G7 MYPPhysical Education

Name: ...................................................................................................

Teachers Name: ....................................................................................

INDEX P2. Introduction to Grade 7 MYP PE P3. Touch Rugby P6. Softball P10. Gymnastics P14. Handball P16. Badminton P19. Volleyball P22. Track and Field P24. Fitness P28. Jump Rope P31. Assessment information P32. Criterion D: Social Skills & Personal Engagement Rubric P33. Use Of Knowledge Summary GENERAL PE INFORMATION PE KIT You must change into PE clothes for every class. Sports shoes (clean non marking soles for use in the gyms) Dark shorts, White T-shirt or homeroom color: A-Red, B-Green, C-Yellow, D-Blue, E Black (No kit means no participation. This will be recorded ‘K’ in the register and the PE teacher will set you some work) NON PARTICIPATION If for some reason you are not able to participate in PE: (Illness, short term injury) You must bring an excuse note from your parents on the day of your PE lesson explaining the reason why. (No excuse note will result in you being set work to do by your PE teacher a ‘K’ in the register unless a note is provided the next morning) (long term illness or injury) You must provide a doctors certificate. Special arrangements can be made for long term circumstances The PE department would like to avoid having a situation where you are simply ‘sitting around’ during a PE lesson and will therefore make every effort to ensure that whether actively or passively you are involved in a meaningful activity.

1

 

     

INTRODUCTION

Welcome to grade 7 MYP PE programme. In PE this year you will participate in the following units:

• Touch Rugby • Softball • Gymnastics • Badminton • Volleyball • Handball • Track and Field • Fitness

This booklet contains important details and resources about this year’s topics, how you will be assessed and sections for you to take notes, reflect and plan. It is important to take care of this booklet and present your work well. Good luck and have fun in your second year of MYP PE !

2

 

 

TOUCH RUGBY

Significant Concept

Everyone can learn a new skill

Unit Question

How do we learn a new skill?

Area of Interaction

3

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Points

9-10 Highly

Competent

In all skills practise and game situations you can Always: • Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

7-8

Competent

In all skills practise and game situations you can Usually • Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

5-6 Reasonably Competent

In most skills practise and game situations you can Usually • Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

3-4

Basic Level

In some practise and game situations you can Sometimes • Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

1-2

Very Basic

You find it difficult in skills practise and game situations to: • Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

0 No Standard

You do not reach a standard described by any of the descriptors listed above

VIS MYP Rubrics: Grade 7

Physical Education

Touch

Rubric

Criteria

Criterion C-Performance

4

   

Start of unit Self-Assessment  

Grade 7 Rugby Self-Assessment and End of Unit

Reflection  

End of unit Self-Assessment and Reflection  

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      I can pass the ball accurately to hit a target  

       

         

      I can catch the ball in a specified zone From both sides standing side on

       

 Did I improve my touch rugby skills ? Yes / No Why? Or Why not?              How can Skill Acquisition ( breaking a skill down into smaller parts to learn the whole skill) help me in other school situations ?                      

5

     

SOFTBALL

Significant Concept

Everyone can make a difference

Unit Question

How can I make a positive contribution to the

game?

Area of Interaction

6

G7 Softball

Reflection

Now that you have finished your softball unit take a little time to think about the

things you have learnt and complete questions below

Reflection Questions

Answers and comments

How are softball tactics different to invasion sports (soccer, basketball) ?

How did you positively contribute to your teams performance ?

Do you think that you know the rules for playing a softball game? Were they easy to learn or did you find them complicated?

7

Skill Acquisition Think about the following questions:

- Why do we need to learn new skills? - How do we learn to do a new physical skill? - Can we learn to coach ourselves?

Physical skills are technically known as motor skills. A motor skill is “the ability to coordinate bodily movements that enable you to execute a particular task efficiently”. A motor skill involves: Input to our senses ⇒ processing that information ⇒ Carrying out a response A very simple example is: Touch ball flying towards us ⇒ Judging where it is going to go ⇒ Catching the touch ball. When we learn a new skill there are two basic ways to learn a skill, whole and part learning. Whole learning is when the whole skill is learnt in one go. Part learning is when the skill is broken into parts and each part is taught. If we break down a skill it looks like this:

EXECUTIVE PROGRAMME Y

SUBROUTINES

- GRIP the ball with two hands firmly - LOOK AT RECEIVER towards the receiver - OUTSIDE LEG FORWARD, body turns towards the receiver (when

passing left right leg goes forward and visa versa) - SWING THE BALL across the front of the body in two hands - RELEASE the ball as the upper body turns and the arms extend - DIRECT THE BALL to the catcher’s hands in front of the receiver’s

body Technique description taken from “Coaching Touch – The Basic Manual” 2003 by the Australian Touch Association.

Lateral Pass in Touch

Grip Look at receiver

Outside leg

forward

Swing the ball

Release Direct the ball

8

EXECUTIVE PROGRAMME Y

SUBROUTINES

Grip (For right-handed hitters) Wrap the fingers of both hands around the bat with your left hand closest to the end. Your hands should be barely touching. Lay the heavy end of the bat on your right shoulder and line up the second knuckles of both hands.

Stance Stand at home plate with your left shoulder pointing to the pitcher and your right shoulder aimed back at the catcher. Slide your feet shoulder-width apart, slightly bend your knees, and then bend slightly forward from the waist. Hold the bat straight up in front of your right shoulder. Slightly lift your elbows, but keep them lower than your hands. Back Swing When the pitcher begins to pitch, shift your weight slightly to your right (back) foot. Keep your eyes on the ball coming toward the plate. Forward Swing Move your weight forward as you begin to swing the bat in an arc, using your straight left arm as the radius of the arc. Many players take a small step toward the ball at this point to help shift their weight and add power to their swing. Watch the ball's flight and use your left arm to guide the bat toward the ball. Point of Contact As the bat moves over the plate, roll your right hand on top with a twisting motion of your arm, causing the end of the bat to swing through at a faster pace. For the hardest, longest hit, practice making this movement just as the bat makes contact with the ball. Follow Through After the bat makes contact with the ball, follow through with your swing, turning your body along with your arms. Your right arm should wind up under your chin, with the bat all the way to your left. Photo’s and technique description taken from http://responsiblesports.com  

Batting in Softball

Grip Stance Back swing

Forward swing

Point of contact

Follow through

9

 

GYMNASTICS

Significant Concept

Trust and support is an important part of life

Unit Question

How can we generate trust for our

gymnastics performance?

Area of Interaction

10

Student Self Assessment

Comments:

Teacher Assessment

Comments:

5-6 Highly

Creative

Your composition shows: • A lot of creativity • A very good use of space • Many appropriate aesthetic (pleasing to the eye) gymnastic moves • A clear start and finish • 3 weight bearing balances • Connecting moves that flow one into the other

3-4 Reasonably

Creative

Your composition shows: • Some creativity. • A good use of space • Some appropriate aesthetic (pleasing to the eye) gymnastic moves • A clear start and finish • 3 weight bearing balances • Connecting moves that flow one into the other with the occasional pause

1-2 Basic Level of Creativity

Your composition shows: • Limited creativity. • Simple use of space • Few appropriate aesthetic (pleasing to the eye) gymnastic moves • The start and finish is not clear • Too few weight bearing balances • Many pauses

0

No Standard You do not reach a standard described by any of the descriptors listed above

VIS MYP Student Rubric: Grade 7

Physical Education

Gymnastic

Rubric

Criteria

Criterion B: Movement Composition

11

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12

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Points Gymnastics

9-10 Highly

Competent

During my gymnastics routine I was able to show • Excellent balance (good body tension, pointed toes etc ALL of the time) • Excellent coordination of all the connecting moves • Excellent synchronization with my group members • Excellent knowledge of the routine (no mistakes)

7-8

Competent

During my gymnastics routine I was able to show • Very Good balance (quite good body tension, pointed toes etc MOST of

the time ) • Very Good coordination of almost all of the connecting moves • Very Good synchronization with my group members • Very Good knowledge of the routine ( no mistakes)

5-6

Reasonably Competent

During my gymnastics routine I was able to show • Good balance (some body tension, pointed toes etc) • Good coordination of most of the connecting moves • Good synchronization with my group members • Good knowledge of the routine ( 1or 2 mistakes)

3-4

Basic Level

During my gymnastics routine I was able to show • Satisfactory balance (almost hold a still position with some body tension) • Satisfactory coordination of one or two of the connecting moves • Satisfactory synchronization with my group members • Satisfactory knowledge of the routine ( more than 2 mistakes )

1-2 Very

Rudimentary

During my routine I found it difficult to • Hold a balance • Join the moves together • Synchronise with the other members of my group • And I did not really know the routine very well

0 No Standard

I did not reach a standard described by any of the descriptors listed above

VIS MYP Student Rubric: Grade 7 Physical Education

Subject(s) Gymnastics

Rubric

Criteria

Criterion C: Performance

13

       

HANDBALL

Significant Concept

Cooperation is an important part of life

Unit Question

Working together how can we break the defensive wall ?

Area of Interaction

14

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Points

9-10 Highly

Competent

In all skills practise and game situations you Always • Catch and Throw the ball effectively • Dribble the ball with the 3 bounce rule • Move into position to attack the goal area • Move into position to defend the goal area

7-8

Competent

In all skills practise and game situations you Usually • Catch and Throw the ball effectively • Dribble the ball with the 3 bounce rule • Move into position to attack the goal area • Move into position to defend the goal area

5-6

Reasonably Competent

In most skills practise and game situations you Usually • Catch and Throw the ball quite effectively • Dribble the ball with the 3 bounce rule • Move into position to attack the goal area • Move into position to defend the goal area

3-4

Basic Level

In some practise and game situations you can Sometimes • Catch and Throw the ball • Dribble the ball • Move into position to attack the goal area • Move into position to defend the goal area

1-2 Very

Rudimentary

You find it difficult in skills practise and game situations to: • Catch and Throw the ball • Dribble the ball • Move into position to attack the goal area • Move into position to defend the goal area

0 No Standard

You do not reach a standard described by any of the descriptors listed above

VIS MYP Rubrics: Grade 7

Physical Education

Handball

Rubric

Criteria

Criterion C-Performance

15

BADMINTON

Significant Concept

Some sports lend themselves to leisure activities more than others

Unit Question

Why could badminton be considered a

popular leisure sport?

Area of Interaction

16

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Points

9-10 Highly

Competent

During All drills and game situations you Always demonstrate the ability to: • Perform a correct underarm service (according to the rules of service) • Perform the correct technique for an overhead shot

You Always: • Play a game effectively using the basic rules and scoring system

7-8

Competent

During All drills and game situations you Usually demonstrate the ability to: • Perform a correct underarm service (according to the rules of service) • Perform the correct technique for an overhead shot

You Usually: • Play a game using the basic rules and scoring system

5-6

Reasonably Competent

During Most drills and game situations you Usually demonstrate the ability to: • Perform a correct underarm service (according to the rules of service) • Perform the correct technique for an overhead shot

You Usually: • Play a game using the correct scoring system

3-4

Basic Level

During Some drills and game situations you Sometimes demonstrate the ability to • Perform an underarm service • Perform an overhead shot

You Sometimes: • Play a game using the correct scoring system

1-2 Very

Rudimentary

You find it difficult to perform any of the following skills during driils and game situations:

• A correct underarm service • An overhead shot

You have difficulty • Playing a game and scoring

0 No Standard

You do not reach a standard described by any of the descriptors listed above

VIS MYP Rubrics: Grade 7

Physical Education

Badminton

Rubric

Criteria

Criterion C-Performance

17

G7 Badminton

Please complete the reflection below, answer all the questions

Reflection Why do you think badminton is a popular leisure activity?

Could badminton become part of your leisure time?

How would you judge the atmosphere in your PE class during the tournaments. Did you enjoy playing ?

Did you enjoy playing ? Why or why not?

18

 

VOLLEYBALL

Significant Concept

Keep it up !

Unit Question

Why is it specifically important to have a

good technique in Volleyball in order to enjoy the game?

 

Area of Interaction        

   

19

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Points

9-10 Highly

Competent

During All drills and game situations you Always demonstrate the ability to: • Perform a dig and a set • Serve underarm over the net on a small court • Keep the ball moving in a small game situation (with a bounce if applicable) • Apply basic rules and rotations

7-8

Competent

During All drills and game situations you Usually demonstrate the ability to: • Perform a dig and a set • Serve underarm over the net on a small court • Keep the ball moving in a small game situation (with a bounce if applicable) • Apply basic rules and rotations

5-6

Reasonably Competent

During Most drills and game situations you Usually demonstrate the ability to: • Perform a dig and a set • Serve underarm over the net on a small court • Keep the ball moving in a small game situation (with a bounce if applicable) • Apply basic rules and rotations

3-4

Basic Level

During Some drills & game situations you Sometimes demonstrate the ability to: • Perform a dig and a set • Serve underarm but not often over the net • Keep the ball moving in a small game situation (with a bounce if applicable) • Apply basic rules and rotations

1-2 Very

Rudimentary

You find it difficult to perform any of the following skills during the driils: • Perform a dig and a set • Serve underarm • Keep the ball moving in a small game situation (with a bounce if applicable) • Apply basic rules and rotations

0 No Standard

You do not reach a standard described by any of the descriptors listed above

VIS MYP Rubrics: Grade 7

Physical Education

Volleyball

Rubric

Criteria

Criterion C-Performance

20

Grade 7 Volleyball Self Evaluation

Reflect upon the unit question written below in your own words. ( Minimum 50 words)

“Why is it specifically important to have a good technique in Volleyball in order to enjoy the game?”

21

     

TRACK AND FIELD

Significant Concept

Practice makes Perfect

Unit Question

How can I apply my skill acquisition knowledge to improve my Track and Field

performance?

Area of Interaction

     

22

Student Self Assesment

Comments:

Teacher Assessment

Comments:

Points Track and Field Skills

9-10

Highly Competent

You Consistently demonstrate the correct technique in All the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane)

7-8 Competent

You Usually demonstrate the correct technique in All the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane)

5-6 Reasonably Competent

You Usually demonstrate the correct technique in Most of the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane)

3-4 Basic Level

You Sometimes demonstrate the correct technique in Some of the following events:

• High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane)

1-2 Very Basic

You find the techniques for the following events difficult to perfrom • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane)

0

No Standard

You do not reach a standard described by any of the descriptors listed above

VIS MYP Student Rubric: Grade 7

Physical Education

Track&Field

Rubric

Criteria

Criterion C: Performance

23

 

       

FITNESS

Significant Concept

A healthy body and a healthy mind

Unit Question

Why is it important to be fit?    

Area of Interaction        

 24

     

Fitness

Throughout the year you will have regular fitness sessions. You will be working on the different components of fitness like stamina, strength, agility, coordination, speed or flexibility. You will be graded on the following Criterion: A: Knowledge- a written quiz regarding the factors of fitness B: Movement composition - A Jump Rope Routine D: Social skills and Personal Engagement. You will also participate in two fitness runs Beep Test The multi-stage fitness test, also known beep test, is used by many sports coaches and trainers as an accurate test of Cardiovascular fitness, one of the all-important "Components of Fitness". The test involves running continuously between two points that are 20 m apart. These runs are synchronized with a CD, which plays beeps at set intervals. As the test proceeds, the interval between each successive beep reduces, forcing the athlete run faster, until it is impossible to keep up any longer.   Excellent   Very  Good   Good   Satisfactory   Needs  Imp  

   Boys   9.6  &     8.6  &     7  &     5.5  &      5.5  

   Girls   8.6  &     7  &     6  &     5  &      5  

12 minute Run The Cooper test is a test of physical fitness. In the original form, the point of the test is to run as far as possible within 12 minutes.The test is meant to measure the condition of the person taking it and therefore it is supposed to be run at a steady pace instead of sprints and fast running. The outcome is based on the distance the test person ran, their age and gender. We will always use the outdoor 300m track to run this test. See also: Wikipedia: “multistage fitness test” and “Cooper test”   Excellent   Very  Good   Good   Satisfactory   Needs  Imp  

Boys   7.5  &   7.25  -­  7   6.75  -­  6   5.75  -­  5   4.75  &  Girls   6.75  &   6.5-­6     5.75-­5.25   5  -­  4.5   4.25  &  

25

 

Heart Rate and Training

What is the heart rate? Why would we measure our heart rates? How do we measure our heart rate? Different types of HR

o Resting HR: When you sit calmly for 5 minutes or when you wake up before getting up.

o Maximum HR: The highest HR you should achieve = • 220 – your age

o Training/Target HR is a desired range of heart rate reached during aerobic exercise which enables one's heart and lungs to receive the most benefit from a workout. This can vary depending on one's physical condition, sex, and previous training. The THR can be calculated by using a range of 50%–85% intensity. • 50-85 % of your Max HR: This is called your Training

Zone. • Calculation: (220-age) X 0.5= lower end

(220-age) X 0.85= top end o 11yrs 104.5 – 157.5bpm o 12yrs 104 – 156bpm o 13yrs 103.5 – 155.2bpm o 56yrs 82– 123bpm

A Trained Heart

• An average persons RHR: 72 / min 4,320 / hr 103,680 / day • A trained persons RHR: 40 / min 2,400 / hr 57,600 / day • This means that a trained heart will economize 46,080 pumps per

day! • Miguel Indurain, a Spanish cyclist and five times Tour de France winner, had a resting

heart rate of 28 beats per minute, one of the lowest ever recorded in a healthy human. See also: Wikipedia: “Heart Rate”

 

26

TRAINING ZONES

 

27

Grade 7 MYP

Solo Composition working with Jump Ropes

During the fitness lessons you will learn a variety of ‘Jump rope tricks’. You can use some of these tricks and / or some of your own tricks to create a jump rope routine. You can create your routine with or without music. You will be assessed on: Criterion B Movement Composition: this will include your completed written plan of your composition (Page 29) and a video of your performance both of which must be compatible ( see assessment rubric) Criterion D Social Skills and Personal Engagement: this will be based on your effort, commitment etc ( see assessment rubric Page 33)) The composition must include:

• A clear start and clear finish • At least 4 different tricks • Use of space • Creativity and imagination • Movements that flow without pauses • A minimum of 45 seconds

To help you with your planning you should refer to the routine check sheet Grade 7 MYP PE Criteria B Jump Rope Composition Check Sheet

Criteria B Student Descriptors No Not yet Yes

My composition has a clear start and clear finish

My composition has at least 4 distinctly different tricks

My composition demonstrates excellent use of space

My composition is very creative and shows imagination and style

My composition flows without any pauses

GOOD LUCK AND HAVE FUN !!!

28

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29

Student Self Assessment

Comments:

Teacher Assessment

Comments:

5-6 Highly

Creative

Your composition shows: • A lot of creativity • A clear start and finish • 4 different tricks • Very good use of space • Moves that flow one into the other without pauses

3-4 Reasonably

Creative

Your composition shows: • Some creativity • A clear start and finish • 4 different tricks • Good use of space • Moves that flow one into the other with the occasional pause

1-2 Basic Level of Creativity

Your composition shows: • Limited creativity • The start and finish is not clear • Less than 4 tricks • Simple use of space • Many pauses

0

No Standard You do not reach a standard described by any of the descriptors listed above

VIS MYP Student Rubric: Grade 7

Physical Education

Jump Rope

Rubric

Criteria

Criterion B: Movement Composition

30

Assessment

You will be graded in PE according to your scores in the following four criterion :

Criteria A: Knowledge (max 8 points)

(this will be the results of written tests)

Criteria B: Movement Composition (max 6 points)

( this will reflect your creativity and performance when composing the Jump Rope and Gymnastic routines)

Criteria C: Performance (max 10 points )

( your actual physical skills during practices and games in the different sports we do throughout the year ,eg softball,volleyball etc)

Criteria D: Social Skills & Personal Engagement (max 8 points)

( your social skills, attitude, effort and more… see the rubric)

The “best fit” grade from each Criterion will be added up to give you a final number of points. The grade boundaries are as follows:

Grade 1 2 3 4 5 6 7 Boundaries 0-5 6-10 11-15 16-20 21-24 25-28 29-32 Name A-Knowledge B-Creative C-Performance CSocial Personal

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31

Touch Softball Gymn Handb Badminton VolleyB Fitness Track Student Self Assessment

Teacher Assessment

7-8

points Highly

Competent

You Always: • Cooperate well with your classmates. • Listen to instructions and always stay on task • Warm up effectively • Stay motivated and enthusiastic in PE. • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment

5-6

points Competent

You Usually: • Cooperate well with your classmates. • Listen to instructions and usually stay on task • Warm up effectively • Stay motivated and enthusiastic in PE. • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment

3-4

points Reasonably Competent

You Sometimes: • Cooperate well with your classmates. • Listen to instructions and sometimes stay on task • Warm up effectively • Stay motivated and enthusiastic in PE • Keep your workbook up to date with simple planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment

1-2

points Basic Level

You don’t really: • Cooperate well with your classmates. • Listen to instructions and stay on task • Warm up effectively • Stay motivated and enthusiastic in PE • Keep your workbook up to date, missing planning and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment

VIS MYP Rubrics: Grade 7 Physical Education

Rubric

Criteria

Criterion D: Social Skills and Personal Engagement

32

 

     

Use of Knowledge Summary

(maximum number of points: 8)

Test Score Softball

Volleyball Fitness

Final Grade*

*the ʺ″best fitʺ″ overall, which is the most appropriate description of your

knowledge shown in the written tests  

33

Notes

34

Notes

35

Notes

36