over all unit design finished

Report as inappropriate Your report has been received

Shared by: MJJKZn

Tags

Stats

views:: 2
posted:: 6/14/2012
language:: English
pages:: 32

Public Domain

Document Sample

P.E Curriculum

Unit Design

By Shane boyington and Cameron
rowe

2553696

2659098
Unit Name: field hockey Year Level 8 Time ____________

VELS Level Unit Outcomes for Students
 Proficiently perform complex movements  Students will develop a basic knowledge of
and manipulative skills. the components of field hockey, the dribble,
 Maintain regular participation in moderate the pass and the trap. Students should
to vigorous physical activity and analyse develop game sense knowledge about
there involvement in physical activity. hockey.
 Seek and respond to feedback from peers,  Students are to participate in 80% of all
teachers and other adults and explain how practical classes, with their P.E uniform,
their ideas have changed to develop and failure to do so will result in an N for the unit.
refine their content knowledge and  Students will engage in group peer teaching
understanding. on the basic knowledge they gain from the
 Initiate and undertake some tasks first three weeks of the unit. Other peers
independently, within negotiated will assess them.
timeframes.  Students will be given task cards and
 Students accept responsibility as a team perform peer teaches over the unit, this will
member and support other members to give them time management and be able to
share information, explore the ideas of initiate tasks independently.
others and work cooperatively to achieve a  In the tasks as above, students will become
shared purpose team orientated, be able to share and
 Modify their verbal and non-verbal except ideas from other peers.
responses to suit particular audiences  Students will develop a sense of self
 Provide and use constructive feedback and confident in a range of communication skills
reflection to develop effective through the peer teach and the facilitated
communication skills. learning week; this applies for the last VELS
as well.

Instructional Strategy
.
 Direct teaching method. We will use this method for the first two weeks. This will allow us to
teach the fundamentals of hockey to the students in a way that makes sure they are on task.
 Facilitated learning. Some task cards will be made up with situations on a hockey field. The
students are then required to come up with ways that the situation can be dealt with to make
sure they fully comprehend tactics in hockey
 Peer teaching. As a test of the student’s comprehension, we will use peer teaching week 4
and 5 if needed to make sure that students have grasped and comprehend the main
instructional points. The students will not only be teaching each other but marking each other
too.

Resources – facilities Resources - equipment
 inside gymnasium  30 hockey sticks
 outside football and soccer ovals  2 x sets of goal keepers pads
 30 X sets of shin guards
 20 X hockey balls
 2 X whistles
 30 witches hats
 1 X measuring tape
Safety Requirements
Safety considerations when playing the sport of hockey, sticks must not at any stage of the game be
raised above hip height, if the stick is raised above hip height it is an automatic turnover, if it is done
twice by the same student they are to sit out for five minutes to avoid a repeat of the situation. Cover any
dangerous holes in the ground with witches hats to avoid any students putting a foot in tem and doing
serious lower limb damage. The ball must stay on the ground at all times, if the ball is lifted into the air it
is an automatic turnover, this will avoid any student lifting the ball into the air. When dealing with
students and sticks it is vital that they know to stop and hold their sticks still whilst the teacher is talking
to them. When playing on the inside courts, the courts must be dry at all times to avoid slipping and
sliding.

Theory
The theory / wet weather lesson that we will have will be used to teach the students about some of the
tactics that are used in hockey. A video of a match from the hockey world cup

Assessment
 Students will need to demonstrate a basic skill level of the trap, pass and the dribble. This will be
assessed by the teacher taking the unit; the mark will be out of ten on each of the assessments,
so thirty marks all up.
 Students will also be assessed on there ability to peer teach in groups, they have to demonstrate
the knowledge that has been presented to them over the first three weeks. The peer teach mark
is worth fifty percent of the unit.
 The students will also be marked on attendance and participation in the class, this unit will run an
eighty percent attendance and participation rate. Any absences will need to be supplied with a
medical certificate. Any student that does not bring a sports uniform or a change of clothes must
bring a note from home.
Content

Week 1: Basic Skills
In the first lesson of the unit the students will be taught the fundamentals of hockey in a direct teacher
method. The students will be taken through a number of drills that will help them to learn the basics of
hockey, including the trap and strike.
 The start of the lesson will be devoted to teaching the students the rules of hockey.
 They will then move into the basic drills.
 The first activity the students are to perform is, the class is put into pairs, every student in the
class each grab a hockey stick, and only one ball between pairs. Standing only five meters apart
the pairs pass the ball back and forth to each other. The student that receives the pass traps the
ball using the appropriate method, stick on the ground letting the ball hit the stick and bringing the
stick back with the ball to minimize the impact, so that the ball does not bounce over the stick.
The student passing the ball must keep the stick on the ground, sliding the stick along the ground
and pushing the ball to there partner.
 Moving to the next activity the pairs join up with another pair to form groups of four, keeping only
one ball. The group of four are to spread out along a twenty meter line starting at one end they
pass the ball to the next person along the line who traps it and passes it on. The ball will travel up
and back the line and back to the start to finish.
 Students move further apart to increase the passing distance and repeat previous drill. This
however it is a relay race.
 Bring students into group and teach how to run paddling the ball along side them. (NOT the
Indian dribble.) Split the class into 5 even groups and perform another relay race.
 The students are to run in a straight line around a cone ten meters away and run back, when the
student reaches the five meter cone they pass the off to the next student in line, that student
traps the ball and then go’s again.
 Repeat the above relay but with a zigzag path of cones.
 Just a quick debrief of what was learnt in the lesson.

Week 2: Novice skills
In this weeks class the students will first recap and do a short practice of the skills they learnt last week.
They will then learn some more of the skills and tactics in hockey that are a little bit harder, these will
include the Indian dribble, passing to a moving player and basic tackling.
 Recap from last weeks lesson and the skills learnt, basically talk about what was done, do a
demonstration of what was done and spend five minutes doing a relay involving the trap, pass
and the run with the ball.
 Students are put into groups of four, each student grabs a hockey stick, and one ball per group.
There are four cones set out in a square, a student on each cone. The first student passes the
ball to the moving student who traps it and passes it to the next moving student and so on.
 The students run to the next cone after hitting it to the next moving player.
 Next drill involves defence and passing to a moving player. Set the square larger giving one
student in the group a colour band, that student is the student the others in the group play
keepings off with. Passing the ball around the square they try to keep the ball off them.
 If the ball is intercepted the person with the colour band swaps over to the student who got
intercepted.
 Bring in the groups to form the class again; this will give you a chance to explain the Indian
dribble.
 Every student has a stick and a ball, they find there own space in the hockey field. The students
do not move they simply just practice the Indian dribble in front of them moving the stick back and
forth, when they have got a grasp on the dribble we will move into the next drill.
 The class gets in groups of five, cones are set up along the hockey field in a straight line
approximately five meters apart. There are five cones set out all up.
 Starting at the first cones the first person Indian dribbles the ball in and out of the cones, goes
around the top cone and dribbles on the way back as well, they pass the ball to the next person
in line who traps it and goes for an Indian dribble.
 Bringing in the students again, getting to stand with there group, go over the main points of the
tackle, giving the students a small demonstration of the tackle. Emphasis the safety
considerations, do not hack at other students legs.
 Move into a small game of keepings off in pairs. With a very large emphasis on safety and
tackling with the correct technique.
 The last game for this week is a large game of keepings off. Point out to the class the importance
of hitting to a moving player and the correct technique of a tackle. This final game will tie all
things learnt in this lesson together
 Bring group in for a quick debrief and relate all points from the class and tie them up.

Week 3: Advanced skills
In the third class of the unit, students will learn some of the more advanced skills in hockey and as well
as the advanced thinking while playing hockey (reading the play).
 Students will recap on the previous two lessons, going through fifteen minutes of basic drills
getting back in touch with the pass, dribble trap and the tackle.
 Students will get into groups of five and three students will pass and trap the ball whilst playing
keepings off, the other two students will try to tackle the ball and intercept the ball.
 This weeks lesson is based on facilitated learning, this style of teaching involves the students to
use the knowledge that has been presented to them in previous weeks and put it into practice or
game like situations.
 The class is split in half, they are given a task cards. On the task cards there are a number of
game sense situations. The students will have to work out what the card is asking them to do and
perform the skill.
 The first set of task cards ask the students, which is the best way to score a goal from a short
corner, both groups have received this card.
 Once this is complete the students demonstrate it to the other group, who assess them with a
grade and provide some feedback.
 The next set of task cards to be handed out involves a defensive strategy on the best way to stop
the opposition from scoring from a short corner. The students present to the class and give
feedback.
 The next task card is, which is the best defensive strategy in a two on three situations. The
students give feedback to the other group after they demonstrate the best technique.
 The last task card that the students receive involves the best way to move the ball up the hockey
field and score a goal without the ball being intercepted.
 The students involved with all the task cards provide feedback to the other group and in the first
one they mark the group’s performance.
 Finally a quick debrief about the lesson
 Final thing before dismissing the class is to hand out the sheets for the peer teach. This will
include the possible things that they could be asked to teach as well as a criteria sheet so they
know what they will be marked on.

Week 4: Peer Teaches
In this weeks class the students will be assessed on how much they have learnt by their ability to teach
others.
 The first part of the lesson will be a refresher of the skills they have learnt in the unit so far.
 The students will then break up into groups of five with each group being given a skill and 15
minutes in which to teach the rest of their group.
 The skills that will be taught to the group are the trap, strike, Indian dribble, tackle, offensive
strategies (i.e.: what to do at a corner or penalty shot.)
 With the trap get your stick down early, keeping it low to the ground with a nice firm but relaxed
grip. Bend from the knees, not just the waist. Bend your knees and absorb the ball against your
stick out in front of the right foot. Your body should be in line with the ball as it approaches you.
 With the strike, keep your stick below waist height, step forward with your left foot and push the
ball to you team member, follow through with your stick but not above waist height, open your
chest out to maximise power.
 With the dribble, the aim is to move the ball from the forehand to the backhand and back again.
Use your left hand to rotate the stick fully over the ball and use your right hand to guide the stick.
Turn the stick over the ball from the right hand side of your body to the left hand side and back
again. The ball should be out in front of the body and moved in a zigzag pattern across the
ground.
 With the tackle you need to keep your stick down on the ground so that the ball does not go
under the stick, Have your stick at right angles to the line of the ball. Do not swing at the ball
simply just place the stick in front of you. Then go back to the normal grip and play the ball. Wet weather lesson plan Content:
 With offensive strategies all we want to see is the best and most appropriate way to score a goal,
make sure that you use all offensive players in the best situation, put in practice what the In case of bad weather or if we want to run a
students have learned in the past three weeks. theory class we will have a video with a match
 While members of each group are teaching, another student is assessing as the teacher. They of the Hockey Roo’s from the Olympics. The
will be given a criteria checklist so as they are sure they know what they are looking for. class will consist of many activities to do with
 The mark that the student gives for the peer teach will be taken into account with the mark that watching the match.
we give the student too.  For the first 15 minutes the students will
simply watch the match do pick up on
Week 5: Game and revision some of the skills and tactics that they
This class will start off with a revision of all the things that student have learnt , after this small refresher have been learning in class so that they
the students will get to play a full game of hockey. This will be a full 11 a side, 70 minute game. But can relate them back to an elite performer
during the game we will take advantage of teachable moments to reinforce the things that we have of the sport.
taught throughout the unit  For the next twenty minutes of the match
 First exercise is the students do a full warm up, two laps of the hockey field the students will be given a sheet of paper
 After this the class will break up into small groups of 4-5. with twenty spots to circle pass, dribble or
 Groups will recap all off the skills that were learnt during the unit, the small groups will work shoot. After every minute the video it will
through the key points of each skill to make sure that all skills we be maintained during the be stopped when a player has to make a
match. choice on any of the three options. The
student is to circle what they think is the
 Play a full length game of hockey
best option. This will bring the match to half
 During the match at some stoppages, teachable moments will be made the most of by stopping
time so the quiz can be marked.
play to ask the students what skill is the most appropriate to be used as well as the most
 Students will spend the first 15 minutes of
appropriate tactic to score etc.
the second half trying to draw out set plays
that teams may have. This may be from a
corner or just in play. The objective is to recognise as many set plays as possible in the 15-minute period.
 The next activity is designed to show the movement patterns of an elite hockey player. Each student is assigned one player that the must watch for
seven minutes. In this time they must record all movements that the player makes. A key and picture of the field will be provided to allow all students to
compile all the data together to compare the movements of different positions.
 The final part of the match is simply to be watched by the students for a recap on skills etc.
Options quiz

When the video is stopped you must decide what is the best option for the player with the ball. P=Pass, D=Dribble, S=Shoot

1. P D S

2. P D S

3. P D S

4. P D S

5. P D S

6. P D S

7. P D S

8. P D S

9. P D S

10. P D S

11. P D S

12. P D S

13. P D S

14. P D S

15. P D S

16. P D S
17. P D S

18. P D S

19. P D S

20. P D S
Player Movement

Player Position: ____________

Player Number: ____________
Field Hockey Fact File

History:
Hockey is said to draw its origins from ancient games of around 1272bc when a
similar game was played with balls and curved sticks. Members of the Middlesex Cricket
club as a winter sport though created the modern version of field hockey in the 19th
centaury. It was brought in as an Olympic sport in 1908 and has been a sport
played around the world since the start of the 1900’s.
As the game has evolved so have the materials used to play. In the early
1970’s synthetic turf instead of grass was becoming the norm to play on which
changed the way in which modern hockey is played.

Aim of activity:
As hockey is a very fast paced active game it would be very appropriate in
getting all students involved as it would benefit their health and fitness greatly if played on
a continuous basis.
General Rules:
 11 players per team on the field including goalkeeper.
 Only the flat side of the stick may contact the ball.
 If ball is hit out of play, the opposite team receives a free hit in.
 1 point/goal is awarded for hitting the ball into the goal from within the shooting circle.
 Players are not allowed to try to play at a ball above head height
 The team with that scores the most in the two 35 minute halves is the winner.

Dangerous play Rules:
If the ball is raised off the ground in a manner that is, in the umpire's opinion, dangerous, the ball is turned over to the other team and they receive a
free hit from the point of contact. The definition of a "dangerous ball" is a matter of interpretation by the umpires. Guidance in the rules states "a ball is
considered dangerous when it causes legitimate evasive action by players" — but it also depends on the speed of the ball, the height at which it is raised,
and the number of players near its path.
It is, however, legal to raise the ball when making a shot on goal (by hitting or flicking), or to make an 'overhead' pass (providing opposition players are
greater than 5 m from the player, and the ball is not dangerous). The ball may only deliberately be raised using a hit if the player is shooting at goal.
Dangerous play rules also apply with relation to the usage of the stick. Players may not attempt to play at the ball above their shoulders (unless saving a
goal on the goal line). It will generally be considered dangerous play to hit the ball while it is in the air; the ball must be controlled first in this circumstance.
(www.hockeyfactoryshop.co.uk, 2006).

Players:
For a game of hockey 2 teams of eleven players are on the field, with five substitutes. There are no set positions, but most teams arrange
themselves (in a similar way to soccer. Rules don’t say a minimum number of players for a match to be played, but most competitions have some local
ruling on this, with seven players being a minimum.
One player from each team may be designated the keeper. Goalkeepers must wear a suitable helmet with full face mask and are allowed to wear protective
padding. Although goalkeepers may block or deflect the ball with any part of their bodies, and propel the ball with their feet, they must always carry a stick,
and normal stick rules apply. Goalkeepers are permitted to play the ball outside their defensive circle (scoring area or "D"), but must only use the stick in
this circumstance. (wikipedia, 2007)

Skills needed:
As this is a sport that requires striking a small object while running at high speeds hockey does require a good level of hand-eye coordination.
However this is a skill that will be developed very well by playing hockey. One of the main skills in hockey apart from striking the ball is the ability to move
with the ball using the Indian dribble. This skill allowed Pakistan and India to dominate world hockey until the skill was mastered by other
countries.( Wikipedia, 2007)

Types of injuries :
Most serious hockey injuries result from being struck by the stick or the ball.

 The most common injuries presenting to hospitals are open wounds, fractures, sprains and strains and bruising and lacerations.
 Injuries presenting to hospital are predominantly to the upper limb (mostly injuries to the hand and forearm), face (mostly struck by stick or ball) and
lower limb (mostly ankle, foot and knee injuries).
 Injuries to the head and eyes are infrequent, but tend to be comparatively severe, with a higher than average rate of admission to hospital.
 Dental injuries are also infrequent, although the damage may be severe and is mostly irreversible.
 Overuse injuries to the ankles and lower back are also commonly reported.

This is why safety guidelines must be followed and is so important when playing hockey. (http://www.goforyourlife.vic.gov.au, 2007)

Equipment:
Each player carries a "stick", normally a little over 3 feet (90 centimetres) long and traditionally made of wood but now often made with fibreglass,
Kevlar and carbon fibre composites, with a rounded handle flattening out on one side and with a hook at the bottom. New rules (2006) limit the curve of the
stick so as to limit the power with which the ball can be flicked. The stick is only allowed to have a bow smaller than or equal to 25 mm otherwise this is
deemed to be illegal. The flat side of the hook is used to push, dribble, or hit a hard plastic ball. This ball is often covered with indentations to reduce
hydroplaning that can cause an inconsistent ball speed on wet surfaces. Each field player normally wears a mouth guard and shin guards. Although the
only equipment required for Goalkeepers (under FIH rules, local variants may require more) is a helmet and a stick, invariably they wear extensive
protective equipment including chest guards, padded shorts, heavily padded hand protectors, leg guards, and foot guards (www.hockeyfactoryshop.co.uk,
2006).

Strategies:
“The ball is moved around the field by dribbling, where the player controls the ball with the stick and runs with the ball. The "push", where the player
uses their wrists to push at the ball; the "flick" or "scoop", similar to the push but with an additional wrist action to force the stick through at an angle and lift
the ball off the ground; and the "hit", where a back lift is taken and contact with the ball is made quite forcefully. In order to produce a much stronger hit,
usually for travel over long distances, the stick is raised higher and swung at the ball, sometimes called a "drive".
Tackles are made by placing the stick into the path of the ball. To increase the effectiveness of the tackle, players will often place the entire stick
close to the ground horizontally, thus representing a wider barrier. To avoid the tackle, the ball carrier will either pass the ball to a team mate using any of
the push, flick, or hit, or attempt to manoeuvre or "pull" the ball around the tackle, trying to deceive the tackler.” (www.hockeyfactoryshop.co.uk, 2006)
“When passing and manoeuvring between players, certain commands are used to ensure understanding of movements and plays among team
mates. Although these vary depending on which country the game is in, there are a few standard calls. By calling "through" or "straight" the ball is passed
straight ahead to another player. "Flat" or "square" signifies a pass made to the right or left of the player with the ball at a 90 degree angle. Passes made
backward are occasionally signified by a call of "drop". A hit made forward at an angle is recognised as "up" or "through".” (Wikipedia, 2007)

Coaching Tips:
According to www.planentfieldhockey.com the following is needed to be a good hockey coach.
 Communication- being able to talk and listen to your players and people involved.
 Innovation- being able to keep all players interested and excited to be involved
 Teaching Skills- You need to be able to provide feed back and help the players/ student improve.
 Awareness of Players- you should have a general idea of players ability and should coach accordingly
Make it fun- people do not want to do what they don’t enjoy so if it’s fun it will be easier to coach and more fun to participate in.
Peer teach criteria sheet
Excellent poor
Use of voice and whistle: 5 4 3 2 1

Clearly demonstrate knowledge of activity: 5 4 3 2 1

Activities appropriate to skills being taught: 5 4 3 2 1

Enthusiasm: 5 4 3 2 1

Appropriate use of feedback towards students: 5 4 3 2 1

Control of the class: 5 4 3 2 1

Feedback from the assessor: 5 4 3 2 1

Feedback from the marker:
Practical Lesson Plan

Pre-service Teacher _______________________ Mentor Teacher ____________________________ Venue: Hockey field

Date _________ Lesson # 1 of 6 Year Level 8 Lesson Duration: 100 minutes # Students 12M 13F

Lesson Topic: Basic hockey skills Unit Topic: Hockey

VELS Specific Lesson Outcomes for the students

Proficiently perform complex movements and Students will be able to capably perform the pass, the trap and dribble (not the indian dribblejust
manipulative skills. pushing the ball in front of them.)

Maintain regular participation in moderate to Students are to participate in 80% of all practical classes, with their P.E uniform, failure to do so will
vigorous physical activity and analyse there result in a N for the unit
involvement in physical activity

Equipment
30 X hockey sticks
15 X hockey balls
cones

Personal Teaching Goals
The teaching goals for this lesson is to maximise student participation by forming small working groups so that every student get a chance at performing the
new skills that they have learnt, the trap and the pass. Working in small groups maximises participation because every student has to join in or the exercise
does not work, also the shy kids don’t get overpowered by the sporting students. Another goal is to minimise transition time, this is done by combining the
smaller groups into bigger groups for the next activity.

Post Lesson Reflection of Teaching
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________

Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions Reflections and
Recommendations
0-20 Introduction to the unit , whistle N/A Basic rules of
explain all the rules of hockey hockey, offside
and safety considerations penalty shots etc.
when using the hockey stick

20- Demonstrate the pass and the Hockey Explain the safety tips Stick below knee
30 trap to the students. Get the sticks, to the students before height, give with
students into pairs and explain hockey they move into the next the stick when
the drill, as in content. balls and activity trapping
whistle

30- Students perform the exercise X X X X X Hockey When balls roll away Remember to give
45 as stated in the content. In sticks, from groups they watch with the stick when
pairs pass and trap the ball balls and for swinging sticks, trapping the ball,
back and forth mastering the cones balls leaving the don’t lift the ball off
two principles. ground and pot hols in the ground
the field

X X X X X
45- The groups of two become Same as Watch on the ground Emphasise stick
65 groups of four, they spread above for pot holes, and that height, ball height,
out along the oval, passing the balls don’t go flying into push the ball and
ball up and back down the other groups and give with the stick
line, trapping the ball then students don’t go and when trapping
passing it. To expand the drill get them without
move students back further looking
apart and make it a relay, get
the ball back to the start

65- Explain to the students the N/A Keeping your eyes
70 dribble (not the Indian dribble) up focus on where
and put them into five even you are going.
sides

70- Students run a relay around a Hockey Same as above Same as above
80 cone ten meters away bring sticks,
the ball back passing it when balls and
they get five meters away so cones
the other students can trap the
ball and dribble to the cone.

80- Same groups and idea but set Same as Same as above Same as above
90 up five cones to zig zag above
through

90- Debrief the students on the N/A N/A Ask students what
100 lesson, ask for feed back they thought, go
over key teaching
points
Practical Lesson Plan

Pre-service Teacher _______________________ Mentor Teacher ____________________________ Venue: Hockey field

Date _________ Lesson # 2 of 6 Year Level 8 Lesson Duration 100 minutes # Students 12M 13F

Lesson Topic: Novice skills Unit Topic: Hockey

VELS Specific Lesson Outcomes for the students

Proficiently perform complex movements and Students will develop a basic knowledge of the components of field hockey, the dribble, the pass and
manipulative skills. the trap. Students should develop game sense knowledge about hockey.
Maintain regular participation in moderate to Students are to participate in 80% of all practical classes, with their P.E uniform, failure to do so will
vigorous physical activity and analyse there result in a N for the unit
involvement in physical activity

Equipment
30X hockey sticks. 15 X hockey balls
2X Whistles
30X Witches hats

Personal Teaching Goals
For all students to participate because they want to join in on a class that is fun. The students will hopefully help us in our goal of maximum participation
and will join in and co-operate as much as possible.

Post Lesson Reflection of Teaching

___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Time Activity/Content Organisation Equipment Safety Cues / Questions Reflections and
Considerations Recommendations
0-10 Recap from last week, Students sitting down in group Hockey stick N/A What did we learn
demonstration of skills. with teacher at the front. and ball last week?
How do we….?

10-25 Passing to moving player Hockey sticks, Balls getting away Remember passing
balls, cones from group. technique, How far
Tripping on ahead do we need
equipment to hit it?

25-40 Keepings off (with varied As above. People getting hit What is the best
size square boundary) with sticks or ball way to pass?
When? Why?

40-65 Intro to Indian Dribble and As above As above Why is this skill
activities useful?

65-80 Learning of the trap and trap As above As above Why is this skill
activities. need? When
should it be used?

80-95 Keepings off games, Two even teams trying to keep As above As above What skills have we
emphasising what we have ball off the other team using learnt that are
learnt. entire hockey field. used.

95-100 Debrief and closure Same as intro. As above As above What have we
learnt today.

Mentor Feedback
___________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
Practical Lesson Plan

Pre-service Teacher _______________________ Mentor Teacher ____________________________ Venue: Hockey field

Date _________ Lesson # 3 of 6 Year Level 8 Lesson Duration 100 minutes # Students 12 M 13 F

Lesson Topic: Advanced Hockey skills. Unit Topic: Hockey

VELS Specific Lesson Outcomes for the students

Proficiently perform complex movements and Students should be able to demonstrate some of the advanced skills of hockey as well as display some
manipulative skills game sense or an ability to read the game.
Initiate and undertake some tasks Students should show an ability to work independently when given a problem or task with an allotted
independently, within negotiated timeframes time to complete it.
Students accept responsibility as a team Students should be able to work as part of a team to get a common goal done. This will mean they
member and support other members to share must develop good communication skills
information, explore the ideas of others and
work cooperatively to achieve a shared purpose
Seek and respond to feedback from peers, Students will be given task cards and perform peer teaches over the unit, this will give them time
teachers and other adults and explain how their management and be able to initiate tasks independently.
ideas have changed to develop and refine their
content knowledge and understanding.

Equipment
30 X hockey sticks
30 X Hockey balls
20 X cones
25 X Colour bands

Personal Teaching Goals
 To maximise participation by ALL students. Not just the ones that enjoy hockey or any sport.
 To not run the students through how to perform the task cards, only facilitate the learning.

Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions Reflections and
Recommendations
0-15 Introduction, then students 30 sticks Students being hit with What have we
will recap on the skills learnt 30 balls sticks or ball. Enforce learnt so far?
from the previous two rules about this.
lessons.

15-25 Keepings off. To recap what As above As above What skills are we
has been learnt using using?
previous weeks skills.

25-90 Work through the number of The organisation of these As Above As above Ask Q’s hat will
task cards explained in the tasks will be changed provoke thinking to
content. Coming into the depending on the nature of the facilitate learning.
group when presentation is activity on the card Q’s will depend on
needed. situation.

90-100 Debrief and explain next None None Ask to repeat
weeks task, handing out important
information sheets. information to
check it was heard.
Practical Lesson Plan

Pre-service Teacher _______________________ Mentor Teacher ____________________________ Venue Hockey field

Date _________ Lesson # 4 of 6 Year Level 8 Lesson Duration 100 min # Students 12 M 13 F

Lesson Topic Peer teach Unit Topic Hockey

VELS Specific Lesson Outcomes for the students

Proficiently perform complex movements and Students will develop a basic knowledge of the components of field hockey, the dribble, the pass and
manipulative skills. the trap. Students should develop game sense knowledge about hockey
Seek and respond to feedback from peers, Students are to listen and respond to the students that are taking the peer teach, they will respond to
teachers and other adults and explain how their any feedback that is given to them by there peers. To identify this they will have changed there
ideas have changed to develop and refine their technique and attitude if need be.
content knowledge and understanding.

Equipment
30X hockey sticks. 15 X hockey balls 2X Whistles Class set of safety gear, shin guards etc.

Personal Teaching Goals
To sit back and observe the students that are taking the peer teach, make sure that they are on the right track and have the class under control. Only step
into a teachers role when I need to, I.E if the class is not listening or misbehaving.

Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions Reflections and
Recommendations
0-10 The students answer N/A N/A Points about the
questions of the last few pass, trap, drible
weeks regarding the skills that and offensive and
they have been thought defensive
stratergies
10- Students in there peer Hockey Make sure class is N/A
90 teaching groups and take the sticks, and under control, pot holes
skill they have been allocated, balls all in the ground are
this time frame gives students safety covered up and sticks
a chance to set up and pack equipment don’t go above waist
up and answer any questions for players height
that may be asked

90- Debrief of the lesson, how did N/A N/A What students
100 students enjoy taking the enjoyed, or not
class, being taught by peers enjoyed,
and being assessed by the
peers
Practical Lesson Plan

Pre-service Teacher _______________________ Mentor Teacher ____________________________ Venue: Hockey field

Date _________ Lesson # 5 of 5 Year Level 8 Lesson Duration: 100 minutes # Students 12 M 13 F

Lesson Topic: Game and revision Unit Topic Hockey

VELS Specific Lesson Outcomes for the students

Equipment
30X hockey sticks. 15 X hockey balls Goal keeper gear.
2X Whistles Class set of safety gear, shin guards etc.

Personal Teaching Goals
 To observe the students using the skills that they have learnt so far during the unit
 To see if students have developed a game sense of hockey and are starting to read the play.

10-90 Full length game of hockey, As students have learnt to set Hockey As students have learnt Make the most of
following all rules and using up for a full field game. The sticks, all but will be enforced by teachable moments
all skills that have been game is played on the hockey safety umpire at stoppages in the
taught. field with 11 students per side, equipment game..
there will be one sub for one for players
team and two subs for another and goal
keeper.

90-100 Wrap up of what we have Same as intro none None. What have we
learnt in the lesson and also learnt? Was it fun?
the unit. Will you continue
with hockey? etc

Pre-service Teacher _______________________ Mentor Teacher ____________________________ Venue: Classroom

Date _________ Lesson # 6 of 6 Year Level 8 Lesson Duration 100 minutes # Students 12 M 13 F

Lesson Topic: Wet Weather/Theory class. Unit Topic: Hockey

VELS Specific Lesson Outcomes for the students

Initiate and undertake some tasks Students will develop a sense of self confident in a range of communication skills through the peer
independently, within negotiated timeframes. teach and the facilitated learning week, this applies for the last VELS as well.
Seek and respond to feedback from peers, Students will develop a basic knowledge of the components of field hockey, the dribble, the pass and
teachers and other adults and explain how their the trap. Students should develop game sense knowledge about hockey.
ideas have changed to develop and refine their
content knowledge and understanding.
Provide and use constructive feedback and Students will become team orientated, be able to share and except ideas from other peers.
reflection to develop effective communication
skills.

Equipment
Video of hockey final from 2004 Olympics
Quiz answer sheets (provided)
Hocky field diagram and key (provided)

Personal Teaching Goals
 To make the most out of a 100 minute lesson even though we may not be able to actually go outside and play hockey
 To show students that theory lessons do not have to be dry, boring classes. They can be interactive and fun.

8-10 Get students settled and in a T.V at front of room in sight of TV, Video None N/A
comfy spot to watch match. all students of 2004
Olympic
hockey
final
10-25 Students are to simply watch As above As Above None What skills are they
and observe the skills they using that we
have learnt performed by have? Do we look
elite athletes like that? Why may
they look different?

20-45 Students will take the pass, As above As above None Remind of tactics
shoot or dribble test. we have learnt.
Choosing the best option for
when the video stops.

45-60 Student get the next 15 As above As above None Remind of game
minutes of the video to draw but also sense we have
up as many set plays as they with field learnt
see in the game diagrams.

60-67 Students are to use the sheet As above As above None
provided to track one player with Remind students of
for 7 minutes diagrams positions.
with key

67-80 Again just observe the elite to As above As above None Ask Q’s about all
see technique in play. things we have
learnt.
80- Compare and present As above As above None Link back to
100 information gathered in the student outcomes
lesson
References
h t t p : / / n e w s . b b c . c o . u k / s p o r t 1 / h i / o t h e r _ s p o r t s / h o c k e y/ 4 1 8 6 8 5 6 . s t m
h t t p : / / w w w . f i e l d h o c k e y. c o m /
h t t p : / / w w w . g o f o r yo u r l i f e . v i c . g o v . a u / h a v / a r t i c l e s . n s f / p a g e s / H o c k e y_ f a c t s _ a n d _ s a f e t y_ t i p s ? o p e n
H t t p p : / / w w w . h o c k e yf a c t o r ys h o p . c o . u k / a c a t a l o g / F i e l d _ H o c k e y_ R u l e s . h t m l
h t t p : / / w w w . p l a n e t f i e l d h o c k e y. c o m /
h t t p : / / w w w . p l a n e t f i e l d h o c k e y. c o m
h t t p : / / w w w . u s f i e l d h o c k e y. c o m /
http://en.wikipedia.org/wiki/Field_hockey