Mbed Pe Basketball Unit Yr4

Stefan, Armel, Anthony & Brad’s PE and Health unit planner Developmental sequence of teaching/learning 2

Term

4

Year

Band

Middle years

Unit/topic outcome description Students develop their manipulative movement skills by learning how to shoot a ball in a basketball action concentrating on preparation, propulsion and follow through, to achieve adequate height, and arc flight path, and accuracy.

Essential learnings

 Futures  Identity  Interdependence  Thinking  Communication

Thinking skills/ processes, for example, Bloom’s, Gardner’s or key competencies  Remembering  Understanding  Applying  Analysing  Evaluating  Creating

Strand Physical activity and participation

 15 basketballs  PE clothing  Whistle (ACME Thunderer)  Line markers  Gymnasium  

SACSA outcomes (verbatim)

Students individually, in groups or

2.1-

teams

self-

performs and repeats movement

developing,

sequences with control, balance

enhance through

their

(The

student)

confidently

their

and coordination that in turn

movement abilities and strategies

enhance their ability to plan for

within an appropriate context of

and participate in a wide range of

physical activities. Id, In, KC4

physical activities. Id, In, KC3

refining

Health of individual and communities

Resources/ equipment

 DVD player  Internet  Digital camera  Computer  CD player  Email

Key ideas

awareness

Personal and social development

ICTs

and

expanding

Planning Key ideas

Focus of Learning

Students individually,

Sequence of core teaching events Lesson one:

in groups or teams

Resources

Gymnasium

Introduction to fundamental ball

enhance their self-

skills.

awareness through

15 balls (A mixture of

developing, refining

Detailed introduction to the

Basketballs, volleyballs

and expanding their

specific skill: Shooting.

and grip balls)

Informational Lesson using

Line markers

movement abilities and strategies within an appropriate

DVDs or videos giving examples

context of physical activities. Id, In, KC4

Introduce students to using

of elite athletes demonstrating

basketball equipment.

shooting techniques. Cover the

Appropriate handling of equipment.

different types and varieties of balls skills there are, provide the students with a list of different sports that use ball skills. Lesson two:

Students develop hand-to-

Demonstration of the three

eye coordination skills.

phases involved in a correct

Students develop the

shooting technique

specific techniques

(Preparation, Propulsion and

involved in the three

Follow Through). Using pairs

phases of shooting

of experienced students (or just

correctly.

ones you know are competent in balls skills) demonstrate to the class the different ball skills. Activity ‘Piggy in the Middle’ (Arc promotional version).

Focus on developing arc promotion.

Acme Thunderer

Group of three students, two standing opposite each other with the third in between them. Video Tape each student during this activity.

Digital Camera

Lesson three: Introduction to Phase one of the shooting process (Preparation). Discussion and Explanation of what is involved in a correct shooting stance. Including the right angle at your elbow, the Preparation phase –

‘off’ or non-shooting side foot is

Stance = shoulder width

slightly forward, facing forward,

apart, correct posture and

legs parted at shoulder width,

hand positioning on the

and the ball held in the

ball.

fingertips (NOT the palm). Checking technique by pairing the students up and have them critiquing each other’s stances and give feedback. Activities involving stance and then practicing throwing the ball to their partner from the correct stance, using the proper preparation. Lesson four: Introduce students to the second phase of the shooting process (Propulsion). Explain and Demonstrate proper propulsion technique.

Propulsion phase – Hand and arm action movement, 90’ degree angle, wrist action correct release and technique.

Including bending at the knees, bouncing down then up, flicking of the arm from the elbow, and releasing the ball at the right time (jump to get more distance). Checking technique by pairing the students up and have them critiquing each other’s stances and give feedback. Activities in pairs, that include the use of the correct propulsion techniques (throwing to each

other over a distance). Lesson five: Recap of the previous skills learnt, and trying to add these previous skills to the follow through technique to produce a complete shooting motion. Introduce students to the second phase of the shooting process (Follow Through). Explanation of the correct follow Follow through phase – Arm action, weight transferral and body positioning.

through technique. Including flick of the wrist (to achieve a backspin and help with the arc), transference of weight, and the forward movement of the body. Checking technique by pairing the students up and have them critiquing each other’s stances and give feedback. Activity in pairs again using these techniques, integrating preparation, propulsion and follow through techniques together to produce a correct shooting action. Lesson six:

Students practice and refine the skills learnt.

Re-record another video of the students playing the ‘Piggy in

Students develop self-

the Middle’ activity using

confidence.

shooting techniques.

Students develop

Establish and discuss the

awareness and self

differences and improvements

esteem.

in techniques from when they

Students develop

started to now.

interactive communication

Integrate the three phases into

skills in pairs and group

a shooting game, this time

structures.

focussing on technique, accuracy, execution and control of the movements.

Assessment Criteria for assessment Students demonstrate proper steps taken for throwing a ball… Preparation -legs: stand side on to direction of throw -arms: throwing arm moves in a downward and backward arc Propulsion -legs: opposite foot to throwing arm steps forward -head and trunk: hips then shoulder rotate forward -arms: Elbow bends in a 90% angle as throwing arm moves above head Forearm and hand lag behind upper arm Follow through - Body weight shifts with you weight transferral from a high center of gravity to a low center of gravity. - Wrist follows through to a gooseneck position.

Students demonstrate the correct arc promotion and flight trajectory.

Students demonstrate effective communication, behaviour skills and development of self confidence.

Assessment strategy

Who will assess?

SACSA outcome

Record of assessment

Observe students as they perform

Teacher

2.1- (The student) confidently performs and repeats movement sequences with control, balance and coordination that in turn enhance their ability to plan for and participate in a wide range of physical activities. Id, In.

Teacher keeps record of student assessment

-Teachers observe students who are observing peers -Observing the three stages of throwing… Preparation Propulsion Follow through

-will keep students in track and aid them in developing or refining their skills Peer -will identify the errors made by their partner when undergoing the activity

Record shows class list against specific throwing skills in preparation, propulsion, and follow through Tick off when achieved confidently

Product Analysis -students compare their video record performance with how an expert does it when throwing

Take video and photo records of students undertaking the activity, which will be used to highlight performance and for self evaluation

Students keep a video record or photos of themselves to monitor their development

Concept Map