Course Profile Healthy Active Living Education, Grade 9 open, Public

Unit 4

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for education purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the Production of the document.

Acknowledgments

Public District School Board Writing Team - Healthy Active Living Education

Lead Board

Halton District School Board

Susan Orchard, Project Manager and Lead Writer

Course Profile Writing Team

Martha Deacon, Waterloo Region District School Board

Don Lidstone, Waterloo Region District School Board, Retired

Pam Masales, Durham District School Board

Dave Phillips, Durham District School Board

Carol Rocks, Toronto District School Board

Course Profile Prototype Writing Team

Kathy Coyle, Toronto District School Board

John Michaluk, Toronto District School Board

Carol Rocks, Toronto District School Board

Gail Stewart, York Region District School Board

Associations

Ontario Physical and Health Education Association (OPHEA)

Ontario Association for the Supervision of Physical and Health Education (OASPHE)

Unit 4: Large and Small Group Activities

Activity 1 | Activity 2 | Activity 3 | Activity 4

Time: 34 hours

Unit Description

Throughout this unit, students participate in a balanced selection of activities from each of the four sport/game categories: Invasion/Territory, Net/Wall, Striking/Fielding and Target Activities. They experience opportunities in challenging settings to enhance their physical skills and develop their ability to apply sport/game strategies. Each activity focusses on two aspects.

1. Personal improvement of physical skills through the application of the movement principles to refine movement skills.

2. Understanding sports/games strategies by addressing the primary elements of play (e.g., possession, invasion, and scoring).

Recognizing that the physical skills and strategies they learn in one sport/game are transferable to many sports/games encourages ongoing learning and promotes healthy active living.

Strands(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.03X.

Specific Expectations: PA1.01X, PA1.02X, PA1.03X, PA1.04X, PA2.01X, PA2.02X, PA2.03X, AL1.01X, AL3.02X.

Activity Titles (Time and Sequence)

Activity 1	Invasion/Territory Activities	900 - 1000 minutes
Activity 2	Net/Wall Activities	500 - 600 minutes
Activity 3	Striking/Fielding Activities	200 - 300 minutes
Activity 4	Target Activities	200 - 300 minutes

Unit Planning Notes

The focus of this unit is to engage students in an active setting that provides them with opportunities to learn, practise, develop, reinforce, and demonstrate movement skills and sport/game strategies.

Each activity addresses movement skills, movement principles, and sport/game strategies. The teacher applies the following to all small and/or large group activities.

1. Movement Skills

Developing the fundamental movement skills of locomotion, manipulation, and stability is a focus in the elementary Health and Physical Education curriculum. In Grades 1 to 8, students are provided with opportunities to develop the fundamental movement skills and the basic movements related to them when they are combined (e.g., running, throwing, catching, kicking).

Grade 9 students build on these skills and relate them to a wide variety of sports and games. They focus on developing footwork, body positioning, sending/receiving and ball handling skills. The teacher assists students in recognizing how components of these skills are common to all sports/games and are transferable from one to the next. Students begin to realize that each sport or game allows them an opportunity to continue to build their personal competence in developing stronger movement skills.

The following chart breaks down fundamental movement skills and the basic movements that relate to each category. The third column in the chart outlines the elements that change basic movements into more complex sport specific skills.

Fundamental movement skills become more complex and sport specific when they are combined, linked, or when the additional elements of effort, relationships, body awareness, and space awareness are added to the movement. Every physical/sport/game skill (e.g., volleyball underhand serve, badminton overhead clear, basketball lay-up, gymnastics back handspring) involves a combination of fundamental movement skills and the additional elements.

Fundamental Movement Skill

Basic Movements

Additional Elements…

when Added to Basic Movements…

Sport Specific Skills Emerge

Locomotor

walking, running, hopping, skipping, galloping, chasing, fleeing, dodging

Effort: How the body moves?

Time…fast to slow

Force…strong to light

Flow …free to bound

Relationships: To others and/or equipment

· of body parts…round (curved), narrow, wide, twisted, symmetrical/asymmetrical

· with objects and/or people…over/under, on/off, near/far, in front/behind, along/through, meeting/parting, surrounding, around, alongside

· with people…leading/following, mirroring/matching, unison/contrast, between groups, groups, partners, solo, alone in a mass

Body Awareness: What parts of the body move

· individually

· whole body

· body shapes

Space Awareness: Where the body moves

· location…self space, general space

· directions…up/down, forward/backward, right/left,

· clockwise/counter clockwise

· levels…low, middle, high

· pathways (floor/air)…straight, curved, zigzag

· extensions…large/small, far/near

Stability

turning, twisting, rolling, balancing, transferring weight, jumping and landing, stretching, curling

Manipulation

throwing, catching, collecting, kicking, punting, dribbling, volleying, striking with implements

2. Movement Principles

The movement principles (biomechanical principles) are taught to assist students in improving the effectiveness and efficiency of their movement. The principles are applied to a skill by examining five phases: i) preliminary movement, ii) backswing or recovery movement, iii) force producing movement, iv) the critical instant and v) follow-through.

The following is an example of analysing a physical skill by addressing the five phases and the movement principles.

Phases

Examples

1. Preliminary Movements - movements performed to get ready for a skill

· footwork

· body positioning movements

· centre of gravity

· base of support

· mass

Ready Position (Defensive Stance)

· knees bent

· wide stance

· low centre of gravity

· torso facing appropriately (e.g., net, wall)

· even distribution of weight on both feet

· ready to move (e.g., weight on balls of feet)

· anticipation…to react

· eye contact/focus

2. Backswing or Recovery - movement prior to the force producing movements

· transfer of weight

· positioning and preparation of levers

· move into position (e.g., step back and position shoulder to the net/wall)

· eye on the ball, bird, target

· weight transfer to back leg

· equipment moving backwards

· implement as extension of lever

3. Force Producing Movements - execute to produce force for impact or propulsion

· summation of joints (e.g., number and order of joints used)

· force, velocity, and torque

· use joints in order, from largest to smallest

· use all the joints - the more muscles that contract, the greater the force (e.g., slapshot in hockey - legs, hips, shoulders and stick)

· the harder you hit it the farther it goes and the transfer of speed to the final joint segments or implement affects velocity

· application of torque to produce changes in angular momentum (e.g., a paddler who bends his/her arm and brings the paddle closer to body uses less energy in recovery movement producing greater angular momentum)

4. Critical Instant - the instant of contact, release or take-off

· velocity

· applied force and direction of reaction

· eye on the ball, bird or Frisbee

· contact and application of torque determines trajectory (pathway) and direction

· connection is determined by previous movement

5. Follow Through - the movement after the critical instant

· transfer of weight

· slow down body movements

· recover stability

· implement and body continues in the direction of hit

· weight transfers forward

· body movement controlled

· maintain balance

· gather body to prepare for ready position quickly

The following biomechanical principles are the focus of analysing skills in each of these phases to assist students in improving their personal level of competence.

Principle 1: The lower the centre of gravity, the larger the base of support, the closer the line of gravity to the centre of the base of support, and the greater the mass, the more the stability increases.

Principle 2: The production of maximum force requires the use of all the joints that can be used.

Principle 3: The production of maximum velocity requires the use of joints in order – from largest to smallest.

Principle 4: The greater the applied impulse, the greater the increase in velocity.

Principle 5: Movement usually occurs in the direction opposite that of the applied force.

Principle 6: Angular motion is produced by the application of a force acting at some distance from an axis, that is, by a torque.

Principle 7: Angular momentum is constant when an athlete or object is free in the air.

3. Sport/Game Strategies

The activities have been classified into one of four categories based on primary rules that lead to core playing principles.

The primary rules for the four game categories are:

1. In Invasion/Territory type games: a) players with the ball score by getting the object within the opponents’ focused or open end target, and b) players without the object stop the opposing players from scoring without making an illegal physical contact.

2. In Net/Wall type games, players try to get the objects into their opponents’ areas of play more often than their opponents return the objects back into their areas of play.

3. In Striking/Fielding type games: a) batting players create opportunities to score by hitting balls out of an area of play, and b) batting players score by running between safe areas without the ball being caught on the fly by fielding players, or the ball reaching the safe area before the batting players.

4. In Target type games players score by avoiding obstacles to get their objects closer than their opponents’ to the target.

The following is a suggested list of activities classified by primary rules

Invasion/Territory

Net/Wall

Striking/Fielding

Target

football

basketball

rugby

lacrosse

ultimate Frisbee

speedball

broomball

ball hockey

field hockey

floor hockey

soccer

tennis

badminton

volleyball

handball

racquetball

table tennis

squash

paddle ball

kickball

softball

lob ball

slo pitch

3 pitch

cricket

rounders

bowling

golf

curling

lawn bowling

croquet

bocce ball

The following provides a brief explanation of the primary rules related to each of the four sport/game categories.

1. Invasion/Territory Activities

The tactical play principles for Invasion/Territory sports/games include:

With Object…offense`	Without object…defense
Score	Stop scoring
Invade	Stop invading
Keep possession	Get possession

With object:

· try to score, invade, and keep possession

· on offense - one player on a team has the object

· move in the direction of the goal

· move and create open spaces

· there are four kinds of offensive movements:

i) transition…the movement by the team from one end to the other towards the goal

Example: use fast break when a team takes possession and moves from defense to offense

ii) probing…offensive systems

Examples: give and go, cutting, pick and roll, screens, reversal of the object

iii) breakdown…outnumbering

Example: 3 on 2-offense tries to outnumber the defense

iv) flexing…when the normal situation doesn’t take place and you adjust from the normal movement pattern

Example: teammates release and move to open space to receive a pass, create multiple passing lanes, or reset the offense

Without object:

· try to stop scoring, stop invading, and get possession

· on defense - no one on the team has the object

· move between the goal and the offensive player

· concede the perimeter and congest the goal area

· there are two types of defensive movements:

i) Collapse…spatially the positioning is… object, attacker, defender, goal

- the defense concedes the pass and movement on the perimeter and congests the goal area

- this allows long range shots of low percentage

ii) Overplay…the spatial positioning is…object, defender, attacker, goal

- this defense denies object movement and interferes with normal attacker movement

- defenders may double or triple team the attacker and the focus is to create turn-overs or

take-aways

2. Net/Wall Activities

The tactical play principles for Net/Wall sports/games include:

Consistently return the object

Placement of the object and positioning based on placement

Spin and power

Offense:

· create space on the opponents side by:

- placing the object in an open spot

- hitting to the weakness of the opposition

- placing the object in a difficult spot for the opposition to return

· maintain a good offensive position (e.g., read the cues for transition, anticipate the attack)

· win the point by consistently attacking, anticipating, and adjusting

Defense:

· consistently defending your space on your own side of the net/wall

- move to your home base or spot

- open up into ready position

- read the cues and anticipate the attack and adjust accordingly

· defending against an attack…against the spin or the power of the object

- leave home base and move to the point of attack

- prepare body to receive the attack

- transition…prepare to switch to offense on the return

3. Striking/Fielding Activities

The tactical play principles for Striking/Fielding sports/games include:

Batting	Fielding
Score runs	Stop scoring runs
Accuracy and the distance of ball hit	Make hitting the ball difficult
Avoid getting out	Get the batter out

Batting:

· score by:

- hitting a ball out of play

- hitting ball to an area where it cannot be caught by defenders

- by advancing between safe areas (e.g., bases)

· accuracy and the distance of ball hit

· to avoid getting out:

- arrive at the safe area before the ball

- hit the ball to where the defender cannot catch it

- receive more balls than strikes

Fielding:

· prevent scoring by:

- catching the ball on the fly

- getting the ball to the safe area before the runner

- pitching the ball by the batter

· making hitting difficult by:

- adding spin to the pitch

- changing the speed of the pitch (e.g., increase or decrease)

· getting the batter out:

- batting…striking out

- running…getting the ball to the safe area before the runner, touching the runner before he/she gets to the safe area, catching the hit ball in the air

4. Target Activities

The tactical play principles for Target sports/games include:

Aim to target

Placement in relation to the target and other obstacles

Spin and/or turn

Aim to target:

· get the object to the target by following one or more of the following principles:

- reduce the number of strokes (e.g., golf)

- aim close to target (e.g., curling)

- hit or throw the proper distance (e.g., croquet, bocce)

- hit or throw to the proper area/spot – accuracy (e.g., archery)

Placement in relation to the target and other obstacles:

· what is the planned path to the target (e.g., curling, golf, lawn bowling, croquet)

· blocking the path of the obstacle (e.g., curling, lawn bowling)

· hitting object(s) to remove the obstacle (e.g., bowling, curling, lawn bowling)

Spin and/or turn:

· turn to avoid obstacles or to enhance the planned path to the target

· use spin to control landing and roll (e.g., bocce, bowling, lawn bowling)

The teacher needs to plan for the use of school and community facilities to co-ordinate the school timetable early in the school term. A working knowledge of the PHE Safety Guidelines, emergency school procedures and equipment and supplies available are critical to the effective completion of this unit.

Prior Knowledge Required

Students require some prior knowledge and experience in the following to successfully accomplish the activities in this unit.

· safe practices;

· self- and peer-assessment;

· fundamental movement skills (in combination and in sequence);

· principles of movement.

Teaching and Learning Strategies

1. Focus on providing maximum participation opportunities for students to learn, practise, and demonstrate the sport/game skills and strategies to improve their personal competence in large and small group activities. A variety of teaching/learning strategies are used in this unit including:

· task cards

· circuits

· teachable moment

· worksheets

· small/large group work

· logs/journals

· observation checklists

· videotaping

· peer-teaching/coaching

· direct teaching

2. Each lesson should include a warm-up, an experience, opportunities to build/improve skills, opportunities to apply skills, and a cool down. The amount of time spent during a lesson on each lesson component varies based on whether it is the introductory lesson or final lesson of the activity.

Warm-up: Begin with a warm-up designed to increase body temperature, heart rate, and breathing rate. Include all four health-related fitness components (cardiorespiratory, flexibility, muscle endurance and muscle strength). Try to incorporate movements from previous lessons to reinforce movement skills (e.g., a cardio workout using a variety of footwork patterns). Vary the instruction from teacher-directed to student-directed (e.g., direct instruction, indirect instruction, interactive instruction, independent instruction).

Experience: Provide an opportunity for students to demonstrate their pre-existing ideas, concepts and skills. The teacher’s observation of the student’s prior knowledge and acquired movement skills and strategies will be the basis for future learning. The skills observed may be from the previous day’s lesson or as long ago as the previous grade.

Remember…

· new skill learning should be based on previously learned skills

· skills are transferable from one activity to another

Building/Improving: Formally introduce the new concepts by linking the new concepts/skills to the observed pre-existing ideas/skills. Provide opportunities to reinforce some of the previously learned skills/concepts and introduce new skills/concepts. Consider using the five phases (preliminary movements, backswing or recovery, force producing movements, critical instant and follow through) to teach and analyse the skills. Ensure that there is ample opportunity for students to progress from learning the skills in a static situation to demonstrating the skills in a real game situation (application).

Application: At this stage, students need to apply the new ideas/skills and/or transfer them to new situations. The application of previously learned skills should be used in combination with new skills in new situations. Continue to analyse the students’ skills and provide feedback to help students improve. The key learning focus of this stage should be the knowledge of the spatial relationships in sports/games. Students need to learn how to anticipate and react to the situation to be successful in sports/games. Help them recognize the commonalties of all sports/games by emphasizing how concepts and skills transfer from one sport/game to another. Use modified games to gradually incorporate the required skills, strategies and rules required for the sport/game.

Cool Down: Each lesson should include an appropriate amount of time for a cool down that allows the body temperature, rate of breathing, and heart rate to gradually return to the resting rate. This is most critical when students are involved in heavy cardiorespiratory activities. Use this time to congratulate students on their progress and inform them of the proposed plans for the next lesson.

Assessment/Evaluation

This unit introduces students to movement skills, movement principles, and sport/game strategies and provides them with the opportunity to improve their personal competence in large and small group activities. The activities also provide the students with ongoing opportunities to demonstrate participation, safe practices, and social skills.

Initially, students should be given the opportunity to learn and practice the skills. At this stage, provide numerous formative assessments to help students improve their personal competence. Near the end of the unit, evaluate students’ progress. Use observational checklists, rubrics, and personal communication tools for formative assessment and summative evaluation purposes. (See Appendix D for sample Movement Skills/Principles Achievement Chart and Appendix E for the Student Recording Sheet for Movement Skills/Principles/Strategies).

Accommodations

Suggested teaching and learning modifications:

· keep directions short and simple and provide clear, progressive, and sequential activities;

· demonstrate and lead students through the desired movements;

· determine method by which child learns best: visual, verbal, or hands-on;

· give positive concrete reinforcement (e.g., “Excellent distance on that ball now that your body is positioned sideways.”);

· determine whether student can perform developmental motor patterns (e.g., pushing, pulling and striking) then develop activities to work on these skills which may be lacking or not mastered;

· repeat activities and identify commonalties over long periods of time;

· explore different ways of peer teaching.

Suggested activity and learning environment modifications:

· to equalize team speed, add more players to a team that may be faster;

· reduce size of playing surface;

· adjust time limit;

· add additional stops in sport/games requiring running and vigorous movement;

· adjust the weight and size of equipment (e.g., shorten racquet, lower basket, deflate the ball, use larger and softer ball for striking activities, enlarge targets, substitute equipment with beachballs or nerf balls) and consider bright colourful equipment as an alternative to regulation equipment;

· modify the rules (e.g., to reduce speed, use scooter boards as the mode of travel, to focus on specific skills).

Consider a good resource to assist in developing appropriate lessons for students with special needs (e.g., Activity for Everyone).

Resources

Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness & Lifestyle Appraisal Guide. Health Canada, 1996.

ISBN 0-9691374-7-8 (613) 234-3755 or Fax (613) 234-3565

Jackson, Allen W., James R. Morrow, Jr., David W. Hill, and Rod K. Dishman. Physical Activity for Health and Fitness. Human Kinetics, 1999.

ISBN 0-88011-599-8 1-800-465-7301

OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997 (416) 426-7120 Fax (416) 426-7373

Randazzo, Deborah and Kris Corless. Activity for Everyone. American Association for Active Lifestyles and Fitness, 1998. ISBN 0-88314-650-9

Zakrajsek, Dorothy, B., Lois A.Carnes, and Frank E. Pettigrew, Jr. Quality Lesson Plans for Secondary Physical Education. Human Kinetics, 1994.

ISBN 0-87322-671-2 1-800-465-7301

www.sportalliance.com

Access this web site for up-to-date information and resources on any sport/game/activity

Activity 1: Invasion/Territory Activities

Time: 900 - 1000 minutes

Description

Students actively and safely participate in activities that require opposing team members to continuously contest space forcing spontaneous decisions. Students understand that the principles of possession, invasion, and scoring are common to all these games and that the strategies applied lead to tactical solutions.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA1.01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/traveling, manipulation, and stability sills to a specific activity);

PA1.02X - demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion and stability);

PA1.03X - identify appropriate movement principles (e.g., that the production of maximum velocity requires the use of joints from largest to smallest) in learning and refining movement skills (e.g., an overhead clear in badminton);

PA1.04X - demonstrate improvement in their skills;

PA2.03X - explain appropriate strategies or tactics that enhance performance in specific situation and conditions (e.g., passing versus dribbling a basketball against a defender, shifting gears in cycling to adjust to changing conditions);

AL3.02X - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in war-up, and cool-down exercises, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

· Create a diagnostic checklist to assess footwork, sending and receiving and ball handling skills.

· Create a checklist to assess/evaluate the five phases of skill development and to assess the student’s understanding of the seven biomechanical principles to perform and improve movement skills.

· Develop a repertoire of lead-up games and modified games to support these activities.

· Book school and community facilities well in advance.

· Review the basic concepts related to invasion/territory sports/games (scoring, keeping possession and invading) and the skills related to each sport/game.

Prior Knowledge Required

· understanding of the concept of warm-up and cool-down;

· some ability to relate the commonalties of the movement skills and sport/game strategies (e.g., offensive and defensive strategies) from previous experiences to new activities;

· understanding of the basic game rules of the selected sports/games;

· understanding of safe practices related to the physical activities.

Teaching/Learning Strategies

The sport/game example chosen for Invasion/Territory Activities is basketball. The previously described lesson format (warm-up, experience, building/improving, application and cool down) has been used to outline the teaching/learning strategies.

Day One

1. Select appropriate lead-up or modified games that review the students’ abilities in the following skills: ball handling, body position, footwork, passing/receiving and shooting (e.g., 3 on 3, 21). Use a checklist to begin assessing student skill level.

2. Set up a circuit containing stations for ball handling, footwork, passing, receiving, and shooting. At each station, students complete a simple checklist to determine their skill level in the sport/game. Take advantage of the “teachable moment” to introduce appropriate rules at each station (e.g., double dribbling and travelling).

Day Two

1. Set up stations in the gym to provide numerous opportunities for students to learn and practise the skills under different conditions. The activities should provide challenges for the more highly able student and lots of student-teacher interaction for those students who are beginning to acquire the necessary skills.

2. Address passing and shooting skills.

· Review previously taught passing/throwing skills/principles from other sports/games and identify the transferable components to the new sport/game.

Example: Chest Pass

- eyes on the target, both hands hold ball, fingers well spread, thumbs behind and just above the centre of the ball, ball in front of body chest high, elbows in, wrists cocked, release towards target, extend arms forward, snapping wrists, step forward with one foot

- weight transfer for power

- ball arrives at chest level of receiver

- keep your body between the ball and the defender

The teacher addresses the commonalities of the movement skill, biomechanical movement principles, and strategies related to when and how it is used in a game (e.g., How is passing in soccer the same as basketball and how is it different?).

· Introduce the one-hand set shot by using task cards. Use the five phases of analysing a skill as the framework to outline the skill. The teacher assists students through general and specific skill correction using the biomechanical principles.

Example: Shooting (one-hand set shot)

- wide base of support, square up to the basket, eye on the target, generate force through the summation of joints, apply the force in the direction of the basket (e.g., extension of arm through ball on the follow through)

3. Introduce a modified game that focusses and integrates passing and shooting skills. Introduce key sport/game rules.

Example: 3 on 3

- Sport/Game Rules: three seconds in the key, boundaries, double dribble, points, basic fouls, etc.

- Outline other rules that reinforce the new skills taught during the lesson (e.g., students must pass a minimum number of times prior to shooting and scoring must result from a one-hand set shot)

Day Three

1. Demonstrate or show video clip of proper footwork and body positioning on defense (e.g., use of the slide-step, body position between receiver of basket and “hands up”). Ask students to identify how the skill is the same as and different from other invasion/territory games they have experienced to date.

Example:

- footwork… slide step rather than crossing feet…why?

- body position…in relation to the attacker, basket and ball…why?

2. In order to address offensive strategies and defensive strategies, develop a set of drills to provide students with the opportunity to practise the skills. Offensive drills should include dribbling, passing and shooting. Defensive drills should emphasize spatial positioning of object, attacker, defender and goal.

Drill Examples:

- transition - fast break drill

- probing - give and go drill

- breakdown - outnumbering drill

Use a checklist to assess the movement skills and the application of strategies in each drill.

Include these criteria on the observational checklist for student assessment. (See Appendix D - Movement Skills/Principles Achievement Chart)

Day Four

1. Set up a 3-on-3 tournament for the class providing maximum time for all students to be active throughout the lesson. During the games, peers and teacher assess skills and strategies using the observation checklist.

Assessment Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity:

· a formative self- and teacher-assessment using a Movement Skills Observation Checklist

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (see Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (see Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

- movement skills and strategies - complete a chart comparing how the sports/games they have participated in are similar and how they are different (see Appendix E for the Student Recording Sheet for Movement Skills/Principles/Strategies)

· a summative evaluation at the end of the Activity using the Movement Skills/Principles Achievement Chart - Appendix D

Activity 2: Net/Wall Activities

Time: 500 - 600 minutes

Description

Students actively and safely participate in activities which require the use of fundamental movements and movement principles to get objects into their opponents area of play more often than their opponents return objects back into their area of play.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA103X - identify appropriate movement principles (e.g., that the production of maximum velocity requires the use of joints from largest to smallest) in learning and refining movement skills (e.g., an overhead clear in badminton);

PA201X - demonstrate an understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants to pass on a cross country ski trail);

Planning Notes

· Create a (checklist/rubric) to assess footwork, eye-hand coordination, sending and receiving and space awareness skills.

· Create a checklist to assess/evaluate the five phases of skill development and to assess the student’s understanding of the seven biomechanical principles to perform and improve movement skills.

· Develop a repertoire of lead-up games, modified games and drills to support skill learning in these activities.

· Review game rules, safety guidelines and emergency procedures for selected sports/games.

· Develop a basic understanding of net/wall concepts common to all activities (consistently return the object, placement of the object, positioning based on placement and spin and power).

Prior Knowledge Required

· understanding of the concept of warm-up and cool-down;

· some ability to relate the commonalties of the movement skills and sport/game strategies (e.g., offensive and defensive strategies) from previous experiences to new activities;

· understanding of the basic game rules of the selected sports/games;

· understanding of safe practices related to the physical activities.

Teaching/Learning Strategies

The sport/game example chosen for Net/Wall Activities is badminton. The previously described lesson format (warm-up, experience, building/improving, application and cool down) has been used to outline the teaching/learning strategies.

Day One

1. Explain the specific safety concerns, for the activity (e.g. good warm-up, eye protection, physical obstructions).

2. After introducing the activity (badminton) allow students the opportunity to rally on courts. Use this time to generally observe footwork, weight transfer, grip, point of contact, hand/eye co-ordination, shoulder rotation and follow-through. This provides the teacher with a general sense of the individual skill levels of the students in the class.

3. Initially focus on grip and racquet-awareness drills to help beginning players learn to contact the shuttle accurately. At this level, racquet awareness drills involve various underarm strokes. These strokes quickly help players become comfortable with correct grip and allow players to see the arm and racquet through the entire stroke.

Racquet Awareness drills include:

- grip racquet properly, palm of hand up, hit shuttle up in air 20 times, repeat 20 times

- repeat with palm down

- repeat, alternate to forehand and backhand sides

- repeat, but hit shuttles l2-l5 feet in the air

- repeat, but hit shuttle on alternate sides of racquet

- repeat, start with palm-up l2-15 feet and move to a low bounce (one foot), switch to backhand and repeat

- student 1 throws shuttle to student 2 and student 2 tries to catch with his/her racquet

- relays with the above combinations

- relays with more than one shuttle used at a time

- while keeping shuttle on racquet face, draw a big circle with the racquet

The above drills/activities include: individual, partner and small group activities.

4. Introduce forecourt skills (underhand net shots and short backhand and forehand serve). Each skill should be presented in relationship to:

When? - when should the players use the skill?

How? - how should the player perform the skill?

Common replies - what reply/return shot should players expect?

To keep interest high, students should progress into a modified game activity as quickly as possible.

5. Organize progressions (drill sequence) and modified games (e.g., net singles) using the skills learned in the lesson.

6. At the end of the class have students set personal goals for this activity (e.g., stroke execution, shot placement, victories etc.).

Day Two

1. Review grip and body position and immediately reinforce the skills in an activity (e.g., on-court running activity where “grip-check” is called out randomly).

2. Introduce and emphasize the importance of good feeding techniques to assist others in the acquisition of badminton skills.

Examples:

a) Hand-feeding is the best form of feeding for beginners and for speed work at the net. Use an overhead “dart-throwing” approach and toss bird by the base. For techniques practised very close to the net, the shuttle should be gently tossed with an underarm motion. For overhead shots (e.g., clears, smashes) the student feeds from the same side of the court as the hitter.

b) Racquet-feeding should be used only if the level of the player is such that the feed is accurate. Only at an intermediate level should rallies be allowed to extend past two shots (during drills).

c) Continuous-hit-feeding involves players in pairs, feeding conventionally with one shuttle so the hitter and feeder alternate hitting the shuttle. Plan drills that specify an odd number of shots so that practice alternates back and forth (e.g. clear, drop, drop).

Students practise feeding with a partner in reviewing forecourt shots from the previous day (e.g., forehand, backhand net shots, net scramble across the net).

3. To prepare students for a modified singles game (half-court singles), overhead motion, forehand clears, smashes and easy drives should be introduced. The overhead motion is the basis to many back court skills. Most winning shots are played from the overhead position. Learning the correct overhead motion in the early stages of development is essential because it is very difficult to correct errors in gross motor skills after they have been established. Another action in sport similar to the overhead action in badminton is throwing a football. Use other skills to reinforce the learning from sport/game to sport/game.

Basic body positioning includes:

- position of non-racquet leg (forward)

- position the racquet leg back

- position of elbow

- focus on continuous movement

- for greatest power, wait until the last second before starting the swing – it greatly accelerates the racquet head

- hit, transfer of weight

- follow-through

The above cues could be used as criteria for developing a rubric to assess student skill progress.

The teacher leads active drills that involve student feeding and shot practice (forehand drop-return, backhand drop-return, overhead clear-return).

4. Introduce the forehand serve emphasizing: grip, body position and racquet preparation, hitting action, contact point, follow-through and recovery.

5. At the end of the class, give students a written outline of the basic rules and strategies of badminton for homework. Indicate that these will be reviewed during the next lesson.

Day Three

1. Review footwork and court movement. Movement refers to a series of actions that help players make shots with maximum effectiveness and minimum effort. These actions consist of:

- ready position at the base (midcourt, racquet high across non-racquet shoulder, weight on the balls of feet)

- moving to a shot (usually a corner) and return to base (midcourt)

- staying balanced and in control while making the shot

- recovering and moving toward the base (hovering…midcourt, keeping low, staying ready to make transition)

2. With beginners, the teacher significantly increases the players’ skill ability by spending extra time on the movement principles. Emphasize:

- racquet preparation

- small quick steps are best for initial acceleration

- multiple-step movements usually finish with either a large step, lunge, or jump ending on the racquet foot

- balance is important through the entire movement

3. Students practise mid-court ready position, defensive ready position, stance to receive a short or long serve, and court movement (forwards, backwards, sideways). Fun court work running drills should be integrated into the lesson to tie the movement skills together. These activities should be done without the shuttle first.

4. Review basic scoring and strategies used in a singles game. Have students provide the information based on their homework assignment. Put students into partners or triplets to play modified half-court singles. This game activity can be played with many modifications (e.g., boundaries, shots permitted, service choices etc.).

Day Four

1. Determine the direction to take for the remaining classes that best meets the needs of students. Take into consideration: class size, skill level, number of courts, co-ed/segregated and students’ personal goals. Additional instruction may include:

· backhand shots

· doubles strategy and play

· mixed doubles strategy and play

· mini-tournament organization

Assessment/Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills/Principles Achievement Chart (Appendix D)

· a formative self-assessment entered into the students Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

· a summative evaluation at the end of the Activity using the Movement Skills/Principles Achievement Chart - Appendix D

Activity 3: Striking/Fielding Activities

Time: 200 - 300 minutes

Description

Students actively and safely participate in these activities which require opposing team members to field after a ball has been hit or kicked. Students have to act quickly and safely in order to hit/kick the ball out of an area, field it properly and run to designated areas.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

Planning Notes

· Create a checklist to assess/evaluate the five phases of skill development and to assess the student’s understanding of the seven biomechanical principles to perform and improve movement skills.

· Develop a rubric for the skills of throwing, catching, fielding and batting.

· Develop appropriate task cards and worksheets and prepare targets for the appropriate lessons.

· Develop a repertoire of lead up games and modified games to support striking/fielding activities.

· Review game rules, safety guidelines and emergency procedures for the selected activities.

· Develop a basic understanding of the key components of striking/fielding skills (e.g., scoring opportunities, running to designated areas, fielding and throwing).

· Remind students to bring ball gloves for softball type games.

Prior Knowledge Required

· understanding of the concept of warm-up and cool-down

· ability to transfer movement skills to new activity situations

· some ability to relate the commonalties of the movement skills and sport/game strategies (e.g., offensive and defensive strategies) from previous experiences to new activities

· understanding of the basic game rules and terminology related to the activity (e.g., bowling vs. pitching, wicket vs. bases, inning, etc.)

· understanding of safe practices related to equipment, indoor, outdoor and community facilities

Teaching/Learning Strategies

The sport/game example chosen for Striking and Fielding Activities is softball. The previously described lesson format (warm-up, experience, building/improving, application and cool down) has been used to outline the teaching/learning strategies.

Day One

1. Select appropriate lead up or modified games that review the students’ abilities in the following areas: readiness, backswing, force producing movements, critical instant and follow through related to throwing, catching and batting.

2. Set up stations to practise basic throwing and catching. At each station, put a comparison chart of striking/fielding activities in relationship to softball, task cards outlining the skill and worksheets/checklists related to each skill. Focus on readiness, backswing, force producing movements, critical instant and follow through.

3. Introduce sport/game rules, etiquette, and safety procedures (e.g., relaying the ball to the infield).

4. Explain a modified game that focusses on and combines the throwing and catching skills. Students practise skills in modified game.

Day Two

1. Review key components of throwing and catching (leading to fielding) a softball. Provide a quick overview of the similarities to other striking/fielding activities. Identify the unique features of throwing and catching in softball. Have each student work with a partner throwing the ball in various ways. Identify three or four key movements that students should be looking for and correcting as they coach their partner (e.g., how the fielder moves to field the ball). Ensure that these are consistently reinforced in worksheets, checklists, and rubrics.

2. Introduce batting. Set up stations to practise readiness (bat position), backswing (bat flow), force producing movements (forward swing), critical instant (ball on tee) and follow through (markings on floor for feet, etc.). Provide opportunities for students to practise overall swing from ready position to follow through by hitting a ball off a tee into a net, mats, etc. Assess with a checklist the skill focussing on biomechanical Principles 2, 3, and 4 (see Planning Notes at the beginning of the Unit).

3. Continue to introduce appropriate rules (e.g., use of a glove not clothing, catching ball in the air, throwing the bat).

4. Explain a modified game that combines the throwing, catching and batting skills. Students practise skills in modified game.

Day Three

1. Orally review the teaching points of batting to ensure that students have a clear understanding of the key components of the skills and how they connect to the game. Give students an opportunity to practise the skills learned in the previous lesson through drills that combine throwing, catching, and batting. Set up drills for groups of three or four so one student can observe and peer teach. All students must have three or four key things to look for categorized by the phases (e.g., preliminary movement - position of torso, backswing - weight transfer to back leg, force producing movement - use of joints in order and transfer of weight).

2. Review key components of fielding and build on catching skills already learned. Establish a variety of stations with marked targets (e.g., diamond, field, gym). Outline game scenarios that emphasize critical fielding situations. Have groups rotate through the stations to practise fielding.

3. Develop and explain a modified game that combines the throwing and fielding skills.

Example:

· A designated student throws the ball in various ways to a partner. The partner fields the ball and throws to a target established by the partner. The third person evaluates the accuracy of the throws (e.g., 3 points if ball is on target, 2 points within three feet, etc.). Set up a challenge ladder for accuracy for those students who are motivated by competition.

4. Continue to introduce rules, etiquette and safety as appropriate in a game situation. Students practise skills in a game situation.

Day Four

1. Review the key components of throwing, catching, fielding, and batting by rotating students through a number of stations where they practise and reinforce the skills.

2. Introduce the basic running skills by setting up a series of bases to teach lead off, pushing off with dominant foot and running to the next base. (Note: no slide) This station could be integrated into the above so the teacher has the opportunity to work more individually with students to introduce the new skill.

3. Introduce the game of run down (pickle) with three players. One person at each base and a runner executes the run down. For every successful base reached, the runner earns a point. Explain the safety procedures and rules related to base running and throwing, and catching between bases (e.g., throw outside of runner, runner wearing helmet, scoring procedures). Students practise skills in the game situation.

Day Five

1. Review the key components of throwing, catching, fielding, batting and running by rotating small groups of students through stations with task cards. Use this as an opportunity to assess or peer-assess the movement skills with checklist/rubric.

2. Set up one or two games of 3 pitch to involve all students.

3. Continue to assess/evaluate the players throwing, catching, fielding, batting and running with checklist/rubric throughout the games.

Assessment/Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills/Principles Achievement Chart (Appendix D)

· a formative self-assessment entered into the students’ Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

· a summative evaluation at the end of the activity using the Movement Skills/Principles Achievement Chart - Appendix D

Activity 4: Target Activities

Time: 100 - 200 minutes

Description

Students actively and safely participate in activities that require the use of fundamental movements and movement principles to get an object to the target successfully. Students understand the concepts common to all games involving a target: aim, placement in relationship to target and other obstacles, and spin and/or turn.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA1.04X - demonstrate improvement in their skills;

PA201X - demonstrate an understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants to pass on a cross country ski trail);

Planning Notes

· Create an observation checklist of skills for the sport/game to assess students’ initial skill level.

· Create a checklist to assess/evaluate the five phases of skill development and to assess the student’s understanding of the seven biomechanical principles to perform and improve movement skills.

· Inform students of the proper equipment required for the sport/game (e.g., curling - footwear, curling broom, warm loose clothing and slider).

· Review the sport/game terms, rules, safety guidelines, and emergency procedures.

· Review the movement skills and strategies to be taught and reinforced in the activity.

· Develop a repertoire of activities that will keep the students active as they learn the sport/game.

Prior Knowledge Required

· understanding of the concept of warm-up and cool-down

· some ability to relate the commonalties of the movement skills and sport/game strategies (e.g., offensive and defensive strategies) from previous experiences to new activities

· understanding of the basic game rules of the selected sports/games

· understanding of safe practices related to the physical activities

Teaching and Learning Strategies

The sport/game example chosen for Target Activities is curling. The previously described lesson format (warm-up, experience, building/improving, application and cool down) has been used to outline the Teaching/Learning Strategies.

Day One (To be done in the gym before going to the rink.)

1. Explain the specific safety concerns for the activity (e.g., curling - step onto ice gripper first, don’t pick up the rock, etc.)

2. Lead and model an appropriate warm-up for the activity (e.g., curling, groin stretch, calf stretch, shoulder rotation). Students are responsible for their own warm-up at the rink.

3. Review the skills required for balance and the movement principles that add to stability in curling. Identify the other sports/games students have experienced that have drawn on the same stability principles. Have the students slide sideways up and down the gym floor to practise balance. Push using the gripper (foot in running shoe), move on the slider (foot in sock). Explain why this is important to the game.

4. Have students work in small groups practising the movement out of the hacks at each end of the sheet to practise the slide from the hack using the broom for balance. Use bean bags as rocks. Peers check for a three-point slide (e.g., trail leg, sliding foot and broom).

5. Add curling terms and rules as appropriate (e.g., hack, hog-line, t-line, etc.).

6. Have students play modified games in the gym practising the rules and skills they have learned.

Day Two

1. Review the slide from the hack and add the use of the rock. Using the side boards or divider, student places the non-sliding foot against the wall/divider and push out across the ice on the sliding foot using the broom for balance. Have them increase the length of the slide as appropriate. Use a checklist for the students to develop a four-part delivery and emphasize the common components of the movement skills that relate to other target games (e.g., shoulder square to the target, eyes on the target, backswing, release).

2. Move in small groups to the hacks at each end of the sheet to practise the slide from the hack using the broom for balance. Students use all of the hacks to practise the delivery without releasing the rock. Using a teacher-developed task card with a checklist, the students assist each other in the delivery and slide (e.g., a three point slide - trail leg, sliding foot and broom).

3. Review the curling terms as appropriate (e.g., hack, hog-line, t-line, etc.).

4. Use large group instruction to teach the release (in-turn, out-turn). Students return to the small groups to practise the slide, delivery and release emphasizing body position, footwork and sequence.

5. Develop a modified game of 3 on 3 with one thrower, one sweeper and a skip throwing one rock each for two ends.

Day Three

1. Review the slide, delivery, and release and create a drill that allows two students to sweep the rock the length of the ice as another student delivers in-turns, out-turns, draws and hits the length of the ice. The sweeping skill should be taught from both sides of the rock, emphasizing balance, broom position and footwork.

2. Use the modified game situation from Day Two for students to practise sweeping.

3. Provide students with a worksheet to assist them in identifying various curling terms (e.g. hack, stone, hog-line, end line, in-turn, out-turn, button, house, etc.).

4. Divide the class into teams to play a mini-three end game emphasizing the game skills and scoring while reviewing slide, delivery, release, and sweeping. Skill correction occurs using the biomechanical principles during the mini-games.

Day Four

1. Set up a tournament and have student teams play against one another. Modify the rules to include as many ends and games as time allows. Correct skills, check rule understanding and review movement skills related to the delivery. Prepare a checklist for peers to assess one another on delivery, release, sweeping, scoring and the use of terms.

2. Continue to provide students with skill correction and emphasize scoring and release to the target as the tournament continues.

Assessment/Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills/Principles Achievement Chart (see Appendix D)

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

· a summative evaluation at the end of the activity using the Movement Skills/Principles Achievement Chart - Appendix D

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