KH7470 Using Technology to Assess in Health, Physical Education, and Adapted Physical Education SPORTFOLIO NETBALL Submitted by: Lena Chng
2 Table of Content Chapter Content Page 1 Rationale 3 2 Overview of Unit a. Essential Questions 7 b. Culminating Activity 8 c. Essential Knowledge and Skills 10 d. Assessment log 11 e. Diagnostic Assessment 12 3 Block Plans and Summary of Assessments 13 4 Assessment Artifacts 20 5 Grading 68
3 Rationale for teaching NETBALL From Wikipedia, the free encyclopedia (http://en.wikipedia.org/wiki/history_of_netball) The history of netball can be traced to the early development of basketball. A year after basketball was invented in 1891, the sport was modified for women to accommodate social conventions regarding their participation in sport, giving rise to women's basketball. Variations of women's basketball arose across the United States and in England. At a physical training college in England, the rules of women's basketball were modified over several years to form an entirely new sport: "net ball". The first codified rules of netball were published at the start of the twentieth century, and from there the new sport spread throughout the British Empire. From the beginning, netball was widely accepted as a sport suitable for women. Domestic netball competitions arose in several countries during the first half of the 20th century. Starting from the 1920s, national associations were formed to organise the sport in netball-playing nations. International matches were played sporadically in the early 20th century, but were hampered by varying rules in different countries. By 1960, the rules of netball were standardized internationally. An international governing body was formed to oversee the sport globally, now called the International Netball Federation (INF). The second half of the 20th century saw international competition expand, with the sport's premier international competition, the World Netball Championships, starting in 1963. Netball has also been contested at the Commonwealth Games since 1998. Today, netball is popular in Commonwealth nations, and is reportedly played by over 20 million people worldwide. It remains primarily a women's sport, although male participation is increasing in some countries. Netball is still largely an amateur sport, despite some countries having high local-level participation. Further developments to the sport are being trialed, including a shortened version of the game played in a World Series format; netball is also being advocated for possible inclusion in the Olympic Games.
4 Why I chose to teach Netball: Netball is an invasion game that can teach the concept of territorial invasion. It is a game that can be enjoyed by all, especially those who do not like contact sports and rough play. It is similar to basketball and handball, but with many rules to ensure minimum contact. It is a game that promotes fairplay and respect, like all games do. Due to the many rules, especially when players are bounded by areas of play, it requires players to think, strategise and come up with tactics in order to score a point. Every player has a part to play and every player is important. This promotes the development of cognitive domain and affective domain. For most high school students who can catch and throw effectively, this game is helps them to apply their movement skills in a games context. As it does not require complex psychomotor skills, I believe students can pick up this game easily. For the higher skilled students, they can further hone their skills and play a more tactical game.
5 The NASPE standards for physical education state that a physically educated person (2004): S1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. S2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. S3. Participates regularly in a physical activity. S4. Achieves and maintains a health-enhancing level of physical fitness. S5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. S6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. In the teaching of netball, the following learning goals of the unit can address the NASPE standards in the table shown below: Domain Skill / concept Unit Goals NASPE s standards Affective Sportsmanship Demonstrate fair play, respect officials and opponents, and strive to do their best. S5 Affective Teamwork Demonstrate ability to work with S5 others Affective Safety Demonstrate safe practices during S5 physical activities. Cognitive Rules of the Know the basic rules of the game. S2 game Cognitive Safety Know the safety procedures to keep S5, S6 oneself and others during activity. Cognitive Tactics Know the offensive and defensive S2 tactics for territorial/invasion games. Cognitive Organization Know how to organize a S5, S6 championship. Psychomotor Passing Catching Pivoting Shooting Dodging Guarding Intercepting Rebounding Demonstrate the ability to combine psychomotor skills in a meaningful way to play a game of netball at a recreational competition (intra-class) level. S2 Psychomotor Passing Catching Pivoting Able to keep possession of the ball. S1, S2
6 Domain Skill / concept Unit Goals NASPE s standards Psychomotor Shooting Able to attack the goal. S1, S2 Psychomotor Dodging Able to use and create space to S1, S2 invade. Psychomotor Intercepting Able to regain possession of the S1, S2 Rebounding ball. Psychomotor Guarding Able to deny space to invade and S1, S2 Psychomotor Obstructing Guarding Obstructing stop the invasion. Able to deny scoring opportunity. S1, S2
7 Essential Questions for the Unit Unit Goals Demonstrate the ability to combine psychomotor skills in a meaningful way to play a game of netball at a recreational competition (intra-class) level. Students know the basic offensive and defensive tactics for an invasion/territorial game. Students know the basic rules of the game. Essential Questions How can I use the strengths of every player to organize ourselves such that we can gain an offensive advantage? What are the (physical, mental and social) benefits of playing netball as a lifetime sports? Which offensive and defensive tactics should we use to gain an advantage over our opponents? How are psychomotor skills important to apply offensive and defensive tactics? How different are netball rules different from basketball? What is unique about the game of netball? Demonstrate fair play, respect officials and opponents, and strive to do their best. Demonstrate safe practices during physical activities. How can I apply the characteristics of fair play, respect and striving one s best in my life? Why is safety important in netball and any all other physical activities?
8 Culminating Activity The culminating activity for this Netball unit will be a Netball tournament, organized using a round robin format. A full game of netball would allow students to apply their skills and knowledge of the game in an authentic situation. Description: Students play a full game of netball, with all 7 positions, applying all rules of netball. During the games, students will have the opportunities to play all 7 positions, and experience playing the various positions, thereby demonstrating their understanding of the various roles and areas of play. There will be 5 teams of 7. The team that is not playing will be the officials for the day. They will assume the roles of umpires, score-keepers, time-keepers, statistics recorder etc. Each game will consist of 4 quarters of 10 minutes. Students are to rotate and ensure every student gets to play a defender role, an attacker role and a shooter role during the 4 quarters. They are to record the player s position in every quarter of the game, in the score sheet. During game play, students execute skills of passing, pivoting, shooting, as well as a combination of skills, with good form, to influence intended outcomes. They also apply good footwork to change speed and direction, stop in balance, and pivot when enacting offensive strategies. Passing accurately to team mate is key to advancing the ball while maintaining possession. In attacking the net / goal, students support teammate to score, or to create space to set up attacking opportunities, or to help goal attackers and goal shooters get the ball nearer to the net. In defending, the team works together to slow down an attack by guarding attackers, denying attack space, preventing scoring and attempting to regain possession of the ball. The Sport Education Model will be used to as an instructional strategy for the culminating activity. Students will remain in their assigned groups, and they will take turns to assume the roles of team managers, officials, players, team captains etc. the team that is not playing will be organizing the tournament for the day. The event will be conducted over 5 days, and the details of the event is shown below: Days Court 1 Court 2 Officials 1 Team B vs Team E Team C vs Team D Team A 2 Team A vs Team E Team B vs Team C Team D 3 Team A vs Team D Team E vs Team C Team B 4 Team A vs Team C Team D vs Team B Team E 5 Team A vs Team B Team D vs Team E Team C Scoring Win = 3 points; Lose = 1 point; Draw = 2 points
9 The scoring table is shown below: Team A Team B Team C Team D Team E Team A Team B Team C Team D Team E Total points The team that accumulates the most points wins the championships. In event of a tie, the winner will be decided the most number of goals. This round robin format is chosen so that every team gets to play with each other. The number of games played will allow students to competition experience and they can also work on ways and tactics to improve their team s performance. At the end of each game, the team is to sit down and analyze their performance and see how they can perform better. They are to write down in their journal. This would make them think critically and allow them to apply their skills and knowledge learnt. The Sport Education Model would teach students to take responsibility over themselves and others. By getting them to officiate the game, they could apply their knowledge of the rules and knowledge of organizing a competition. By organizing the event, they would also have to consider the safety aspects and apply the safety knowledge. This essential skill would equip them with them to not only participate in physical activities safely when they leave the education system, but also to be advocates for physical activities by organizing events for others.
10 The graphic organizer shows the essential knowledge and skills student will learn in this unit. Netball Tournament Affective: Fair Play Respect for others and self Teamwork Safety Psychomotor skills: Catching Passing straight, high, lob Pivoting Dodging Shooting Guarding Intercepting Obstructing Cognitive Knowledge: Basic rules for netball Offensive tactics Defensive tactics Organizing a championship
11 Assessment Log Descriptor What to assess (skills, knowledge, disposition) Affective Domain Sportsmanship Demonstrate fair play, respect officials and opponents, strive to do their best. Teamwork Safety Demonstrate ability to work with others Know the safety procedures the demonstrate safe practices during tournament Cognitive Domain Rules Know the basic rules of the game Officiating Perform the various roles of umpires, score-keepers, timekeepers, statistics, organizer etc Tactics Know the offensive and defensive tactics Psychomotor Domain Footwork Able to land on one foot or 2 feet after catching the ball, pivot and turn body facing the direction of throw. Assessment type Game-play rubric Peer assessment Teacher checklist GPAI Exit slips Journals Peer assessment Journals Teacher checklist Exit slips Game Play rubric Peer assessment Journals Teacher checklist Exit slips Written test Game play rubric Game play rubric Presentation Journals Written test Game Play rubric GPAI Skills test Game play rubric Peer-assessment Shooting Able to shoot accurately into net. Skills test Game play rubric Peer-assessment Self-assessment Daily log Passing Dodge Intercepting Rebounding Guarding Obstructing Obstructing the shooter Able to pass the ball accurately to a teammate who is open. Use a variety of passes to pass the ball successfully. Able to fake / dodge to get free from defender and move to an open space to receive a pass Intercept the ball when it is within reach. Get a rebounded ball. Guard the attacker form receiving the ball Guard the attacker with the ball, creating pressure on the attacker Guard the attacker with the ball, and creating pressure on the shooter from shooting accurately Skills test Game play rubric Statistics recording GPAI Game play rubric Statistics recording GPAI Peer assessment When to assess Culminating activity Throughout the unit Culminating activity Throughout the unit Culminating activity Throughout the unit mid and end of unit culminating activity Culminating activity Culminating activity Game play Culminating activity Drills Throughout the unit Game play Culminating activity Throughout the unit Game play Culminating activity Drills Throughout the unit Game play Culminating activity Drills Throughout the unit
12 Diagnostic assessment At the start of the unit, I would administer a diagnostic test to see how much the class knows of the game netball, and also to determine their skills level in passing, catching and pivoting. As Steven Covey s seven habits, we have to start with the end in mind. Students themselves must know what they are learning and what the game looks like, so that they have a better understanding during the lessons when they learn the various components of netball. I need to ascertain how much they know of the game before introducing the unit. Also, netball, like many games, uses passing and catching. The unique thing about netball is the landing and pivoting as players are not supposed to dribble the ball. With their previous experience in playing basketball, handball, or ultimate disk, I need to know the students proficiency in catching and passing the ball, so that I can decide if more time is needed to teach or reteach this skill. I would also be able to ascertain the common mistakes in executing these skills so that I can address them when I teach. There will be 3 tests for diagnostic assessment. Students will be divided into groups of 3s. Each test station will have 4 groups of students. They are to rotate and move to the next station when they have finished the test. Test 1: Shooting test This test would tell me if students can shoot accurately. Shooting is important in netball as there is no point when the attackers are good to pass the ball to the shooters, but the shooters could not score the goal. This would tell me if the students could transfer their shooting skills in basketball and how much shooting practice do the students need. Test 2: Pivoting drill Footwork is very important in netball. We do not want to lose possession of the ball because of footwork offence. Also, in order to pass effectively, players need to be able to pivot (since they are not allowed to re-ground their landing foot) to face the teammate they are passing to, in order to advance the ball. This set of skills is a common mistake for players. This diagnostic test would tell me how proficient they are in running into space and catching the ball. Test 3: Written test This would allow me to see how much the students know of the game. If most students know the basic of netball, like the positions and areas of play and the rules, then I would not spend too much time teaching it. Please refer to the diagnostic assessment in pages 20 24.
13 Block Plan Lesson Learning Outcomes (P = Psychomotor; C = Nos. Cognitive; A = Affective) 1 Learning Outcomes: nil Activity: Carry out diagnostic assessment 2 Learning Outcomes Students are able to shoot the ball into the goal within 5 feet from the goal post without a defender. (P) Students are able to receive the ball with a jump, stride stop and pivot to a ready position to pass to their teammates 4 out of 5 times. (P) Students know and apply the rules of netball: stepping, 3 seconds, obstruction rule, in a captain s ball game. (C) Activities: Teach shooting Teach pivoting drill forward, and side Teach stepping rule, 3 seconds and obstruction rule. Captain s ball game 3 Learning Outcomes Students are able to shoot the ball into the goal within 5 feet from the goal post without a defender. (P) Students are able to pass the ball successfully, to a teammate using straight pass and high pass, 80% of the time. (P) Students know and apply the rules of netball: obstruction rule, contact rule, in a captain s ball game 75% of the time. (C) Assessment Diagnostic Assessment Peer assessment: Shooting Peer assessment: pivot drill Self-assessment, shooting log Shooting Activities: Sponge activity Shooting self assessment; shooting log Setting goals for shooting Warm-up: pivoting: forward and side Passing drill straight pass, high pass Captain s ball game 4 Learning Outcomes Students are able to pass the ball, when guarded, to a teammate Self-assessment, shooting log Shooting
14 Lesson Nos. Learning Outcomes (P = Psychomotor; C = Cognitive; A = Affective) successfully, 3 out of 5 times. (P) Students know and apply the rules of netball: 3 seconds rule, stepping rule, obstruction rule, contact rule, in a captain s ball game 75% of the time. (C) Activities: Sponge activity Shooting self assessment; shooting log Warm-up: passing drill: straight and high Passing drill with defender Captain s ball game Assessment Statistics - Passing 5 Learning Outcomes Students are able to dodge a defender and move into open space to receive a ball, 3 out of 5 times. (P) Students are able to pass the ball successfully, to a teammate using straight pass, high pass or a lob pass 80% of the time. (P) Students know and apply the rules of netball: 3 seconds rule, stepping rule, obstruction rule, contact rule, in a captain s ball game 75% of the time. (C) Self-assessment, shooting log Shooting Journal reflection (1) Activities: Sponge activity Shooting self assessment; shooting log Warm-up: passing drill: straight and high Teach lob pass Passing drill with defender Captain s ball game 6 Learning Outcomes Students will know the rules of the game (playing areas and positions, scoring and starting play after goal) by scoring above 80% for the knowledge test. (C) Activities: Sponge activity Shooting self Self-assessment, shooting log Shooting Quiz netball positions and areas of play Exit slips (1)
15 Lesson Learning Outcomes (P = Psychomotor; C = Nos. Cognitive; A = Affective) assessment; shooting log review goals for shooting Watch video of netball game to introduce positions and areas of play. Netball game 7 Learning Outcomes Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offside offence 75% of the time. (P) Students will demonstrate teamwork by agreeing with the duties allocation of the team. (A) Assessment Self-assessment, shooting log Shooting Exit slips (2) Activities: Sponge activity Shooting self assessment; shooting log Formation of teams (for culminating activity) Netball game teach areas of play and position, center pass, starting game after offence etc. 8 Learning Outcomes Students know the penalty for the basic offences. (C) Students demonstrate sportsmanship when playing in a competitive game. (A). Self-assessment, shooting log Shooting Journal Reflection (2) Activities: Sponge activity Shooting self assessment; shooting log Teach penalty for each offences Netball Game 9 Learning Outcomes Students demonstrate knowledge of the rules during a netball game, by umpiring the game and making calls accurately. (P) Students know the penalty for the basic offences. (C) Students will demonstrate fair play by consistently accepting the decisions of Self-assessment, shooting log Shooting Peer Assessment (3) Affective Domain
16 Lesson Nos. Learning Outcomes (P = Psychomotor; C = Cognitive; A = Affective) an official during a game situation. (A) Assessment Activities: Sponge activity Shooting self assessment; shooting log Officiating the game Netball Game Play 10 Learning Outcomes Students able to create space to attack the goal 3 out of 5 times in a game situation. (P) Students know the offensive tactics used. (C) Students will demonstrate support for teammates by consistently giving encouraging comments to each person on the team. (A) Activities: Sponge activity Shooting self assessment; shooting log Drills center pass; feeding into the semi circle Netball Game Play 11 Learning Outcomes Students able to deny space to invade and stop the invasion 3 out of 5 times in a game situation. (P) Students know the defensive tactics used during the game. (C) Self-assessment, shooting log Shooting Peer Assessment (4) creating space to invade Self-assessment, shooting log Shooting GPAI defense Activities: Sponge activity Shooting self assessment; shooting log Teach man-to-man marking; getting a rebound Netball Game Play 12 Learning Outcomes Students able to deny space to invade and stop the invasion 3 out of 5 times in a game situation. (P) Students know the defensive tactics used during the game. (C) Self-assessment, shooting log Shooting Stats recording defense Activities:
17 Lesson Nos. Learning Outcomes (P = Psychomotor; C = Cognitive; A = Affective) Sponge activity Shooting self assessment; shooting log Teach area defense; Netball Game Play Assessment 13 Learning Outcomes Students able to create space to attack the goal 3 out of 5 times in a game situation. (P) Students know the offensive tactics used. (C) Students demonstrate safety by including safety considerations in the organization of the game in their portfolio. (A) Activities: Sponge activity Shooting self assessment; shooting log Teach attacking strategies: down the line, creating options Organizing a competition Round Robin Netball Game Play 14 Learning Outcomes Nil Activities: Skills test Netball Game Play 15 Learning Outcomes Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play. (P) Students carry out their duties as officials and umpires in a responsible manner, (P, C, A) Self-assessment, shooting log Shooting Statistics recording attacking the goal Skills test: Shooting test Passing, catching and pivoting test Written test Game Play Rubric Statistics Offences committed Journal Reflection (3) Activities: Culminating Activity Tournament Day 1
18 Lesson Learning Outcomes (P = Psychomotor; C = Nos. Cognitive; A = Affective) 16 Learning Outcomes Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play. (P) Students carry out their duties as officials and umpires in a responsible manner, (P, C, A) Assessment Game Play Rubric Statistics Offences committed Journal Reflection (3) Activities: Culminating Activity Tournament Day 2 17 Learning Outcomes Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play. (P) Students carry out their duties as officials and umpires in a responsible manner, (P, C, A) Game Play Rubric Statistics Offences committed Journal Reflection (3) Activities: Culminating Activity Tournament Day 3 18 Learning Outcomes Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play. (P) Students carry out their duties as officials and umpires in a responsible manner, (P, C, A) Game Play Rubric Statistics Offences committed Journal Reflection (3) Activities: Culminating Activity Tournament Day 4 19 Learning Outcomes Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play. (P) Students carry out their duties as officials and umpires in a responsible Game Play Rubric Statistics Offences committed Journal Reflection (3)
19 Lesson Nos. Learning Outcomes (P = Psychomotor; C = Cognitive; A = Affective) manner, (P, C, A) Activities: Culminating Activity Tournament Day 5 Assessment 20 Learning Outcomes Nil Activities: Wrap up unit Reflection assignment Submit journal Standby day in case tournament overruns. Journal Reflection (3) Summary of Assessment used for the Unit: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Diagnostic Statistics Journal assessment passing Reflection Exit slips Peer assessment (1) shooting (2) pivot drill Selfassessment: shooting Shooting log Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Quiz Exit slips Journal Reflection Peer Assessment Affective Domain Peer Assessment creating space to invade Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 GPAI - Skills test Game Play defense Rubric Stats recording - defense Stats recording - Attacking goal Written test Journal reflection Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Game Play Rubric Game Play Rubric Game Play Rubric Game Play Rubric Nil Journal reflection Journal reflection Journal reflection Journal reflection Note: the written test will be taken in a computer lab and it will be online.
20 Assessment 1: Diagnostic Assessment Purpose: Assess students knowledge of the game netball, and to determine their skills level in passing, catching and pivoting. The information will be used to gauge how much time to spend on teaching each component for future lessons. Administered by: Students When to administer: Lesson 1 Type: Diagnostic Expectation: Nil.
21 Diagnostic Assessment Test 1: Shooting Test Directions: In groups of 3s, you will record the points each student achieved. Student A will shoot the ball, 10 times, student B will record, and Student C will retrieve the ball. Rotate roles when Student A has finished the shooting attempts. The recorder is to record 2 points if the ball enters the goal, 1 point if the ball hits the rim, but did not enter, and 0 points if the shooter misses. This task is not graded. Shooter: Recorder: Total points: 1 2 3 4 5 6 7 8 9 10 Shooter: Recorder: Total points: 1 2 3 4 5 6 7 8 9 10 Shooter: Recorder: Total points: 1 2 3 4 5 6 7 8 9 10
22 Test 2: Pivot Test In 2 groups of 3s, you will perform the pivot drill as shown below. As soon as you have received the pass, pivot and pass back to your teammate, and rejoin your group at the end of the line. The foot that lands on the ground as you catch the ball is your landing foot. You are to pivot with your landing foot, and make sure your landing foot does not leave the ground. Run forward to receive pass Pass Catch, pivot and pass Pass Run forward to receive pass For the recorder: (You observe only 1 group of 3s) Put a check if the player successfully pivots with the landing foot. Put a O if the player lifts up the landing foot and reground it or travels with the ball. The drill stops when each player has done the drill 5 times. Player s name 1 st trial 2 nd trial 3 rd trial 4 th trial 5 th trial Recorded by: Date: (note: a team of 3s will record for 1 team of 3s, then they switch over)
23 Test 3: Written Test Name: Date: Write your answers in the spaces provided below each question. 1. There are seven players in a game of netball, can you name the positions? GA = Goal Attack WA = GK = WD = GS = GD = C = 2. How many seconds do you have to release the ball once you received it? 3. How many feet must you be away with the opponent with the ball before you can raise your hands to obstruct? 4. Which of the players can enter the Semi Circle to shoot the ball into the goal? 5. In the table below, circle T if the state is true and F is the statement is false. Question T F No person can come into personal contact with an opponent in such a manner as to interfere with the opponent s play either accidentally or deliberately. T F A player while holding the ball may touch or push an opposing player with it such that it interferes with the opponent s play. T F A player shall not accidentally or deliberately place a hand or hands on a ball held by the opponent. T F You can in an effort to attack, defend or play the ball, push an opponent in any way. T F If a shot goes through the goal from a player other than the GS or GA, play continues and there is no goal.
24 T F When a player without the ball intimidates an opponent, it is an obstruction offence and the opposing player gets a penalty pass. T F From the correct distance, the player may jump to defend the ball, but if the landing of the defensive player is less than the correct distance and interferes with the throwing / shooting action, it will not be an obstruction. T F The ball may be passed over an entire third without being touched by a player from either team. T F A free pass is awarded where the infringement occurred, anyone in the play area can take the free pass. T F A player is permitted in areas that are not their designated playing areas when they are without the ball. 6. The number below shows the areas of play. Fill in the court area for Red Team that each playing position can play by filling in the number in the column. The first one has been done for you. Position C GS Court Area 2, 3 and 4 GK GA GD WA WD
25 Assessment 2 and 3: Peer Assessment (1) and (2) Purpose: Provide feedback for students on their shooting and pivoting. Check understanding of students knowledge of the critical elements of shooting and pivoting. Learning Outcome: Students are able to shoot the ball into the goal within 5 feet from the goal post without a defender; Students are able to receive the ball with a jump or stride stop and pivot to a ready position to pass to their teammates 4 out of 5 times. Administered by: Students When to administer: Lesson 2 Type: Formative Expectation: If 80% of the students get the form correct, we can proceed with the lesson. If not, we will spend the next lesson re-teaching and common mistakes made.
26 Peer Assessment for Netball Shooting Purpose: The purpose of this assessment is to help your partner improve their netball shooting skills. You can help your partner improve only by providing honest feedback. This assessment is not for a grade. Directions: Work in pairs to complete the following assessments. The Shooter is to attempt 5 shots from at least 3 feet from the goal post. The Observer is to place a check ( ) beside each element of the shot execution if the shooter demonstrated that component on at least 3 of the trials. After The Shooter has completed the 5 trials, sit down together to write a specific technique to improve on his/her performance. Switch roles and the observer now becomes the shooter and vice versa. Shooter s name: What to observe Knees bent and pushed off High elbows, ball above head Follow through after release Check ( ) if observed at least 3 times Observer s name: Write an improvement goal here Shooter s name: What to observe Knees bent and pushed off High elbows, ball above head Follow through after release Check ( ) if observed at least 3 times Observer s name: Write an improvement goal here
27 Peer Assessment for Pivoting Purpose: The purpose of this assessment is to help your partner improve on their pivoting skills. You can help your partner improve only by providing honest feedback. This assessment is not for a grade. Directions: During the pivoting drill, observe if the player has fulfilled the critical elements. Place a check ( ) beside each element of the pivot execution for every trial. After the player has completed 5 trials, sit down together and write a specific technique to improve his/her performance. Player: Recorded by: What to observe 1 st trial 2 nd trial 3 rd trial 4 th trial 5 th trial Receive the ball with a leap and stop appropriately. Knees of the landing foot is bent. Pivot with the ball of the feet. Improvement goal: Date:
28 Assessment 4 and 5: Self Assessment, Shooting log Purpose: Allows students to keep track of their performance. Allow students to set goals for their performance Learning Outcomes: Students are able to shoot the ball into the goal within 5 feet from the goal post without a defender. Administered by: Students When to administer: Lesson 3 Type: Formative Expectation: 80% of the students should achieve at least 5 goals out of 20 shots. They are to practice everyday until they reach the goal of 15 successful shots out of 20, by the end of the unit. If more than 20% of the students are still unable to achieve at least 5 goals, I will spend time to teach this group of students and give them specific feedback.
29 Netball Shooting Assessment Directions: In this task, you and your partner will work together to practice shooting from any area within 5 feet of the goalpost. While one partner shoots, the other will record if the goal is scored. After 20 shots, switches places. Your goal is to achieve 15 successful shots out of 20. After the 20 shots, help your partner set an improvement goal. This task is not graded. Date: Shooter s name: Recorder: Put a for every successful shot and a O for every unsuccessful shot. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Successful shots: out of 20. Shooter s improvement goal: Shooter s name: Recorder: Put a for every successful shot and a O for every unsuccessful shot. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Successful shots: out of 20. Shooter s improvement goal:
30 Netball Shooting Log Directions: As soon as you enter the gym, pick up your log and a pencil. Go practice on your shooting. Attempt to shoot at least 20 balls and make note of the number of successful shots. If time permits, you may shoot more than 20 balls. Practice makes perfect! So, it is important to come to class early to practice as much as you can. Your Goal is to achieve a shooting percentage of at least target!) %. (set your own Date Number of attempted shots (a) Number of successful shots (b) Shooting Percentage (b divide by a, multiply by 100)
31 Assessment 6: Statistics (1) Passes Purpose: Allows teacher to see if students can make accurate passes with a defender defending them. Check if students use a variety of passes appropriately. Check if students are using predominantly 1 type of pass. Learning Outcome: Students are able to pass the ball, when guarded, to a teammate successfully 3 out of 5 times. Administered by: Students When to administer: Lesson 4 Type: Formative Expectation: Students should be able to pass the ball accurately to the receiver 75% of the time, when guarded. I will analyze the passes used and their successful rate to decide if I need to spend more time re-teaching the passes. Also, if there is a high percentage of high passes, then it also shows that players are not running forward to receive the ball. At any point of the game, there should be 4 teams playing, and 1 team collecting statistics.
32 Statistics for Passes Directions: During the game of captain s ball, you will code the passes used by all players of the team that you are watching by putting a check ( ) if the pass is successful or (O) if the pass is not successful, in the boxes below every time you observed the pass. A successful pass is when the player passes the ball to his/her teammate, and the teammate catches the ball, without the ball touching the ground (unless it is a bounce pass). Straight Pass High Pass Other types of passes Total number of passes recorded: (100%) Total number of straight passes: ( %) Total number of successful straight passes: ( %) Total number of unsuccessful straight passes: ( %) Total number of high passes: ( %) Total number of successful high passes: ( %) Total number of unsuccessful high passes: ( %)
33 Assessment 7: Journal Reflection (1) Purpose: To get students to reflect on what they have learnt thus far and review their shooting goals. To gather feedback about the lessons and the areas that students need more help in. Learning Outcome: Students know and apply the rules of netball: 3 seconds rule, stepping rule, obstruction rule and contact rule. Administered by: Teachers When to administer: Lesson 5 Type: Formative Expectation: 100% of students are to complete the journal for submission on next lesson.
34 Journal Reflection (1) Type out your reflections on an A4 size paper, Arial font, font size 12, double spacing and submit on the next lesson. Remember to include your name and class on the top left hand corner. Please ensure you have answered all the questions below. 1. What is your shooting percentage this week? What is your target? How do you intend to achieve it? 2. What are the rules you have learnt about netball thus far? 3. What do I like most about the lessons thus far? 4. What is one area I have difficulty with and that I need to work on?
35 Assessment 8: Quiz Purpose: Gather information on students knowledge on the various positions and areas of play in netball. Learning Outcome: Students will know the rules of the game (playing areas and positions, scoring and starting play after a goal) by scoring 80% for the knowledge test. Administered by: Teachers When to administer: Lesson 6 Type: Formative Expectation: 75% of students understand and know the seven roles and positions of netball by getting at least 80% correct on the Quiz. Take note of the common mistakes and address at the next lesson.
36 Netball Quiz The number below shows the areas of play. Fill in the court area for Red Team that each playing position can play by filling in the number in the column. The first one has been done for you. Position C GS GK GA GD WA WD Court Area Match the responsibilities to the various positions by filling in the players positions. The seven positions can be found in question 21. The first one has been done for you. Position GS Responsibilities To score goals and to work in and around the circle with the GA To feed and work with GS and to score goals To feed the circle players giving them shooting opportunities To take the Centre Pass and to link the defence and the attack To look for interceptions and to prevent the WA from feeding the circle To win the ball and reduce the effectiveness of the GA To work with the GD and to prevent the GS from scoring goals
37 Assessment 9: Exit Slips (1) Purpose: Gather information on students knowledge on netball; promote deeper interest in the sport. Learning Outcome: Students will know the rules of the game (playing areas and positions, scoring and starting play after a goal) by scoring 80% for the knowledge test. Administered by: Teachers When to administer: Lesson 6 Type: Formative Expectation: 75% of students understand and know the differences between netball and basketball. Take note of the common mistakes and address at the next lesson. Exit Slip (1) In the spaces below, write down 1 similarity and 3 differences between netball and basketball.
38 Assessment 10: Exit Slips (2) Purpose: Inform students of affective expectations - teamwork Gather information on students demonstration of teamwork Learning Outcome: Students will demonstrate teamwork by agreeing with the duties allocation of the team. Administered by: Teachers When to administer: Lesson 7 Type: Formative Expectation: 80% of students demonstrated working well with others, through their reflections in the exit slips. This is critical as students are forming teams and they are planning duties and roles. Exit Slip (2) How have you demonstrated you work well with others in class today? Is there someone in your class that refused to participate / co-operate?
39 Assessment 11: Journal Reflection (2) Purpose: Inform students of affective expectations sportsmanship Gather information on students demonstration and understanding of sportsmanship Learning Outcome: Students will demonstrate sportsmanship in a competitive game situation. Administered by: Teachers When to administer: Lesson 8 Type: Formative Expectation: 80% of students demonstrated understanding of sportsmanship through their journal reflections. Address any misconceptions in the next lesson. This is critical when students start game play.
40 Journal Reflection (2) Type out your reflections on an A4 size paper, Arial font, font size 12, double spacing and submit on the next lesson. Remember to include your name and class on the top left hand corner. Please ensure you have answered all the questions below. 1. What does it mean to display sportsmanship? 2. How have you displayed sportsmanship in your game today? 3. Why is it important to have players display sportsmanship during competitions?
41 Assessment 12: Peer Assessment (3) Affective Domain Purpose: Allow students to know what is expected of them in terms of affective domain Encourage students to behave more positively in game play. Learning Outcome: Students will demonstrate fair play by consistently accepting the decisions of an official during a game situation. (A) Administered by: Teachers When to administer: Lesson 9 Type: Formative Expectation: 80% of students were observed to show good behavior through peer assessment. For students who never observed to demonstrate any positive behavior, the teacher will have a word with them separately.
42 Netball Peer Assessment (3) Affective Domain Name of Player: Class: Use this form to assess the etiquette of your opponents. Place a check ( ) in the appropriate column. Please assess each question fairly and accurately. This assessment is not part of the grade. Encourages others (says things like good shot, well done, good effort, its ok etc). Never observed Sometimes observed Frequently observed Displays good sportsmanship. Wins or loses gracefully. Cheers for the team that scores. Respects the umpires by accepting the decisions of the umpires. A team player. Co-operates and gets along well with team. Recorded by: Date:
43 Assessment 13: Peer Assessment (4) Creating Space to Invade Purpose: To provide students feedback on their invasion performance. Learning Outcome: Students able to create space to attack the goal 3 out of 5 times in a game situation. Administered by: Students When to administer: Lesson 10 Type: Formative Expectation: Students are able to move into open space to receive a ball 3 out of 5 times in a drill situation. 75% of the students should be able to receive the ball 3 out of 5 times, or more time needs to be spent on this.
44 Peer Assessment Creating Space to invade Purpose: This assessment is to provide feedback to players on their attacking skills. You can help your friends improve by providing honest feedback. This assessment is not graded. Directions: In groups of 4, there will be a thrower, an attacker, a defender and a recorder. The thrower is to stand 5 yards away from the attacker and defender. When the recorder shouts play!, the thrower has 3 seconds to pass the ball to the attacker. The attacker is to apply any of the 3 invasion tactics taught to receive the ball. Once the attacker has tried 5 times, he/she rotates to be the defender; the defender rotates to be the thrower, the thrower rotates to be the recorder, and the recorder rotates to be the attacker. The drill ends when every player has accomplished all 4 roles. The recorder is to record the type of invasion tactics used to create space to attack and whether the invasion was successful. If the invasion was successful, place a check ( ) in the appropriate boxes, and a (O) if the invasion was not successful. After 5 attempts, work with the attacker to set an improvement goal before continuing. Recording Form Name of attacker: Dodge to get free from defender. Drive running forward, ahead of defender. Evasion running then change direction to get free from defender. Recorder: 1 st trial 2 nd trial 3 rd trial 4 th trial 5 th trial Total number of successful attempt: out of 5. One improvement goal: Name of attacker: Recorder:
45 Recording Form Name of attacker: Dodge to get free from defender. Drive running forward, ahead of defender. Evasion running then change direction to get free from defender. Recorder: 1 st trial 2 nd trial 3 rd trial 4 th trial 5 th trial Total number of successful attempt: out of 5. One improvement goal: Name of attacker: Dodge to get free from defender. Drive running forward, ahead of defender. Evasion running then change direction to get free from defender. Recorder: 1 st trial 2 nd trial 3 rd trial 4 th trial 5 th trial Total number of successful attempt: out of 5. One improvement goal: Name of attacker: Dodge to get free from defender. Drive running forward, ahead of defender. Evasion running then change direction to get free from defender. Recorder: 1 st trial 2 nd trial 3 rd trial 4 th trial 5 th trial Total number of successful attempt: out of 5. One improvement goal: Date:
46 Assessment 14: GPAI (1) Purpose: To provide students feedback on their defense performance. Use data to decide if more time is needed to teach this tactic. Learning Outcome: Students are able to deny space to invade and stop the invasion 3 out of 5 times in a game situation. Administered by: Students When to administer: Lesson 11 Type: Formative Expectation: 75% of the students mark their assigned opponents closely, 80% of the time.
47 GPAI Netball Purpose: This assessment is to provide feedback to players on their defending efforts. You can help your friends improve by providing honest feedback. This assessment is not graded. Directions: During game play, you will watch 2 players assigned to you. Our focus today is guarding your assigned opponent closely and not committing any obstruction or contact offence and his/her attempt to intercept a pass. Mark an X in the appropriate boxes below every time their assigned opponent attempts to receive a pass. 1. Guarding assigned opponent Appropriate: Player defends the assigned opponent by marking closely; Inappropriate: Player did not attempt to defend the assigned opponent 2. Intercepting a pass Successful: intercepting the ball and not committing any obstruction or contact offence. Unsuccessful: attempts to intercept a pass but failed. Name of players and position Guarding opponent Intercepting a pass Appropriate Inappropriate Successful Unsuccessful
48 Assessment 15: Stats Recording Defense Purpose: To provide students feedback on their defense performance Learning Outcome: Students are able to deny space to invade and stop the invasion 3 out of 5 times in a game situation. Administered by: Students When to administer: Lesson 12 Type: Formative Expectations: 75% of the students are actively defending their players 80% of the time, and attempted to obstruct their opponent legally 80% of the time.
49 Statistics Recording Defense Directions During the netball game, you will code the defense attempt of the player assigned to you. Note: you will only code when the player s assigned opponent is attempting to receive a pass or has the ball and is attempting to make a pass. Use a ( / ) to tally in the table below. Name of Player: Position played: Hands up (3 feet away) when assigned opponent has the ball Defending actively (man marking or area marking) when assigned opponent is attempting to receive a pass Successfully intercepts pass Commits obstruction or contact offense Total: Total: Total: Total: Coded by: Date:
50 Assessment 16: Stats Recording Attacking the goal Purpose: To provide students feedback on their attacking performance Learning Outcome: Students are able to create space to attack the goal 3 out of 5 times in a game situation. Administered by: Students When to administer: Lesson 13 Type: Formative Expectations: 75% of the players successfully scored a goal when the ball reaches them in the Semi-Circle 75% of the time.
51 Directions Statistics for attacking a goal During the netball game, you will code the shooting attempt of the Goal Attacker (GA) or the Goal Shooter (GS). Note: you only code when the GA or GS receives the ball in the Semi-circle (shooting area). Put a tally ( / ) in the boxes to show what the GA or GS did when he/she gets the ball in the Semicircle. Successful Pass = player passes the ball successfully to teammate without being intercepted. Successful shot = player successfully scored a goal. Name of Player: Class: Position: GA / GS Successful Pass (SP) Unsuccessful Pass (UP) Successful Shot (SS) Unsuccessful Shot (US) (a) Total number of attempts (SP + UP + SS + US) = (b) Total number of successful shots (SS) = (c) Percentage of success (b) (a) multiply by 100 = % (d) Improvement goal: Coded by: Date:
52 Assessment 17: Skills Test Purpose: Summative assessment of students skills in a closed environment. Administered by: Teacher When to administer: Lesson 14 Type: Summative Expectations: 75% of students achieve at least 22 points for the skills test. For grading, please refer to overall grading.
53 Test 1: Shooting Test (10 points) Netball Skills Test Students are to make 10 shooting attempts within 5 feet from the goal post. There will be 1 point for every successful shot, 0 for unsuccessful shot. Test 2: Passing, Receiving and Pivoting test (20 points) Students are to perform the pivot drill (see diagnostics test) 10 times. For every successful attempt, i.e. caught the ball with a leap, stop and pivot, students get 1 point. Unsuccessful attempt, i.e. student drop the ball, committed stepping offence, students get 0 points. For passing, students are to pass ahead of the receiver. For every pass that is ahead of the receiver, students get 1 point. Every pass that is too high, too low or does not reach receiver, students get 0 points. Name Shooting (10 points) Recording form Passing (10 points) Receiving and Pivoting (10 points) Total points (30) e.g. Jack ///// // ///// ///// ///// /// 25