Teacher Work Sample: Physical Education Unit PDHPE Stage Five Unit Title: Striking and Fielding in Cricket Stage/Year: Stage 5/Year 9

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1 Teacher Work Sample: Physical Education Unit PDHPE Stage Five Unit Title: Striking and Fielding in Cricket Stage/Year: Stage 5/Year 9 Strand: Strand 2- Movement Skill and Performance Unit Length: 10 Lessons (55 Minute Periods) Strand 4- Lifelong Physical Activity Unit Description: This unit provides students with opportunities to develop different movement skills and knowledge specific to the game of Cricket. The learning activities throughout this unit, will allow students to develop striking and fielding skills including throwing, catching, batting and grounding. This unit has adopted a Teaching Games for Understanding (TGfU) approach combined this with a Sports Education in Physical Education Program (SEPEP). These models have been utilised to maximise involvement and understanding through small-sided modified games as well as exposing students to a range of sporting roles and exploring the application of these roles. Students will develop a valuable understanding of the decision-making, communication, strategy and tactics and how critical thinking and problem solving can be applied in modified Cricket games. Ultimately, the involvement in this unit will allow students to gain an appreciation for cricket as both a competitive sport and a recreational activity. Catholic Values: Gods wish for us was to be active. His influence and design are apparent in specific aspects of our movement skill and physical fitness. Outcomes: Knowledge and Understanding 5.4 A student adapts, transfers and improvises movement skills and concepts to improve performance 5.9 A student formulates goals and applies strategies to enhance participation in lifelong physical activity 5.10 adapts roles to enhance their own and others enjoyment of physical activity Skills Decision Making 5.12 adapts and applies decision making processes and justifies their choices in demanding contexts Interacting 5.13 adopts roles and responsibilities that enhance group cohesion and the achievement of personal and group objectives Moving 5.14 confidently uses movement to satisfy personal needs and interests Evidence of Learning: A student demonstrates achievement of the unit outcomes when they can: Demonstrate striking/fielding open-ended skill improvement and competence in a range of small sided modified game situations Field the ball by watching the ball approach, keeping low to the ground, body front onto the ball and hands together Strike the ball by having a balanced and relaxed stance, preparing for swing with eyes fixed on the ball, backswing and step forward, accelerating the bat to contact the ball and following through Transfer striking/fielding skills across sports (Cricket and Softball) Provide and receive feedback from others regarding technique Evaluate game play to make informed decisions regarding strategies and tactics in response to game demands Use verbal and non-verbal signals to communicate play with peers Makes valuable contributions in a range of SEPEP roles

2 Students learn about: aspects of movement skill development - body control and awareness - object manipulation and control - anticipation and timing - technique influences on skill development and performance - transfer of skills and concepts - learning environments - feedback - importance of practice - safety - the role of rules and regulations in safe participation lifelong physical activities - competitive/non-competitive - individual/group team - initiative/challenge activities - cultural significance roles in physical activity - administrative roles - official roles - leadership roles - individual and team player roles - coaching, instructing or choreography roles - media/publicity roles - volunteering Students learn to: demonstrate movement skills in complex and challenging activities from a selection of the following contexts: - games - recreational pursuits design and participate in modified activities to improve performance and promote safe participation in complex and challenging situations adapt, transfer and improvise movement in demanding contexts, eg varying space, rules, equipment and apparatus, time restrictions and rhythm participate in a range of physical activities that meet identified local needs and interests and evaluate their potential as a lifelong physical activity participate in challenging physical activities to develop life skills such as leadership, teamwork, creativity, goal-setting and problem solving investigate and make decisions about the various roles they can adopt to enhance their own and others participation and enjoyment of physical activity select and perform a variety of roles as they organise, manage and participate in physical activities

3 Key Competencies - Collecting, analysing and organising information - Communicating ideas and information - Working with others and in teams - Solving problems - Work with and learn about a range of technologies Literacy Strategies - Teaching strategies such as discussions and cooperative learning - Subject specific vocabulary such as wicket, stumps, innings, tactics, strategies, offense and defence. - Communicating with peers during game play and in breaks - Sports newsletter within the class (digital or print): match reports, analyst perspective and interviewing players - Links to text types: reports, interviews and newsletter Numeracy Strategies Information and Communication Technologies Cross Curricular Links Assessment Strategies and Opportunities Differentiation - Formulation of draw for SEPEP round robin competition - Tabulating results - Scoring and timekeeping - Microsoft publisher to develop match reports - Ubersense Coach: slow motion video analysis of technique - ipads to film post-match interviews and analyse game play throughout lessons - Biomechanical principles such as velocity, torque, power, angle/point of release and centre of gravity. - Probability to weigh up risk/reward & likelihood - Measurement - Links to English and Mathematics have been highlighted above (literacy and numeracy strategies) - Links to History and Religion (Aboriginal games and storytelling teaching strategy) - Links may be made to other KLAs through designing team names that link to units of work in other faculties Assessment for learning - Ongoing teacher observation of throughout the unit to assess movement skill execution - Students contribution to discussions regarding game rules, strategy and tactics, communication and decision making - Peer feedback analysis using Ubersense app Assessment of learning - Creating and designing a small sided modified Cricket game. In small groups, students will modify one of the games played throughout the first five weeks of the unit. Each group s game will be played in a SEPEP round robin tournament throughout the second half of the unit. All lessons throughout this unit can very easily be differentiated to accommodate for a diverse range of students needs: Progressions can be put into place to respond to the needs of learners and their skill level. A high degree of choice is evident throughout lessons for example, students can select an underarm bowl or overarm bowl, hitting off a tee or a bowl, running to the next base or staying at the base they are on. This choice not only gives students ownership over their learning but also accommodates for the unique learning needs within the class. The learning outcomes throughout this unit can also be adapted so that students with special needs are able to achieve the desired learning outcomes (refer to Life Skills outcomes in the 7-10 PDHPE Syllabus). ESL students may be accommodated for throughout this unit through encouraging the use of non-verbal cues from peers, scaffolding questioning around strategy and tactics and using translator apps if required. Discussions are a pivotal

4 component of the TGfU approach, which makes it relatively simple to differentiate. Mindfully phrasing and asking specific students certain questions will allow the needs of all students can be accommodated for. Lesson Sequence Wet Weather Out of Uniform Students Lesson 1: Fielding and Spatial Awareness Lesson 2: Striking and Decisions Making Lesson 3: Exploring Indigenous Games (Striking and Fielding) Lesson 4: Wicket Keeping, In Fielding and Striking Lesson 5: Skills and Decision Making in a range of Contexts Lesson 6: SEPEP rounds 1 and 2 Lesson 7: SEPEP rounds 3 and 4 Lesson 8: SEPEP rounds 5 and 6 Lesson 9: SEPEP rounds 7 and 8 Lesson 10 SEPEP grand final and presentation Lesson 1-5 structure: warm up, modified game, discussion; play the game again (modifications), reflection and discussion, cool down. Lesson 6-10 structure: games played weeks 1-5 with students modifying these. Round robin SEPEP tournament. In the event of wet weather, the activities will be adapted so that they can be played indoor, for example- limited batting and modifying rules so that they suit the indoor environment. Throughout lessons, students will also be filmed. In the event of wet weather, students may also review these videos and discuss strategy & tactics, communication, rules and decision-making. Students out of uniform will have active roles such as timekeeping, scoring, and game analysts, filming and provided peer feedback.

5 RISK MANAGEMENT AND SAFETY CONSIDERATIONS SUPERVISION At all times students must be supervised The teacher should always be positioned so that he/she can visually see all students- activities should be set up with these considerations in mind. Students with medical conditions/injuries should only participate if they have their medications accessible to the teacher When students are involved in more than one activity, the teacher should be positioned nearest the activity with the highest risk, whilst maintaining view of all students ACTIVITY SELECTION Activities selected should be age-appropriate and reflect students skill level, abilities and cognition The teacher needs to be flexible in introduction progressions to reflect the needs of the class All tasks should only be implemented if they are safe- if not then they are not educationally worthwhile EQUIPMENT Modified equipment should be available and offered to students. Throughout all activities a soft ball will be used to prevent injuries. Students are not to throw the bat after hitting the ball eg- when playing T-ball. The equipment should be checked regularly for faults/damage. Batters waiting for their turn should be kept well away from the current batter and far away from the fielding area. The playing space should be on an even ground free from potholes, drains, walls and debris. Equipment should be safely stored when not in use INTRUCTIONS the teacher should ensure clear and concise instructions that reiterate the importance of safety always. Signals such as 1 whistle for go and 2 whistles for students to freeze will be used throughout the unit. The teacher should ensure that he/she checks for understanding by allowing students to paraphrase the rules. Instructions should cater for all learning styles Rules should be reinforced regularly, positive reinforcement used to promote good behaviour and consequences that are followed through for students doing the wrong thing. ENVIRONMENT In extreme weather conditions such as hail, lightening or extreme heat. Students should not participate in practical lessons outdoors. Correct uniform should be worn to ensure safety eg- enclose footwear, hat for sun protection, sleeved shirt Grounds should regularly be checked, particularly if an oval being used by the public

6 Outcomes Syllabus and Teaching Focus Teaching and Learning Sequence KTPs Students learn about: Students learn to: & Feedback aspects of movement skill development - body control and awareness - object manipulation and control - anticipation and timing - technique demonstrate movement skills in complex and challenging activities from a selection of the following contexts: - games - recreational pursuits design and participate in modified activities to improve performance and promote safe participation in complex and challenging situations LESSON ONE: Fielding and Spatial Awareness Lesson goal: Students develop fielding skills including grounding, rolling, catching and throwing. Activity 1: Continuous bowling relays Fielding Ground Balls Students lined up in relays. Line A runs towards Lind B (distance 20m apart). When they reach the cone at the half way mark, they are to send the ball to Line B (alternating between an underarm throw and an underarm roll). Line B will ground or catch the ball. This pattern will continue until all team members have returned to their original starting positions. Once each student has had their turn they will join the end of the opposite line. Ø Add progressions (see lesson plan). Ø Discussion: questioning surrounding spatial awareness, communication and technique. Activity 2: Small Sided Modified Game: Stump Ball 6 teams, 3 grids, 4-5 students per team. Send the ball into the other teams zone and over their base line (roll or underarm throw). Each time the ball crosses into the other team s goal line, 1 point is awarded. The aim in offense is to get the ball over the goal line (base line) as many times as possible. The aim in defence is to prevent the ball from being rolled over the goal line by fielding the ball. Students will rotate and play different teams every 10 minutes. With a new progression added Throwing: Transfer weight, elbow lead and arm follow through. Catching: Eyes on the ball, cup hands either upward or downward and give to catch. Grounding: Watch the ball; keep low to ground, body front on, hands together, block the ball with their body e.g. leg, trunk and then hands. Date Complete

7 on each rotation. Ø Add progressions (see lesson plan). Ø Discussion: questioning surrounding decisionmaking, strategy and tactics. Ø Assessment: progressive teacher observation Teacher note: discussion should occur after each rotation as well as throughout the game (game analysers). Students will report back to the class how each element affected their team s success Influences on skill development and performance - transfer of skills and concepts - learning environments - feedback - importance of practice safety design and participate in modified activities to improve performance and promote safe participation in complex and challenging situations adapt, transfer and improvise movement in demanding contexts, eg varying space, rules, equipment and apparatus, time restrictions LESSON TWO: Striking and Decision-making Lesson goal: students refine fielding skills and develop fundamental striking skills in a small sided game Activity 1: French Cricket Teams of 4 students. 1 student in the centre as the batter) and the other three students forming three points around the batter as fielders/bowlers). The aim of the game is for the batter to protect their legs by hitting the ball away and for the fielders to use an underarm throw to hit the batters legs below the knees. The batter is not allowed to move off the spot but may turn their body to face the ball from one of the fielders. Batters retire if they are not out in 15 hits. The batter is out if the ball is caught on the full or the ball hits their legs. Each student has a turn being batter. Ø Discussion: questioning around technique and timing (see lesson plan). Reinforce KTPs from previous lesson. Additionally introduce: Batting: Grip: hands placed together in the middle of handle. Stance: side on to bowler, head upright, feet shoulder width apart.

8 and rhythm Activity 2: Circle Stretch Students in a large circle. One student (volunteer) in the middle of the circle demonstrating a stretch. Students follow. Activity 3: Small Sided Game: Kanga Pairs 3 mini games played side by side (ensure safe distance between). Each game will consist of 5 Kanga pairs. Pair 1- batters Pair 2- bowl/wicket keepers Pair 3,4 and 5- fielders. Batters hit in pairs and have 2 overs (6 bowls=1 over). Runs are scored by batters running between the two cones next to each set of stumps 1 run=2 point. If they do not make it safely to the cone/stump, 2 point will be deducted from their point tally. Students continue to play for the 2 full overs, even if they get out. Each time a batter is out then the pairs will swap ends. A Kanga tee may be used however runs scored by striking of a tee will be worth only 1 point. Runs scored by striking from a bowled ball will be worth 2 points. All fielders rotate positions after every 2 overs. Striking: step close to the ball and bend knees Eyes on the ball, head still over ball. Swing straight through towards target with elbow and hands. Ø Discussion: questioning around problem solving lifelong physical activities - competitive/noncompetitive nature - recreational participate in a range of physical activities that meet identified local needs and interests and Cool down: Locomotor wind down Mirror the locomotor movements of partner. LESSON THREE: Exploring Indigenous Games Lesson goal: students refine Cricket fielding and striking skills through an Indigenous game and value the cultural significance of the game and transfer Cricket skills to a softball context. Reinforce KTPs from previous

9 - cultural significance evaluate their potential as a lifelong physical activity Activity 1: Wana Wana Small Sided Indigenous Game Introduction to origins of the game (read story on cue card). A wicket is position in the centre of a circle with 6 markers set evenly outside forming an 8m x 8m square. The ball must be bowled from one of the markers and the bowlers aim is the hit the stumps. The batter must hit the ball and run to one marker and back. The bowling is continuous and as soon as a ball has attempted to be hit the next player bowl their ball. Whoever hits the stumps can then swap with the batter. If the batter hits the ball within the square, a fielder may go into the square to retrieve the ball but they must run to a cone to bowl the ball or throw to somebody else who is at a cone. lesson. Timing: if the ball is hit away from the base you are running to- utilise this opportunity. Ø Discussion: questioning around striking technique and significance of storytelling technique Adapted from: Activity 2: Small Sided Game: Voluntary T Ball Class split into 4 teams. Set up 2 T Ball fields side by side (ensure safe distance between the two fields). Students strike the ball of a T. Once they strike the ball they are to run to any base in an anti-clockwise direction. Next to each base is a safe zone marked by a hoop. Students choose when they run to the next base (ie- there can be more than 1 person waiting on a base- max of 5). Encourage peerfeedback whilst teammates are batting. May use slowmotion function on I-Pads. For every batter that makes it back to the home base they will receive 4 points (1 point per base). For every batter still left out in field when the last batter bats, they will

10 influences on skill development and performance - transfer of skills and concepts - feedback - importance of practice safety adapt, transfer and improvise movement in demanding contexts, eg varying space, rules, equipment and apparatus, time restrictions and rhythm have deducted (1 point per base remaining). If a runner does choose to run they must continue to the next base, they cannot go backwards to the previous base they have just left. Ø Discussion: questioning around decision making and timing LESSON FOUR: Wicket keeping and In fielding Lesson Goal: student s transfer cricket-fielding skills to softball and develop fundamental striking (batting) skills. Activity 1: Wicket Race Students in groups of 6 (3 at either end opposite each other). Students will perform a different loco motor movement until they reach the cone at the opposite end. Students will pick up the ball resting on the cone. Students will have three attempts to throw the ball at the stumps. If they successfully hit the stumps, they will receive 3 bonus points for their team. The aim of the game is to accumulate as many points for your team as possible. Ø Discussion: questioning around KTPs and technique for bowling, catching and throwing (focus on wicket keeping). Activity 2: Continuous Wicket-Ball Small Sided Game Students will be split into 3 groups with two teams (batting and fielding) in each group. Set up three playing diamonds. The bowler will bowl the ball to the batter. The batter will strike the ball and then run around the diamond receiving one point for their team for each base that they pass. Batting: Grip: hands placed together in the middle of handle. Stance: side on to bowler, head upright, feet shoulder width apart. Striking: step close to the ball and bend knees Eyes on the ball, head still over ball. Swing straight through towards target with elbow and hands.

11 Behind each base will be stumps. The aim for the batter is to complete a home run or to score as many points for your team as possible by running to each base. The aim for the fielders is to knock the stumps with the ball. Grip, release and follow through Students will rotate so that they verse different teams throughout the lesson. Ø Discussion: questioning around decision-making and anticipation. After progressions are added the two teams will join and discuss the added rules/progressions. Students will now have the opportunity to play the modified game again with the new rules in place. 5.4 Influences on skill development and performance - transfer of skills and concepts - learning environments - feedback - importance of design and participate in modified activities to improve performance and promote safe participation in Activity 3: Cool down: Locomotor wind down Travelling around the bases students will perform a range of locomotor movements. Eg- between home-1 st base skipping, 1 st to 2 nd base galloping, 2 nd to 3 rd base high skips etc. By the time students reach the home base the pace should be very slow and movements control. Circle and Stretch. LESSON FIVE: Transferring Skills and Decision Making in Unpredictable Contexts Lesson Goal: Students evaluate risk/reward and use teamwork to inform decision-making. Activity 1: Cricket End Zone Split the class into 6 teams with three End Zone games simultaneously side by side. Students are to throw and roll the ball to one another using techniques developed in Throwing: Transfer weight, elbow lead and

12 practice - safety participate in challenging physical activities to develop life skills such as leadership, teamwork, creativity, goalsetting and problem solving complex and challenging situations adapt, transfer and improvise movement in demanding contexts, eg varying space, rules, equipment and apparatus, time restrictions and rhythm the previous lessons. Students should receive the ball with two hands and block the rolled ball with their body. The aim of the game is for a member of the team in possession to receive the ball over their end zone line. The aim for the defensive team is to prevent this from happening by utilising defensive strategies. Ø Discussion: questioning decision-making, tactics and responding to opposition s game play (see lesson plan). Activity 2: Circle Stretch Students in a large circle. One student (volunteer) in the middle of the circle demonstrating a stretch. Hold each stretch for seconds. Activity 3: Full Sided Game- Diamond Cricket Split the class into 2 teams. 1team bats and the other team fields. The first four batters go to a set of stumps each. One bowler is in the centre of the diamond. The bowler may bowl to any set of stumps. Batters can run if they hit or miss the ball. All four batters run at the same time- in an anti-clockwise direction- with no overtaking. One run is scored for each rotation (4 runs). As soon as the bowler receives the ball back, they can bowl again whether there is a batter at the stumps or not. The aim for batting team is to hit the ball and score as many runs as possible. The aim for the fielding team is to try to stop the batters scoring runs, by returning the ball quickly to the bowler or by throwing the ball to one of the sets of stumps to run the batter out. The batter is out if their ball is caught on the full, bowled out, hit wicket, run out. arm follow through. Catching: Eyes on the ball, cup hands either upward or downward and give to catch. Grounding: Watch the ball; keep low to ground, body front on, hands together, block the ball with their body e.g. leg, trunk and then hands.

13 Ø Discussion: questioning decision-making, tactics and responding to opposition s game play (see lesson plan) roles in physical activity - administrative roles - official roles - leadership roles - individual and team player roles - coaching, instructing or choreography roles - media/publicity roles - volunteering influences on skill development and performance - the role of rules and regulations in safe participation investigate and make decision about the various roles they can adopt to enhance their own and others participation and enjoyment of physical activity select and perform a variety of roles as they organise, manage and participate in physical activities design and participate in modified activities to improve performance and promote safe participation in complex and challenging situations LESSON SIX - TEN: SEPEP rounds Throughout lessons six to ten, students will be divided into eight small-sided teams. These teams will be pre-selected by the teacher to ensure fairness and cooperation. Using the small-sided games played throughout the first five lessons of the unit, each team will combine with another team to select one game and make modifications to the rules. Students will consult with their teacher to ensure that the rules are suitable and can be implemented. The games students may select to modify include: - Continuous T-Ball - Voluntary T-Ball - Kanga Cricket - Diamond Cricket - Wana Wana Alternatively students may take elements from a couple of the games to invent a new game within the striking and fielding category. The round robin SEPEP games will involve a different game each lesson and will be the games that students groups have designed. Throughout these lessons students will also assume a range of roles. In the first lesson the responsibilities of these roles will be established as a class. For example, the coaches and team captains are to run the warm up, the publicity officers will interview players after the game. All KTPs throughout the unit are to be reinforced. Throughout the SEPEP round robin games, peer-to-peer feedback is essential.

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