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					                                            Physical Education Unit of Work
NAME:

STUDENT ID:

TOPIC:                Early Fundamental Motor Skills specifically catching and throwing.

DOMAIN : HEALTH AND PHYSICAL EDUCATION

LEARNING FOCUS:                As students work towards the achievement of Level 2 standards in the Movement and physical activity
dimension, they participate in a variety of physical activities in a range of environments (indoor, outdoor and aquatic). They explore
different actions of the body and begin to understand how these actions affect movement efficiency. They practice basic motor
skills such as running, hopping, jumping, skipping, catching, throwing, kicking, rolling, balancing, twisting and turning and are
introduced to more complex skills such as leaping, dodging, the over-arm throw, dribbling and striking balls, cart wheeling and hand
standing

STANDARD:             At Level 2, students demonstrate basic motor skills and some more complex skills. They combine motor skills
and movement patterns during individual and group activities. They demonstrate control when participating in locomotor activities
requiring change of speed, direction and level.

EQUIPMENT NEEDED:             Large space/room to move, tubs and buckets, bean bags, balls of various sizes and texture, chalk to
mark lines on the ground, witches hats, stop signal such as a tambourine, ribbons for warm up games, alternative catching tools such
as eggs or water balloons, appropriate footwear, an undercover area in case of rain, rebound wall with targets & hoops

KEY TERMS TO REVISE OR INTRODUCE:               Catch, throw, run, sprint, jog, puffed, sweating, fast, slow, move, dodge, stop
signal, warm ups, names of warm up games, technique terms such as ‘eyes on ball’, ‘lob’, ‘soft’, ‘leap’.

NAME ONLY OF CONTACTS AND/OR RESOURCES USED:                       Kennington PS Curriculum Handbook

http://www.ausport.gov.au/fulltext/2002/achper/Hands2.pdf (for assessment)

Fundamental Motor Skills [kit]: Resource kits for classroom teachers (1998-2000)




                                                                                                                                         1
                                                     Learning Activities




Warm ups: (see appendix A for diagrams of activity)

Everybody’s It!

In a defined area suitable for the number of students, students are to run around tagging those who they can reach. Everyone is able
to tag everyone else. Once tagged, the student is to sit down where they were tagged. If two people tag each other at the same time
they are to both sit down. Game continues until one person left standing.

Sharks & Octopus

In a defined area suitable for the number of students, one or two students are in the middle of the area with the others trying to run
from one end to the other without being tagged. Once tagged, the students stand where tug and are able to reach out (without
moving feet) and tag the other students in the game. Winner is last one standing.

Wounded Tiggy




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In a defined area suitable for the number of students, one or two students are in the middle of the area with the others trying to run
from one end to the other without being tagged. Once tagged however, they are still in the game but are unable to use the limb they
were tagged on i.e. a tag on the left arm means that it can not be used. Winner is last one standing.

Relays

Have markers set out roughly 10-15 metres apart and the students in an even number of groups behind the hats. Have each student
run from one marker to the next then the next student runs. To make it more interesting, have the students run with a large ball, small
ball, balloons etc. Can also make them hop, skip, bound through to the hats. Ensure that each child when finished running sits down
in a nice straight line to avoid accidents.


Knock ‘em away

In an area roughly 10m by 10m, set out 3-4 balls in the middle. Have a number of balls at each end and let the students throw at will
to try and knock the balls across the other teams line. Vary the size of balls and the softness etc.



Thieves and Treasures

With an appropriate number of hoops laid out in a circle approximately 20m in diameter (most likely 6 hoops) place a large number of
bean bags in the centre of the circle. One person from each hoop is to run into the middle, grab a bean bag and run back to group
and place bean bag in hoop. Next person repeats until no more bean bags left in the middle. Then a person from each group can run
to neighboring groups and steal their bean bags. Stop the activity at own will and have the groups count how many bean bags they
have in their hoops. Most bags wins. An alternative game is as follows but may be more suitable for older groups:


(The next few warm up games are from the following website)

http://www.acu.edu.au.schools/edu/projects/migi/secure/teacher2/LESSON/Lwarm.htm




                                                                                                                                         3
Squirrels and Nuts
Equipment: All available beanbags, skipping ropes, small hoops; 4 large hoops.
Organization: divide class into four equal groups of players, who are the squirrels. Place a large hoop, the "Tree Hole" in each
corner of the play area and assign a group to each corner. Place all the "Nuts" (beanbags, small hoops, skipping ropes) in a pile in
the center of the play area, which is the "Forest".
Instructions: On signal "Scamper" run around in general space. On signal "Feeding time" quickly scamper to the forest to pick up a
Nut. If your Nut is a beanbag, place it between your ankles and jump back to put it in your tree hole; if your Nut is a hoop, roll it back
to your tree hole; if your nut is a skipping rope, skip back to your hole. Always return from your hole to the forest to collect another
nut by scampering on hands and feet. You may only carry one nut at a time. The game ends when there are no more nuts left in the
forest. Which squirrel group can collect the most number of nuts.
Variations: Use different equipment and different ways of moving with it. Allow squirrels to "steal" nuts from other tree holes, but
only one nut at a time.

Chain tag

One student is "in". That student tags another, and they both hold hands. These students tag others with their free hand. Once
students have been tagged, they join the chain. The chain grows until one student is left.

Clumps

Students move randomly about a play space. Use a music cue or whistle to stop the group and call out a number and a body
part. Students have to form a group of the designated number with the designated body part touching another student.

Stone, bridge, tree

Students work in groups of four and adopt the role of a runner, a stone (crouched down), a bridge (standing legs wide apart) and a
tree (standing hands raised). The runner jumps over the stone, crawls under the bridge, runs around the tree and returns to take the
place of the stone, who as the next runner repeats all three activities.

Shipwreck

Teacher gives various commands:




                                                                                                                                         4
   Bow - children run to one end or marked-out area
   Stern - children run to opposite end
   Port - children run to the left
   Starboard - children run to the right
   Climb the rigging - action of climbing the rigging
   Hit the deck - lie face down
   Scrub the deck - on one knee pretending to scrub
   Captain's coming - stand to attention and salute




                                                         5
                                                            Activities
Catch & Throw

Students are to stand approx. 3 metres apart and throw a gentle underarm lob to the partner. Initially it will be a bean bag as they are
easier to catch and don’t run away from the participants. As they get better at the catching move to a large nipple ball and gradually
work their way down to a tennis ball. Alternative for those more advanced is to have them bounce the ball to their partner or catch
with one hand.

Teaching Points

      Ensure the emphasis is on the catch and that the catch is not reliant upon the throw. Do this by having them close enough
       together but far enough away to allow reaction time.
      Technique is a key point at this stage- eyes on the ball, hands together, cushion the object.



Target Throwing

Have the students stand at an appropriate distance away from a bucket or tub. Have the students throw bean bags into the target
either underarm or over arm if appropriate. If it is too easy move the target further away, reduce the target size or shape or change
the angle. Even adjust the target to make it more realistic such as cricket wickets or a smiling face for some fun.

Teaching Points

      Remind the students that it is a personal competition- that is they are only trying to beat their own best score, not anyone
       else’s.
      Keep a close eye on technique and correct where necessary




                                                                                                                                        6
Rebound wall

Students are to stand in front of wall approx. 2-3 metres away and throw a bouncy ball at the wall. The aim is to catch the rebounding
ball as many times as possible. Again the emphasis is on personal best and not overall competition. Ball can be any size applicable.

Teaching Points

      Underarm throws work best at this stage and come back slower
      Ensure they are not too close or far away from the wall
      Have plenty of room either side of each child to allow for errant throws

Rebound wall with target

Have a round target marked on the wall for the students to aim at. The idea is for each child to hit the target as many times as
possible. Limit number of throws to 10-15 as it is easier to keep a record of them.

      If the above activities are too hard for some children they can be adjusted to suit simply by using balloons as the catching
       object. They travel slower and give the child more than one go at catching it.
      Many of the above warm ups can also incorporate a ball or object to make them even more relevant.
      At all times emphasis is on correct technique and not outcome. It is most important that the correct skills are taught at this
       stage of development.




                                                                                                                                        7
                                                   Teaching Considerations

Safety

        All activities should be conducted where there is plenty of room for the children to move.
        All safety considerations should be discussed and emphasized with the students prior to any new activities.
        Warm ups should be conducted before any session is commenced
        Equipment used should be appropriate for the age group
        Sun protection policies of the school should be adhered to
        All groups should be as close to equal as possible

Resources

        All activities should be planned in with the resources available in mind. Most activities can be modified to suit available
         resources but prior consideration must be given.

Time

        Try to ensure that the bulk of each lesson is taken up with actual activity. Limit instructions, talking time etc as much as
         possible to make the most of each lesson.

Abilities

        Be aware of each child’s abilities and that of the group. Adjust the activity to suit these abilities and help the children get the
         most out of lesson. Above all ENCOURAGE!
        Modify. If the activity seems too hard modify it down or up to suit the group. This will ensure the students are getting
         something out of each lesson.




                                                                                                                                               8
Teaching

     Importantly, in Fundamental Motor Skills teaching, it must be remembered that we are teaching for MASTERY, not just giving
      the children a chance to participate.
     Make the activities relevant to skill you are teaching
     All lessons should have 3 components- warm-up, lesson and cool down.
     Games can be used effectively to help teach FMS but only if the skills have been taught prior to the game
     Provide positive feedback that is aimed at improving the skill while still encouraging participation.
     Provide plenty of time to practice. Repetition of skills is the best way to learn.
     Ensure that all activities are fun and not a competition. The only competition should be with the individual themselves.




                                                                                                                               9
                                                  Assessment Strategies
Journals

Have the students keep a record of their personal progress, their thoughts, concerns, what they enjoy about the activity and what
they find difficult. This helps the student think about their own learning and progress and gives a valuable insight to what the child is
really feeling.

Peer Interviews
Have children in groups go through an interview process to check for understanding of the skill and its concepts etc. This will allow
the children to repeat, in their own language, what the technique required is, what specific thoughts are needed and what a
successful outcome may be. This allows the teacher to pick up on what they may be missing out on and allows the children to
verbalize the necessary steps for each skill (an important part of learning). For the younger grades it may require a specific list of
questions to be asked to help keep the task on track.

Qualitative
The teacher can wander around the group as they are performing the skill, visually assessing the skill as they perform it. There are
various checklists available for each skill and this can be a valuable aid to check both learning and teaching performance.

Quantitative
Checking against standards laid out via research can also be a valuable aid. This requires keeping records of each child’s
performance such as number of targets hit, balls caught in one minute, distance run in number of seconds etc. This technique does
not really allow for technique assessment or mastery but rather is an outcome based assessment.




                                                                                                                                         10
                                                           References

Australian Sports Commission (1992) Sport It! Teachers Resource Manual. Australian Sports Commission: Canberra

http://www.ausport.gov.au/fulltext/2002/achper/Hands.pdf

http://www.scu.edu.au/schools/edu/projects/migi/secure/teacher2/LESSON/Lwarm.htm

Kennington Primary School (2002) Curriculum Handbook. Victoria: Department of Education

Victorian Department of Education (2000) Fundamental Motor Skills [kit} : Resource Kit for Teachers. Victoria: Department of
Education.




                                                                                                                               11
Appendix A:

              Denotes players
              Denotes designated area
              Denotes markers hats



Relays                                  Thieves and Treasures
                                        (same for Squirrels & Nuts)




Knock ‘em away




                                                                      12
Stone, Bridge & Tree




                       13
14
Appendix A:

                 Thieves and Treasures




Relays




Knock ‘em away




                                         15
16
17

				
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