Table of Contents: Section Page Number Introduction 3-6 Warm up Activity 7-8 Small Games Hitting through the V Danger Zone Hit the Wicket Rapid Fire 9 11 14 17 Innovative Major Game 20 Assessment Tool 24-29 Theory Lesson 30-32 Statement of Authorship 33 References 34
Warm up activity Aiming for Accuracy Equipment: Spot markers Cones Large soft balls Small soft balls Location and boundaries: Indoor gym (if outdoors simply hit back and forth instead of at the wall) Students will be placed in groups of threes around the room facing the wall Groups are placed a distance from each other that won’t interrupt the other groups Major Tactical and skill components: Striking technique Students will focus on the accuracy and consistency of where they are aiming too. Running around bases Description of the game/Major rules: Students will be spilt into groups of 3 Two students will start facing the wall with a large soft ball These students are to use their hand to strike the ball against the wall so the other student can strike the ball back Students are to aim for 10 successful strikes in a row At the same time the third student will be running bases set up behind the striking This student is to count as many times they can run to all bases before the other students have successfully completed their strikes The strikes must be successful 10 in a row, meaning that if one is unsuccessful then they are to start back at 0 When students have completed their 10 strikes in a row successfully then they are to yell STOP and swap roles
Safety: Groups will be placed some distance from each other so they are not running into or hitting each other with the balls Diagram: Questions: Strikes did you adapt a strategy to maintain successful hits? What was this strategy? Give an example of how this might be important in a game that involves accurate striking? Modifications: More successful catches Introduce smaller soft ball, smaller surface to hit Greater distance in between each student Greater distance between the wall and the students Minus the wall, have student hitting back and forth to each other Make the bases further apart Follow up Questions: In a striking game, where would you need to strike the ball in order to gain the most points or runs? Why it important to practice striking for accuracy? Minor Games Hitting through the V Equipment: -3 x Cricket Batting Tees -3 x Tennis Balls -3 x Cricket Bats -30 x Cones (3x Red, 3x Yellow, 3x Blue) Location and boundaries: 3 courts are set up running across the netball court using the 3 netball thirds.
Description of the game/Major rules: Game consists of one batter, one bowler and rest of students fielding – bowler should be changed regularly. The bowler will bowl the ball to the batter who is standing in front of the wickets, if the batter hit the ball, they run to the cone round it back to the wickets (1 run), if the fielders are still fielding the ball the batter will continue to make runs if they chose, or wait at the wickets for the next bowl. The fielder’s aim is to get the ball back to the bowler, and bowled before the batter gets back to hit the wickets. If the bowler hits the wickets on a bowl, the batter is out. The bowler can aim to bowl out a batter at any time and they do not have to wait for the batter to return to the wickets Once out, batter will become a fielder, a new batter is appointed from fielders. If batters are not going out, create a retirement score that the batters must retire on, once they reach, to ensure all students get a turn at batting. Safety: Batter should be wearing appropriate protective gear, e.g. helmet All fielders need to ensure they are aware of the ball at all times to avoid being hit – ball can rebound off walls and potentially hit students. The wicket and cone (running space for batter) should be placed away from walls to avoid students colliding with walls due to speed. Diagram of Playing Area (Gym):
Assessment Rubric – Teacher 5 4 3 2 Decision Making Strongly demonstrates the use of relevant decision making in the sessions. Strongly shows the ability to make decisions that lead to positive and successful outcomes Demonstrates a high use of relevant decision making. Highly shows the ability to make decisions that lead to positive and successful outcomes Mostly demonstrates the use of relevant decision making that leads to positive and successful outcomes Sometimes demonstrates the use of decision making that leads to positive and successful outcomes Problem Solving Strongly demonstrates the use of problem solving skills within the sessions to counter tactical problems. Demonstrates high use of problem solving skills within the sessions to counter tactical problems Mostly demonstrates the use of problem solving skills to counter tactical problems Sometimes demonstrates the use of problem solving skills to counter tactical problems Tactical Thinking/ Development Strongly demonstrates the incorporation of tactical thinking and development throughout the sessions. Highly demonstrates incorporation of tactical thinking and development throughout sessions Mostly demonstrates incorporation of tactical thinking and development throughout sessions Sometimes demonstrates the incorporation of tactical thinking and development throughout sessions Teamwork Demonstrates a very high level of team work skills, student is able to work within a team successfully and strongly contribute tactical development in a team context Demonstrates a high level of team work skills, student is able to work within a team successfully and highly contributes tactical development in a team context Mostly demonstrates team work skills, student is able to work within a team successfully and contributes tactical development in a team context most of the time. Sometimes demonstrates team work skills. Sometimes demonstrates the ability to work in a team and contribute to tactical development in a team context Striking Skills & Development Demonstrates a high level of skills relating to striking Demonstrates a very good level of skills relating to striking Demonstrates a good level of skills relating to striking Demonstrates a satisfactory level of skills relating to striking Answering Questions Very highly demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking and discussion. Highly demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking and discussion Mostly demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking and discussion Sometimes demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking.
Assessment Rubric - Student 5 4 3 2 Decision Making Strongly demonstrates the use of relevant decision making in the sessions. Strongly shows the ability to make decisions that lead to positive and successful outcomes Demonstrates a high use of relevant decision making. Highly shows the ability to make decisions that lead to positive and successful outcomes Mostly demonstrates the use of relevant decision making that leads to positive and successful outcomes Sometimes demonstrates the use of decision making that leads to positive and successful outcomes Problem Solving Strongly demonstrates the use of problem solving skills within the sessions to counter tactical problems. Demonstrates high use of problem solving skills within the sessions to counter tactical problems Mostly demonstrates the use of problem solving skills to counter tactical problems Sometimes demonstrates the use of problem solving skills to counter tactical problems Tactical Thinking/ Development Strongly demonstrates the incorporation of tactical thinking and development throughout the sessions. Highly demonstrates incorporation of tactical thinking and development throughout sessions Mostly demonstrates incorporation of tactical thinking and development throughout sessions Sometimes demonstrates the incorporation of tactical thinking and development throughout sessions Teamwork Demonstrates a very high level of team work skills, student is able to work within a team successfully and strongly contribute tactical development in a team context Demonstrates a high level of team work skills, student is able to work within a team successfully and highly contributes tactical development in a team context Mostly demonstrates team work skills, student is able to work within a team successfully and contributes tactical development in a team context most of the time. Sometimes demonstrates team work skills. Sometimes demonstrates the ability to work in a team and contribute to tactical development in a team context Striking Skills & Development Demonstrates a high level of skills relating to striking Demonstrates a very good level of skills relating to striking Demonstrates a good level of skills relating to striking Demonstrates a satisfactory level of skills relating to striking Answering Questions Very highly demonstrates Highly demonstrates Mostly demonstrates Sometimes demonstrates inclusion
inclusion in class discussion by answering questions posed concerning tactical thinking and discussion. inclusion in class discussion by answering questions posed concerning tactical thinking and discussion inclusion in class discussion by answering questions posed concerning tactical thinking and discussion in class discussion by answering questions posed concerning tactical thinking. Comment on how believe you have met the above criteria, provide specific examples to justify the marks you have allocated yourself.
Theory Lesson Teacher: Lauren Marino Unit: Striking Games Theory Lesson VELS LEVEL - 10 Learning Intentions(LI) for the students ( what do I want the students to know, to understand , to be able to do) Success Criteria-How will I know that the students have achieved the LI? What we are looking for is: Met √, X The students will use complex ICT tools and techniques to visually represent, model, reframe and refine their thinking to assist in developing new understanding. The students will participate in reflective activities that enable them to consider the progress they are making with their learning and to acknowledge the potential for learning beyond the post-compulsory school years. The students will complete projects that require them to work both independently and as part of a team. Students will be able to understand the components of a striking skill based activity/game. Students will have the knowledge and understanding to create and present their own original new game/activity using the skills of striking. Through the answers provided in the group class discussion, which is prompted through the set questioning. Through observation and voting of presented games/activities to the class at the conclusion of the lesson. Personal Teaching Goals Provide clear instructions to the students when explaining classroom activities. Administer relevant enjoyable tasks within the lesson allocation time. Post Lesson Reflection of Teaching