending) Observations

Students Background Knowledge

Basic throwing and catching skills.

Resources and Materials

Lesson plan, netballs, goal posts, bibs, cones

Student Teacher Focus

Engagement

Stage of lesson Tasks Time Student action

What will students be doing? Explain how the students are expected to work.

Teacher action

What will you do during this time? What prompting questions may you need to prepare? How will you monitor student progress and needs?

What preparations have you made for early finishers so that they will be extended in a relevant and interesting way?

Stage 1 Introduction

Warm up activity: Jog, side-step, diagonal sprint, backwards jog, stride, shoot goal, jog back to start Stretching

15 mins

Students will work at 60% HR max. Students teach each other stretches of major muscle groups used in netball.

Take role. Verbal and physical demonstration of warm up activity. Encourage students throughout warm up. Encourage students to teach each other stretches.

Stage 2 Body of lesson

Passing & catching demonstration

5 mins Students help explain the technique of passing (chest, shoulder, bounce, lob).

Explain technique.

Passing drill 5 mins Students work in groups of 3, 1 ball per group. The group moves around the court passing to one another. Each pass must go to a group member who is leading forward (not sideways or running backwards).

Explain task. Covers rules including: stepping, obstruction and held ball. Add rules:

Add in defenders to encourage moving forward.

Only allowed 3 passes in a third before you have to move

into another third.

Space drill 15 mins Students spread out evenly Firstly discuss more rules:

around the court with even numbers in each third. Everyone must receive a pass in each third before it is moved into the each third.

- Held ball – 3 seconds

- Obstruction – 3 feet

- Stepping

- Intimidation

- Replayed ball

- Contact

- Over a third

- Short pass

Then explain task (space drill). Monitor passing technique throughout task. Strategies to encourage:

Encourage students to move into space and lead forward.

Encourage them to be aware of those around them and to

understand the pattern of play.

Teach them to make multiple options.

Add in extra netballs to increase participation.

Defending drill 15 mins Same as above (space drill) except with the addition of defenders.

Select students to be defenders. Allocate each third with a type of defending (defending the space or defending the player). Discuss which strategy works best? Alternate student’s roles. Again encourage strategies and continue to monitor passing technique.

Additional: Quiditch Extra activity if needed

2 courts, 2 teams on each. All players are on the court with mitts and one tennis ball except 1 student from each team stands on the baseline with the hoop. Like a netball game, a team must pass the ball down the court and shoot a goal through the hoop on the baseline. The student on the baseline can move up and

Instruct students on task. Encourage students to use techniques learnt.

down the baseline. Turnovers: The ball may bounce once, but anymore bounces and it is a turnover. If the ball goes outside the boundaries then it is also a turnover.

Cool down 2 mins Light jog and walk around the court with stretches.

Return equipment and clean up 3 mins Students help return all equipment.

Stage 3 Conclusion

Concluding discussion

5 mins

Students give feedback about lesson and what they learnt?

Lead discussion about skills covered in the class: - Space awareness

- Defending (player or space)?

- Attacker must be in front – leading forward. How can your

positioning on court make it easier to lead forward?

Stage 5 Closure

Firstly, personally reflect on the ability of your students to achieve learning goals, progression and follow the planned sequence. What aspects of the class worked really well and what areas need improvement? Also seek supervisor feedback about focus questions and general classroom management.

Reflection on Student Learning What did you observe about student learning? Make sure students are listening when explaining, pause if necessary and always check for understanding.

Comments on Future Lesson Directions Are there areas you need to go over or move beyond? Clear demonstrations to enhance student engagement.

Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make?

Flow was a little disrupted with students talking and not listening. Need to be clear with expectations next lesson

Reflection on Student Teacher Outcomes Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the future? What were the positive points of

your lesson?

Despite disruptions students did understand technique and strategies (passing, spatial awareness and defence).

Supervisor Evaluation

Focus Questions

1. Did the student’s show progression throughout the class? - Students adapted skills into a game scenario showing progression.

2. Did the student’s achieve the learning goals?

- Yes students were able to meet all learning goals and apply them into a game scenario.

3. Which activities worked well? - Adapting the skills into a game worked well.

4. Was I able to modify activities appropriately?

- As students were over excited and enthusiastic getting them into a game scenario earlier worked well. They all participated fully which was excellent.

5. Areas to work on for next class? - Student expectations - Demand attention – good demonstrations, clear explanations, pause if necessary.

Extra Notes

- Golden child was a fun game to conclude

- When selecting teams try new strategies

- Good use of students as umpires – great way for them to learn

- Monitor changing positions throughout the game – you did this well

- Brief captains before game on their roles


Year 7

Cooperative Learning – Defending, Attacking & Shooting


Topic and Focus Cooperative Learning – Defending, Attacking & Shooting Year Level 7 Supervisor Maree Saris

Learning Focus









Learning Goals

1. Develop the ability to work cooperative as a group

2. Develop the ability to become an expert in a given field (defending, attacking or shooting) and effectively teach it to a small group

3. Continue to develop skills from previous lesson (passing & spatial awareness) in drills developed



Movement and physical activity Demonstrate cooperative learning as a team Observations

Movement and physical activity Demonstrate an understanding of the skills Observations


Basic throwing and catching skills.


Lesson plan, netballs, goal posts, bibs, tags, cones, task sheets


Lesson flow



Teacher action




Warm up activities: A. Cat & mouse

B. Blob tag

10 mins Cat & mouse: Two students are cats, everyone else is a mouse and wears a tail (coloured band) in the back of their shorts. The mice run around and the cats try to catch them by pulling the tails out. Make sure tails are showing before starting and ask cats to collect tails that they pull out so that no one slips on them. Count the tails at the end and the cat with the most tails is the winner!

Blob tag: One student starts off as 'it'. When a player is tagged they must link up by the arm with the 'it' and now they both become 'it' (linked up). The game continues like this until only one player remains who is the winner. The link can break up at any time (minimum links of 3 people) and can also re-join at any time.

Take role. Verbal and physical demonstration of warm up activity. Encourage students throughout warm up. Mark the boundaries of your area.


Cooperative learning task A. Defending

B. Attacking

C. Shooting

25 mins Students divide into 3 groups (defending, attacking and shooting). Each group receives task sheets to work through together.

Explain task and your expectations for the class. Give assistance where necessary but try to allow students time to work cooperatively together.

Make sure students are focussing on passing throughout the cooperative task.

Sharing activity 30 mins Student then form groups of 6 with 2 students from each group (2 defending, 2 attacking and 2 shooting). Each pair becomes the expert of their skill and teaches the rest of the group about their skill. All skills are covered.

Explain task and your expectations for the class. Give assistance where necessary but try to allow students time to work cooperatively together. Make sure students are focussing on passing throughout the cooperative task.



Stage 3 Conclusion


5 mins


Did you enjoy the format of the class? What did you learn in terms of the skills and team work?

Stage 5 Closure

Firstly, personally reflect on the ability of your students to achieve learning goals, progression and follow the planned sequence. What aspects of the class worked really well and what areas need improvement? Also seek supervisor feedback about focus questions and general classroom management.

Reflection on Student Learning What did you observe about student learning? With clear demonstrations and tasks the students remained on task.

Comments on Future Lesson Directions Are there areas you need to go over or move beyond? Encourage students to adopt skills into a game scenario next lesson. And remind them they will be assessed on it.

Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make? Flow was great; students remained on task throughout the lesson.


your lesson? Students were able to work cooperatively and communicate with one another developing both new technique and team work. Supervisor Evaluation

Focus Questions

1. Did the student’s show progression from last lesson?

- Great method of teaching students to work together. They showed clear progression in cooperatively working together as well as developing new skills.


- Yes students were able to use skills from previous lesson in addition to new material to become experts.

- And they were able to communicate and teach this with others.

3. Which activities worked well?

- The whole class worked effectively. Expectations and tasks were clear, student remained engaged the entire lesson.

4. Was I able to modify activities appropriately?

- Gave individual help where needed. Good idea!

5. Areas to work on for next class?

- Check for understanding next lesson to ensure they understand rules, positions and techniques.

Defending – Task Sheet 1 All positions on the netball court are required to defend at stages throughout the duration of the game. The WD, GD & GK roles are to primarily defend and stop the opposing team to score a goal. As a team discuss the following:

The designated playing areas for the WD, GD & GK. What is the penalty if one of these is broken?

The direct opponents of the WD, GD & GK (E.g. WD against WA).

Where does each of these positions stand at the beginning of a centre bounce?

Discuss defending both the player and defending the space.

Is it important to communicate as a defender? What sort of communication is beneficial? Once you have discussed and demonstrated an understanding of each of the above. Ask for your teacher. They will instruct you on your next task.

Defending – Task Sheet 2 Now with that you all have an understanding of positions, defending space or player and communication, as a team design 2 drills that will help the rest of the class learn the skills required for defending. These activities should involve all students (max participation). Be ready to teach your drills to a group of 6. Rules to consider when designing your drills: Contact A player cannot accidently or deliberately come into contact with another player in a way, which impedes their play. For example, pushing, charging, tripping, throwing the body against an opponent or using the ball to push or contact an opponent. Players must not hold an opponent, nor keep their elbows against another player. Obstruction A player with arms extended cannot defend a player with the ball, closer than 0.9m (3 feet). This distance is measured from the first landed foot of the attacking player to the nearer foot of the defending player. A player may stand closer to an opponent without the ball provided their arms are not extended, but a player may not use intimidating actions against an opponent with or without the ball. If the attacking player lessens the distance in their throwing or shooting action, then the defending player is not considered to be obstructing because it was the attacking player and not the defending player who shortened the distance.

Attacker – Task Sheet 1

Attacking is crucial in a game of netball, without attackers there would be no goals! As a team

discuss the following:

The designated playing areas for the C, WA, GA & GS. What is the penalty if one of these is

broken?

The direct opponents of the C, WA, GA & GS (E.g. WA against WD).


Is it important to communicate as an attacker? What sort of communication is beneficial?

Then as a team learn the following aspects of the ‘dodge’:

Once you have discussed and demonstrated an understanding of each of the above. Ask for your teacher. They will instruct you on your next task.

Attacking – Task Sheet 2

Now with that you all have an understanding of positions, the dodge and communication, as a team design 2 drills that will help the rest of the class learn the skills required for attacking. These activities should involve all students (max participation). Be ready to teach your drills to a group of 6. Rules to consider when designing your drills:

Held Ball A player must pass the ball or shoot for goal within three seconds of receiving the ball. Footwork a. One-Foot Landing When a player lands on one foot they may step with the other foot, lift the landing foot, but must throw the ball before re-grounding the lifted foot. They may use the landing foot as a pivoting foot, stepping in any direction with the other foot as many times as they wish. Once the pivoting foot is lifted they must pass or shoot before re-grounding this foot. A player may jump from the landing foot onto the other foot and jump again, providing they throw the ball before regrounding either foot. NB. A player cannot drag or slide the landing foot, or hop on either foot. b. Two-Foot Landing If a player catches the ball and lands on both feed simultaneously, they may step in any direction with one foot, lift the other foot but must throw or shoot before re-grounding this foot. They may pivot on one foot, stepping in any direction with the other foot as often as they wish. Once the pivot foot is lifted they must throw the ball before re-grounding this foot. They may jump from both feet onto either foot, or step and jump but must throw or shoot before re-grounding either foot.

Shooting – Task Sheet 1 Being able to shoot a ball is a specialised and important talent to have on a netball team. The Goal Shooter (GS) and the Goal Attack (GA) are the only positions to have a chance at scoring for your team. If you’re one of them, you’re going to want to have a pretty high success rate. As a team discuss the following:

The designated playing areas for the GA & GS. What is the penalty if one of these is broken?

The direct opponents of the GA & GS (E.g. GA against GD).


Is it important to communicate as an shooter? What sort of communication is beneficial? Then as a team learn the following aspects of ‘shooting’:

1. Balance yourself – experiment with a stance that works best for you (wide, narrow, shoulder width). Standing roughly shoulder width apart is usually the best option but experiment first.

2. Holding the ball – have your strong hand, or shooting hand, behind and under the ball. Cradle the ball with your fingertips, your fingers bent.

3. The squat – with the ball in position, bend your knees and squat down, keeping your back straight and your head high all the while. Keep your hands in the same position and your eyes on the goal.

4. The shoot – focus on the ring, in particular the back of the ring. Your shot comes when your body is extended. Your knees and arms will straighten and you will release the ball, but that’s not all there is to it!

5. Follow through – once you’re released the ball, follow it towards the ring just in case it doesn’t go in. You may just get a second chance.-

Shooting – Task Sheet 2 Now with that you all have an understanding of positions, the shooting technique and communication, as a team design 2 drills that will help the rest of the class learn the skills required for shooting. These activities should involve all students (max participation). Be ready to teach your drills to a group of 6. Rules to consider when designing your drills: Obstruction A player with arms extended cannot defend a player with the ball, closer than 0.9m (3 feet). This distance is measured from the first landed foot of the attacking player to the nearer foot of the defending player. A player may stand closer to an opponent without the ball provided their arms are not extended, but a player may not use intimidating actions against an opponent with or without the ball. If the attacking player lessens the distance in their throwing or shooting action, then the defending player is not considered to be obstructing because it was the attacking player and not the defending player who shortened the distance. Held Ball A player must pass the ball or shoot for goal within three seconds of receiving the ball. Offside Players must stay within their designated playing areas. If a player goes offside, a free pass is awarded to the opposing team in the offside area. A player may reach over and take the ball from an offside area provided that no part of their body touches the ground in that area. When two opposing players go offside but neither touches the ball, they are not penalised. If one or both players are in possession of the ball when they go offside, a toss up is given in their area of play. Short Pass

There must alway be room for a third player to move in between the hands of the thrower and those

of the receiver when passing. Passes that do not have this room are called short passes.


Year 7

Game Sense


Topic and Focus Game Sense Year Level 7 Supervisor Maree Saris

Learning Focus









Learning Goals

1. Ability to demonstrate skills learnt in previous lessons (passing, defending, attacking, shooting, team work/cooperation, decision making)



Movement and physical activity Demonstrate skills (passing, defending, attacking and shooting) Observations (film game)

Movement and physical activity Demonstrate team work and decision making Observations (film game)


Throwing, catching defending, attacking and shooting skills, decision making and team work.


Lesson plan, netballs, goal posts, bibs, cones


Engagement



Teacher action




Warm up activity: Toilet tag 10 mins Participate in the warm up of toilet tag. Similar to scarecrow tiggy, 2-4 taggers that try to tag others within boundaries. Once tagged, sit in a toilet position and wait to be saved.

Take role. Verbal and physical demonstration of warm up activity. Encourage students throughout warm up. Mark the boundaries of your area.


Netball round robin 55 mins Students form 4 teams of 7 or 8 and play in a round robin. When players are off court they can referee.

Explain task and your expectations (demonstrate skills learnt) for the class.



Stage 3 Conclusion


5 mins


Did you enjoy the unit of work? Positives and negatives. What did you learn?

Stage 5 Closure Firstly, personally reflect on the ability of your students to achieve

learning goals, progression and follow the planned sequence. What aspects of the class worked really well and what areas need improvement? Also seek supervisor feedback about focus questions and general classroom management.

Reflection on Student Learning What did you observe about student learning? Students were engaged and really enjoyed the class. Always the case when it is a pure game sense approach!

Comments on Future Lesson Directions Are there areas you need to go over or move beyond? Continue to work on behavioural management (clear expectations, demonstrations etc). Getting better at this every lesson.

Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make? Flow was good; students responded quickly to activities and remained on task.


your lesson? Overall, I was very happy how the students worked throughout the unit. They were active and demonstrated key skills including team work and communication an important life skill. Personally I felt I managed behaviour better throughout the unit (e.g. paused and waited when necessary).

Supervisor Evaluation

Focus Questions

1. Did the student’s show progression throughout unit?

- The students were able to apply skills to the game situation which demonstrated progression.

- When you stopped the class and gave them some tactical advice, they were then able to demonstrate this too.


- The students were able to combine all the skills learnt and apply them to game scenario.

3. Overall feedback about netball unit.

- Demonstrations (verbal and physical) got better with each class and good checking of understanding.

- The girls actively participated and in the process learnt and apply important skills.

- You were able to give individual help when necessary which is a great strength of yours.

Assessment Rubric Student Name: ____________________________________________

Feedback: ____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Grade: ______________

Netball Points

Netball must sees for Game Sense

Netball must sees for Skill Application

5 = Consistently demonstrates

Students can demonstrate the following:

Students can demonstrate the following:

4 = Regularly demonstrates

* Respecting the referee and knowledge of rules

* Throw (shoulder pass, chest pass, bounce pass)

3 = Usually demonstrates

* Application of skills in game situations

* Shooting

2 = Sometimes demonstrates

* Decision making with the ball (moving into space, keeping possession, when/where to pass)

* Defending

1 = Demonstrates with difficulty

* Decision making without the ball (when/where to move, identifying space)

* Footwork

0 = Not Shown

* Catch

exe401 enactment of attributes€¦ · netball lesson plan (ausvels level 7) year 7 skills –...

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