pe - ball skills unit plan year 1
TRANSCRIPT
PE and Health unit planner
Developmental sequence of teaching/learning
Term 2 Year
1 Band
Early Years (R-2)
Unit/topic outcome description
Students develop their stability, locomotor and manipulative movement skills through a variety
of ball exercises that help to develop hand eye co-ordination, balance, movement, rolling,
bouncing and catching. It involves students working autonomously and in groups.
Essential learnings
Thinking skills/ processes, for
example, Bloom’s, Gardner’s or key
competencies
ICTs Resources/ equipment
Futures
* Identity
* Interdependence
* Thinking
* Communication
* Remembering
* Understanding
* Applying
Analysing
* Evaluating
Creating
* Digital camera
Computer/printer
Video camera
Calculator
Internet
CD player
Clock/stop watch
Fax
Scanner
* Pedometer
* Variety of different
sized balls
* Whistle
* Hoops
* Skittles or similar
Strand Key ideas SACSA outcomes (verbatim)
Physical activity and
participation
“Children explore
movement patterns and
refine co-ordinated
actions, developing self
awareness and skills that
facilitate on going
participation and physical
activity.” [Id][KC5][KC6]
1.1 Demonstrating self-awareness
and co-ordination and control of
movement skills for widening
involvement in physical activities in
different settings. [Id][C]
Planning
Key ideas Focus of LearningSequence of core teaching
eventsResources
Children explore
movement patterns
and refine co-
ordinated actions,
developing self
awareness and skills
that facilitate on
going participation
and physical activity
How to use equipment
properly.
Sport safety.
Leadership skills.
Differences in balls
Self-awareness
Communication
Eye, hand, foot co-
ordination
Rolling skills
Trapping/stopping skills
Self esteem
Self confidence
Self assessment
Introduce students to setting,
behaviour management (refer to
Appendix 1), and rules for use of
equipment.
Enquire about prior skills in rolling,
trapping, bouncing, catching balls
Introduce students to different balls,
their size and texture.
Have students play with the balls,
ask them to play with a partner and
see what they notice about different
sized balls.
Students to be taught rolling skills
using medium or large sized balls.
Students to practice rolling skills by
rolling their ball at a wall.
Students to be taught
trapping/stopping skills, these will be
practiced when the ball returns from
the wall.
Students to count how many times
they can roll the ball at wall and it
returns to them
Clothing
Footwear
Hats
Pedometer
Whistle
Variety of
balls
Camera
Eye, hand, foot co-
ordination
Bouncing skills
Catching skills
Self esteem
Self Confidence
Self assessment
Students to be taught bouncing skills
with medium and large sized balls.
Students to practice bouncing skills
by them self, using two hands.
Students taught catching skills,
these will be practiced when they
catch the ball after bouncing it.
Students to count how many times
they can bounce and catch the ball
with both hands and not drop it.
Variety of
balls
Camera
Whistle
Eye, hand, foot co-
ordination
Rolling skills
Trapping/stopping skills
Difference in ball sizes
Self esteem
Self confidence
Self assessment
Students continue to practice rolling
and trapping skills by rolling their
ball towards a large target. Increase
distance between student and
target. Decrease ball size
Students to count how many times
they hit the target
Variety of
balls
Hoops
Camera
Whistle
Eye, hand, foot co-
ordination
Bouncing skills
Catching skills
Differences in balls
Self esteem
Self confidence
Self Assessment
Students continue to practice
bouncing skills, bounce to partner.
Increase distance between pairs.
Decrease ball size.
Count how may times they can
bounce to one another without
dropping it.
Variety of
balls
Camera
Whistle
Eye, hand, foot co-
ordination
Rolling skills
Trapping/stopping skills
Differences in balls
Self esteem
Self confidence
Students to practice rolling skills
again by rolling to a smaller target,
gradually increase distance between
student and target. Decrease ball
size
Variety of
balls
Camera
Whistle
Skittles
Eye, hand, foot co-
ordination
Bouncing skills
Catching skills
Rolling skills
Trapping/stopping skills
Practice all rolling and trapping,
bouncing and catching skills by
playing team games
Variety of
balls
Camera
Whistle
Differences in balls
Self esteem
Self confidence
Assessment
Criteria for assessmentAssessment
strategyWho will assess?
SACSA outcome
Record of assessmen
tThe ability to catch a medium and large sized ball.
1. LEG: Feet move to place body in line with the ball.
2. HEAD & TRUNK: Eyes focussed on the ball
3. ARMS: Hands reach out to meet the ball.
4. Hands adjust to path and size of ball.
5. Fingers soft and slightly cupped.
6. Caught in hands only.
7. Hands and finger closure well timed.
8. Elbows bend to absorb impact.
Established: All eight steps for catching are evident within the students catch.
Consolidating: Preparation for catch (steps 1, 2, 3) evident. However has trouble with the reception of the ball.
Beginning: Trouble preparing and receiving ball (ex. Not moving feet).
Observation of students as they follow through with each step.
Self Assessment Sheet:
Important facts about my learning
My learning success
What are the problems I have hade with my learning
How do I feel when I am learning
What do I need to do to improve my learning
Teacher
Students
1.1 Demonstrating self-awareness and co-ordination and control of movement skills for widening involvement in physical activities in different settings. [Id][C]
Class Observation Checklist (refer to Appendix 2)
Self Assessment Rubric (refer to Appendix 3)
Peer Evaluations within class activities
The ability to bounce a medium and large sized ball.
1. LEG: Stand with Feet Stationary, shoulder width apart holding the ball at waist height.
2. HEAD & TRUNK: Eyes focussed on the path of the ball.
3. ARMS: Push ball straight down with both hands
Observation of students as they follow through with each step.
Self Assessment Sheet:
Important facts about my learning
Teacher
Students
Class Observation Checklist (refer to Appendix 4)
Self Assessment Rubric (refer to Appendix 5)
Peer
4. Catch bounced ball with fingers spread
5. And pull the ball into the body
Established: All five steps for bouncing are evident within the students bounce.
Consolidating: Preparation for bounce (steps 1, 2) evident. However has trouble with the release and rebound with the ball.
Beginning: Trouble preparing, releasing and receiving the ball (i.e. Not moving feet).
My learning success
What are the problems I have hade with my learning
How do I feel when I am learning
What do I need to do to improve my learning
Evaluations within class activities
The ability to roll a medium and large sized ball.
1. LEG: Opposite leg moves in preparation of the roll.
2. HEAD & TRUNK: Eyes focussed on the path of the ball.
3. ARMS: Arm reaches back with the ball
4. Arm brought forward with appropriate speed.
5. Elbows bend.
6. Ball released at appropriate time
7. Follow through after the ball is realised.
8. Ball rolls to intended position.
Established: All eight steps for rolling are evident within the students roll.
Consolidating: Preparation for roll (steps 1, 2, 3) evident. However has trouble with the release of the ball.
Beginning: Trouble preparing and releasing the ball (i.e. Not moving feet).
Observation of students as they follow through with each step.
Self Assessment Sheet:
Important facts about my learning
My learning success
What are the problems I have hade with my learning
How do I feel when I am learning
What do I need to do to improve my learning
Teacher
Students
Class Observation Checklist (refer to Appendix 6)
Self Assessment Rubric (refer to Appendix 7)
Peer Evaluations within class activities
The ability to trap/stop a medium and large sized ball.
1. LEG: Move legs to the path of the ball to get behind it.
2. HEAD & TRUNK: Student watches the ball until it reaches their hands.
3. ARMS: Have arms out
Observation of students as they follow through with each step.
Self Assessment Sheet:
Important
Teacher
Students
Class Observation Checklist (refer to Appendix 8)
Self Assessment Rubric (refer to
stretched ready to receive the ball
4. Have hands out stretched ready to receive the ball
5. Elbows bend.
6. Scoop ball into their body.
Established: All eight steps of trap/stop are evident within the student’s attempt.
Consolidating: Preparation for trap (steps 1, 2, 3) evident. However has trouble with the release of the ball.
Beginning: Trouble preparing and receiving the ball (i.e. Not moving feet).
facts about my learning
My learning success
What are the problems I have hade with my learning
How do I feel when I am learning
What do I need to do to improve my learning
Appendix 9)
Peer Evaluations within class activities
Topic concept map
DAY 1(Movement skills, rolling skills, trapping skills)Introduce students to different sized and shaped balls. Have them play with a partner, ask them to bounce, throw, roll, toss the ball and ask them which ball was easiest/ hardest.Teach students rolling and trapping/stopping skills.Students to work autonomously and roll ball against a wall to practice skills
DAY 2(Movement skills, speed, accuracy, working autonomously, bouncing skills, hand-eye co-ordination)Students to collect a ball and are taught bouncing skills. Students to work autonomously. Have students count how many times they can bounce ball with two hands and not make a mistake. Children begin to practice catching balls in different ways to develop hand- eye co-ordination.
DAY 3Students to collect a ball and continue practicing rolling skills. Students to be placed in groups of 4.One student to stand at hoop, others to roll ball towards hoop. Rotate students so all get a chance to roll at hoop. Increase distance of hoop
DAY 4(Movement skills, bouncing…Students to work in pairs and bounce the ball to on another (ball to bounce once). Increase distance. Reduce ball size for a challenge.
DAY 5(Movement skills…..Students to collect balls, Students to be placed in groups of 4.One student to stand at skittles, others to roll ball towards skittles. Rotate students so all get a chance to roll at skittles. Increase distance of skittles. Reduce ball size for a challenge
DAY 6(Movement skills…..Play games that practice the rolling and trapping, bouncing and catching skills the students have learnt over the unit