Unit Outline
6 Week Unit
Document: 6 Week Outline
Weekly Lesson Outline
Document: Weekly Lesson Outline
IN THROUGH ABOUT of the Weekly Unit Outline --> Weekly Lesson Outline
Week 1 Single: Referring
Week 2 Double: Setting the ball
Week 2 Single: Digging the ball
Week 3 Double: Spiking the ball 1
Week 4 Double: Blocking the ball 1
Week 4 Single: Attacking as a team
Week 5 Double: Defending as a team
Week 5 Single: Winning the point
Assessment Rubric
Document: Assessment Rubric
Assessment Materials: Pre/Post Test
Sample Lesson
Document: Lesson 10
Video of 'Best Teaching'
Other Resources
Video Resources for Biomechanics:
Video Resources of PE Approaches:
Text Books:
Mitchell, S. Oslin, J. & Griffin. L. 2006, Teaching sport concepts and skills: a tactical games approach, Champaign III.: Human Kenetics, 2nd Edition
Viera, B. & Ferguson, J. 1996, Volleyball: steps to success, Champaign, IL: Human Kenetics, 2nd Edition
Web Resources:
wiseGEEK - What is the biomechanics of volleyball?
sportsbiomech - The Biomechanics of the Volleyball Spike
biomech - Arm swing of volleyball spike jump
Justification
Tactical Games
Approach and SEPEP
The volleyball unit is set up in a SEPEP design with a
tactical (game sense) approach to learning new skills and knowledge. The class
is usually run in a manna that promotes learning through the game. Skill drills
are still incorporated but are focussed more in game situations. Discussions
about certain challenges that arise in the game are one of the ways that
learning occurs (guided discovery through questioning). If a fundamental skill
or play is not working then additional target skill/drill (example setting the
ball back and forth in partners) would occur until which time the students are
at a level where they can rejoin the previous activity.
Teaching games for Understanding is also used within the
tactical games approach. This is done by manipulating different variables in
the game/session, such as time, risk and space. This provides optimal challenge
to all students as well as promoting cognitive thinking through various aspects
of performance and leads to a better understanding of the game (Pill, S 2006).
This is important as changing the environment of the game can allow for certain
skills to be learnt as well as promoting inclusive activities that can provide
more opportunities for success. An advantage of using this approach is that it
has the ability to give students the understanding/nature of the game before
the skill/technical components. This is good because it can create a ‘passion’
for the game in those who particular are not very good at sport and can lead
them to become involved as players, officials, administrators or informed
spectators (Pill,
S 2010).
A key focus each lesson falls upon discussion and
questioning. According to Pill (2010) ‘The key tool for guided discovery using
the game-centred approach is the use of fertile open-ended questions.’ This
is because open ended questions allows the student to derive and
construct their knowledge whilst closed questions can be answered with an
obvious response with no further enquiry that in turn has less chance to lead
to effective learning. The South Australian Teaching for Effective Learning
(TfEL) framework guide shows in 3.2 Develop expert learners: foster deep
understanding and skilful action, shows that teachers should ask students open
questions that have no correct right or wrong answer. This is so students can
ask themselves question about their learning as well as reflect, imagine and
research from a range of sources and perspectives (can be other student’s
views/opinions) and create their own understanding and learning.
Team Roles
As the Unit will be following a SEPEP design, the class will
be split up into teams where every student is assigned a particular role in the
group. The roles in the group are ones that are commonly seen in most sporting
communities, either being local club or state league. The roles are there to
open students up to different possibilities that sport can offer, for example
either being a coach, referee or sports journalist. The reason why this is good
is because it gives students who are not particularly good at sport an
opportunity to be still involved with sport in a positive manner as well as
showing all students that sport is not only about the players playing the game.
Working in teams requires each student to participate and
work collaboratively. As part of the TfEL framework 3.1 Develop expert
learners, it is said that teachers should teach students strategies on how to
effectively collaborate through role taking, listing to and respecting others
opinions and views, appreciating different contributions and playing their
part. Therefore assigning students team roles allows the teacher to fulfil this
requirement and allow for students to experience work collaboratively in team
environments.
As the team roles allows students to experience different
tasks that are under taken in sports communities and be able to choice which
one they would like to do regarding their interests it can allow for many
benefits for the student. Under 4.2 Personalise and connect learning, it states
that it is important to identify relevance to life beyond the classroom as well
as encouraging students to connect learning with personal , local or national
significance. Thus by showing and allowing students to experience these roles
can potentially encourage them to inspire to become one (or similar) roles in
their future life.
Biomechanics
Throughout the unit students will be exposed to vary of
different biomechanics components. This will be done be direct teaching,
discussions, questioning, and video analysis. For the first weeks of theory
lessons students will be analysis video clips of volleyball skills regarding
the particular topic being taught each lesson. Whilst in the last few weeks,
students are to video themselves in the practical lesson and then analysis
themselves and others using the knowledge they have gain in the first few weeks
of the topic. This is good as students get to used/learn ICT skills in the
classroom as well as be able to analysis their own performance in order to
correct their biomechanical technique of particular skills. Likewise open-ended
questions will be use and follow the TfEL framework.
This approach can be broken down into two
parts in regards to the TfEL framework. Firstly in 3.3 Develop expert learners:
Explore the construction of knowledge, states that Students should share
perspectives and give/receive feedback on their ideas as well as being taught
to critically analyse information and primary sources of data. This can be seen
in the lesson from the use of analysing video footage of general volleyball
movement and their own movement patterns as well as focusing on discussion
surrounding such topics. Secondly it can also relate to 4.3 Personalise and
connecting learning: apply and assess learning in authentic contexts, such that
the use of digital resources that simulate real-life situations and assessment
scenarios should be used, as well as incorporating self and peer evaluation and
focusing on quality of performance demonstrated in learning skills,
understanding and knowledge. Thus we can see that by using ICT and discussion
in the classroom we can improve the lesson for ‘best teaching’.
Exit Cards
At the end of most lessons an exit card will be given to the
students. On the exit card will usually contain a couple of questions regarding
what they should have learnt that lesson as well as a rating scale or
questionnaire on how they feel they performed that lesson (usually regarding
personal and social responsibly (PSR)). There are three main reasons why I
would use an exit card in my lessons. The first being that it gives the teacher
an awareness of the students learning during the lesson as well as given qualitative
data of their knowledge. Secondly it gets the students to reflect on both their
knowledge of the lesson as well as their behaviour and actions during the
lesson (PSR). And lastly it provides a way of summing up the lesson,
refocussing on the intended outcomes and goals, and revising the main teaching
cues.
Exit cards, particularly the ones that I would like to
implement in my lesson have strong links to the TfEL framework. For example the
questions that the cards ask the student not only relate to the skill knowledge
of what they learn in class, but can also relate to their prior knowledge or
even ask them what they would like to learn more about. This would fall under
4.1 Personalise and connect learning: Build on learners’ understanding. The
benefit of this is that if you know what the student already knows, then you
are able to make adaptions to your lessons to cater for their needs and
reediness. Another way that it fits into the TfEL framework is that it provides
the teacher with evidence of learning, which can fall into the 1.6 design, plan
and organise for learning and teaching. By keeping records of students
knowledge makes it easier for the teacher to assess the student and give them a
grade with evidence of their learning.
The exit cards focus on
some of Hellison’s (2003) model of Teaching Personal and Social Development
(TPSR). One of the main components of
the model is the 5 level of responsibility. They can be seen as stages of personal
and social behaviour where students can be placed in particular stages
depending on certain factors. The 5 levels are I: Respect, II: Effort III:
Self-direction, IV: Helping, and V: Out of the gym. Students are encourages to
progress through the levels, even if they only move up one level they are still
making an improvement. The rating scale used in the example (of the exit card)
is derived from this model and relates directly to the 5 levels of
responsibility.
This is only one why that
the TPSR Model is being used in the Exit cards and the unit. However for the
TPSR model to be effective it has to be incorporated into almost every aspect
of the lesson and unit. Therefore students will be continually asked questions
regarding PSR as well as doing small activities and discussions on issues that
may arise in class. The benefit of using this model is that it will allow
students to become more responsible in physical activity as well as outside the
gym.
References
Hellison,
D. (2003). Teaching personal and social responsibility in physical education.
In Silverman, S.J. & Ennis, C.D. Students learning in physical education:
Applying research to enhance instruction. Champaign, IL: Human Kinetics.
Launder, A. G. (2001). Play Practice: The Games Approach to
Teaching and Coaching Sports. USA: Human Kinetics.
Mitchell, S. Oslin, J. & Griffin. L. 2006, Teaching sport concepts and skills: a tactical games approach, Champaign III.: Human Kenetics, 2nd Edition
Pill, S. (2006). ‘Teaching games for
understanding’, Sports Coach, 29,
pp1-4
Pill, S. (2010). Play with
Purpose: a resource to support teachers in the implementation of the
game-cantered approach to physical education: primary-middle years (2nd
ed.). Hindmarsh, S, Aust. ACHPER
Viera, B. & Ferguson, J. 1996, Volleyball: steps to success, Champaign, IL: Human Kenetics, 2nd Edition
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