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Throwing & Catching Unit Plan
Page 1 of 21
School Name: Unit title: Throwing & Catching
KLA(s): Health and Physical Education
Year level(s): 3
Duration of unit: 5 Weeks
Years 3 and 4 Content Descriptions / The Australian Health and Physical Education Curriculum
Movement & Physical Activity
• Practice and refine fundamental movement skills in different movement situations (ACPMP043).
• Perform movement sequences which link fundamental movement skills (ACPMP044)
• Practice and apply movement concepts and strategies (ACPMP045)
Understanding Movement
• Combine the elements of effort, space, time, objects and people when performing movement sequences (ACPMP047)
Learning Through Movement
• Adopt inclusive practices when participating in physical activities (ACPMP048)
Being Healthy, Safe and Active
• Identify and practice strategies to promote health, safety and wellbeing (ACPPS036)
Context for learning (elite team or upper primary (4-7) curriculum) Aim & Of Unit
There will be 24 students from a year 3 Health and Physical Education class that will
participate in a 5-week unit plan, where they will learn the correct technique and
method of throwing and catching. Students over the 5 weeks period will participate in
a number of activities that aim to teach them the skills and techniques required to be
successful in the area of throwing and catching. In the year three classrooms there
will need to be differentiated instruction in order to cater for a particular student with
Down Syndrome.
Students will in this unit develop an understanding of throwing and
catching. The students will learn new skills and techniques to
effectively and successfully perform the desired movement. Students
by the end of the unit will apply the fundamental movement and
hopefully be able to manipulate skills within this movement to
demonstrate their progression.
Throwing & Catching Unit Plan
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Rationale In this unit plan students will individually and collaboratively make decisions, apply skills and take action to promote their own physical ability and personal
development. This unit plan aims to teach or improve students Throwing and Catching skills. Students will be exposed to simple combinations and cues, which
will enable them to understand the correct process of throwing and catching. At the beginning of the unit, lesson 1, the teacher will pre-test the students
throwing ability and video record students performance, so that at the commencement of the unit, significant justification can be made on individual learning
and comments can be made about the students effort and commitment to the unit. Throwing and catching skills are an important component of many games
and activities played by students in lower primary school. It is important that students are provided opportunity to practice and rehearse this skill, as it is an
important skill required later in middle school for a number of school sports. Within this unit the students will be given a significant amount of opportunity for
hands-on practice at developing throwing and catching skills.’ Stephen Billett’ supports my approach and suggests that teachers should provide as much hands
on learning to students as possible as studies show that students learning is most beneficial through practice-based learning (Billett, 2010).
The unit plan has been designed incorporating 5 lessons over a period of 5 weeks. You will find that each lesson has been set out with a detailed aim and
learning goals clearly stated. Most of the lessons include suggested activities and examples that could be implemented in order for students and teachers to
reach the goals of the lessons. The lessons have been designed to progress from low-level complexity and move towards a higher complexity level by the end
of the unit. Focusing on implementing the idea of the gradual release of responsibility model. The lesson has been designed so lesson activities are easily
adjusted and extra differentiated planning has occurred for the lessons in order to cater for the student with Down Syndrome
As an overview,
Lesson 1: Throwing Cues – In this lesson the students will learn cues and skills relevant to throwing and be given opportunities to practice and apply the new
knowledge. This lesson wills incorporate a significant amount of teacher demonstrations and discussion about the effects of applying the incorrect and correct
techniques.
Lesson 2: Catching Cues - In this lesson the students will learn cues and skills relevant to catching, Students in the lesson will be given several opportunities
to practice and apply new knowledge. This lesson will have a number of demonstrations and explanations that are teacher directed for the students to learn the
correct techniques of catching from different heights and angles.
Lesson 3: Catching and Throwing with Accuracy – In this lesson the students will be active participants in a number of activities where they are provided with
Throwing & Catching Unit Plan
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opportunities to apply their throwing and catching skills learnt in previous lessons and test their accuracy. This lesson will include a number of rotations where
students move around and get involved at each station.
Lesson 4: Partner/Small group Throwing & Catching games – In this lesson the games have been selected so that the students are able to demonstrate their
strengths and weaknesses in both throwing and catching and the teacher in this lesson can observe and assess student’s performances.
Lesson 5: Class Game – After a small warm up. The Whole class will engage games of dodge ball. In the game, the teacher can cue students and provide
mental reminders of hints and tips that focus students thinking on their throwing and catching skills.
The unit also takes into consideration safety issues teachers need to consider. Some safety issues that need to be considered for this unit include;
• Providing adequate warm-up and cool-down exercises prior to and following lessons
• Having students throw in the same direction during drill activities to avoid possible injury
• Encourage students to be sun-safe.
Students will be asked to demonstrate their learning across the unit and they will be assessed against the following assessable elements. Students need to
demonstrate evidence of their learning over time in relation to the following assessable elements:
• Knowledge and understanding
• Investigating
• Planning
• Implementing and applying
• Reflecting.
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Summary of Unit Outcomes Assessment overview
By the end of this unit students should be able demonstrate an ability to:
Refine fundamental movement skills and movement concepts and strategies in different physical activities to solve movement challenges. Student will create and perform movement sequences using fundamental movement skills taught to them and demonstrate and apply the correct elements of throwing and catching. Students will have knowledge of; • Throwing methods and cues for Underarm, over arm, chest passing and bounce
passing. • Catching cues • Strategies and Tips for improving catching and throwing accuracy • Games that require them to apply correcting throwing and catching techniques.
Students will be able to demonstrate the following skills that are necessary for them to show that they understand the technique involved with the skill throwing and catching. 1) Correct Grip – “fingertips only, clean palm”. 2) Eyes on the target 3) Stand side on to target (opposite shoulder faces target) 4) Take throwing arm back straight behind your body 5) Step towards the target with foot opposite throwing arm 6) Turn to face the target as you step 7) Throwing arm follows down and across body.
The following assessment experiences have been integrated into this unit of work.
Assessment for learning (formative)
Each lesson students will be told what it is in the lesson they are learning and what it is that the teacher expects of them. As part of an ongoing, process each lesson the teacher will complete and observation on each student in the lesson. This checklist will include areas of learning that is relevant to the student’s summative assessment task at the end of the unit. In weeks, 1-3 observation checklists will be made and feedback can be given to the students based on these checklists at the end of the lesson. The process of collecting this data’s also allows teachers to reflect on the student’s improvement and learning.
Giving the students feedback as to what they need to work on and apply in next lessons will essentially enforce students to work hard to apply these components so they can receive the best possible result in their summative report. This feedback will be very constructive with the use of checklist observations being made on student’s success.
An example of observation checklists can be found in the appendix (1)
Assessment of learning (summative) The summative assessment for this unit is where the students need to demonstrate their ability to apply the correct technique for throwing and catching in a game situation. The Assessment rubric can be found in appendix (2).
The assessment will be modified to cater for the student with Down Syndrome. Rather than observing and requiring students to apply in a high intensity game where they may be unfocused, this student can be asked individually to show me the correct elements step by step. This way the student can also verbalise what they are doing and the teacher can note that the student understands the process.
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Learning experiences and teaching strategies
(What they will do each session & Coaching Cues)
Adjustments for needs of learners
Resources/ Equipment
WEEK 1 – LESSON ONE: Skill- Throwing Methods & Cues
Assessment – Checklists & Observations
Aim:
In this lesson, students will learn cues and skills that are important in mastering the
correct throwing technique. In this, lesson students will be exposed to a variety of different throws and will
learn the similarities and differences of these.
Warm Up:
As a whole class, students will form a stretching circle where they will for 3/5 mins stretch and warm up
some of their muscles. Students after a stretch will complete their warm up with a light jog around the oval
and return to the teacher to begin the start of the lesson.
Orientation:
• Explain to students they will be learning the skills catching and throwing for the next 5 weeks.
• Explain to the students that today they are focusing on underarm throwing with both right and left
arms, overarm throwing with both left and right and perhaps looking at chest and bounce passing.
• Go through with students and reconsolidate the appropriate ball grip for this lesson.
Differentiation: Down Syndrome Student: The aim of the unit is for
students to acquire good
technique in relation to
the skills throwing and
catching. Students in all
of the lessons for this
unit will be required to
apply the correct
technique when throwing
and catching.
The Ideas below have
been designed to cater
for the student in the
class with down
syndrome. The following
adjustments will need to
be considered and
possibly applied in most
of the lessons throughout
the unit.
Week 1 • Markers • Different
sizes of balls. Enough for at least half class.
• Visual cue card
• Clipboard with checklists and observation paper
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Enhancing:
The main Idea of today's’ learning is to expose the students to Overarm and Underarm techniques.
The teacher will before each new throwing method give the students a demonstration of what and how they
need to perform the action.
Research shows that a
student with down
syndrome will often take
longer to process the
information and
coordinate the
movements.
For this reason a cue
card can be made for
this student which they
can use to remind them
of the correct technique.
This cue card can
provide the student with
visuals as well as a more
simplistic language. For
example language along
with pictures might
include,
Step One: Make a T
shape with your arms
Step Two: Make a L with
your throwing arm
Step Three: Point in the
direction you want to
throw the ball
Throwing & Catching Unit Plan
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In this lesson, the students will line up with girls on the line and boys in a line behind them. On the teachers
command the students girls will all perform the movement at once then on the second whistle command
retrieve the ball and pass it to the boys who will now be standing in the front line. The students will be able
to see who can throw it the further and practice the correct technique for the throw.
Another methods could be going one at a time to observe the students performances and give one on one
feedback to students.
Try getting students to-
• Throw with right hand an left hand
• Throw from the ground
• Discuss and try Chest Pass, Bounce Pass.
Synthesising – Ask Questions
• Ask students to show you the correct grip and stance without the ball
• Why is it important to know the correct techniques?
• Praise student’s efforts and ask them if they enjoyed the lesson and if they had fun.
Step Four: Step forward
with your front foot
Step Five: Throw the
ball.
A Student with Down
Syndrome often shows
delay in their hand
formation. Often-smaller
hands and fingers
shorter and stubbier.
Some children may not
have all of the usual wrist
bones. This is a factor
that will inevitably affect
a student with Down
syndrome ability to hold
and manipulate objects.
For the throwing and
catching lessons in this
unit the student may
require to use larger
balls to support their
learning disability.
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WEEK 2 – LESSON TWO: Skill- Catching
Assessment – Checklists & Observations
Aim:
The aim of this lesson is to teach students the correct skills for becoming competent in catching. Students
in this lesson will learn different techniques for catching from all different heights and angles.
Warm up:
Students will during the enhancing phase of the lesson be running around and moving in different directions.
As a warm up game for this lesson, the students will participate in a whole class game of stuck in the mud.
The area will be set out by markers and for the students to become free to run again another student who
has not already been stuck must crawl through the other students legs.
Orientation:
Key Vocabulary to use in this introduction to catching can be
seen below. In this phase the teacher will need to use give
the students a number of demonstrations and walk students
through the correct technique. The students will need to
understand that the object will not always come from the
same height and that they will need to adjust their body to
suit the angle of the object
Repeated practice and
encouragement will help
a student with Down
syndrome to develop
neural connections. A
student with Down
syndrome could perhaps
benefit if the teacher
used them to model the
correct technique and
method to the other
students in the
classroom. Possibly
even not pairing the
Down syndrome student
so that they could have
many more opportunities
to practice. The
repetition will be good to
develop their hand and
eye coordination.
In lesson 4 the students
will participate in a
lesson in which they are
required to demonstrate
Week 2
• Range of balls different sizes
• Markers • Checklist/
clipboard
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Enhancing:
To begin the main learning of this lesson, a mini game has been
planned to minimise the risk of any student ending up with a ball
straight to the face. Throughout the mini game, this is where the
teacher can give students teaching cues, which provide them
with tips on improving their catching skills.
Teaching clues might include:
• Do not throw ball up too high.
• Eyes focused on ball the whole time.
• Make sure hands are spread out ready to catch.
• Fingers squeeze ball.
• Catch ball in front of your tummy and pull it in.
• Hold your hands out ready to catch
Mini Game:
Each student will need a soft stress ball.
Free play with ball. Show me all the different things you can do with your ball
Can you throw and catch with only one hand? Try the other hand.
Can you throw the ball up a little, and catch it?
Can you take your ball for a walk, throwing and catching as you go? Now, show me
how you can throw the ball up in the air, and clap before you catch it.
their throwing and
catching skills in small
group activities. The
student with Down
syndrome could struggle
with the distance that
he/she is required to
throw. These activities
could be adjusted so that
the student will throw a
smaller distance. When it
is the student with Down
syndrome’s turn to be
the leader the rest of the
group will move forward
as close to the student
as possible.
Differentiating the lesson
in week 5, which is the
whole class dodge ball
game. A student with
down syndrome is known
to have slow reaction
speed. For this lesson
students in the class can
Throwing & Catching Unit Plan
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Main Game:
For the main game, students will need to pair up and stand directly opposite each other on a line and for this
activity can apply throwing skills. Student A will need to throw the ball straight across to student B who will
then catch the ball and repeat for student A. The teacher will monitor each pair and aim to provide
constructive feedback to all partners. Encourage students to have a go at practicing chest passes and
bounce passes.
To extend students:
Catch and Throw Challenge
(How many steps out without dropping)
• Students in pairs start close throwing to one another.
• Each time they catch a ball they are both to take a step back.
SYNTHESISING: Whole class circle catching game.
• Explain to students this activity combines catching throwing and communication.
• Students are to call for the ball (So there are no accidents).
• Have students spread out around a specific section of the oval
• Teacher starts with sending one ball up at a time adding in balls to increase complexity.
• Students must catch then send the ball off into a different direction. As a class count the number of
times, the ball is kept off the ground.
REVISE CATCHING CUES, HINTS AND TIPS.
be made aware that this
particular player must be
hit 3 times before they
are out. This will give this
student more game time
and allow them to
practice their skills more
efficiently.
In summary throughout
the unit the teacher of a
student with Down
syndrome may need to
be flexible and consider
adapting things such as;
• Ball size
• Delivery of task
• Space
• Time to practice
• Provide choice
whether they do
overarm or
underarm.
• Adding in more or
less balls
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WEEK 3 – LESSON THREE:
Skill- Throwing and Catching Accuracy
Assessment – Checklists & Observations
Aim:
This lesson aims to further develop students throwing and catching skills by introducing the component
‘accuracy’. In this lesson, the students will be active participants in a number of activities where they are
provided with opportunities to apply their throwing and catching skills learnt in previous lessons and test
their accuracy. This lesson will include a number of rotations where students move around and get involved
at each station.
Warm Up:
To warm students up, heart pumping and motivate them for the learning for today's warm up activity
students will play a game called connection tag. The boundaries will be marked out using cones. One player
starts off as 'it'. When a player is tagged, they must link up by the arm with the 'it' and now they both
become 'it' (linked up). The game continues like this until only one-player remains that is the winner.
Orientation / Enhancing:
For the purpose of this lesson students will be grouped and will rotate in a clockwise direction around the
oval and participate in four rotation activities that are aimed at improving students building upon students
throwing and catching skill but also to improve accuracy. Before the rotations begin the teacher, will
walkthrough each station, providing students with a demonstration on what is required at each station.
In addition, student with
down syndrome are
strong visual learners
and will benefit from
visual instructions and a
number of
demonstrations rather
than verbal instructions.
Week 3 • Cones and
markers to mark out rotation areas.
• Range of different balls and sizes.
• Stump • Bins • Boxes • Material with cut
out wholes • String to tie sheet
with to posts. • Mini basketball
hoop • Checklist/ clipboard
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Rotation 1-
This rotation activity will require students to pick a target and they
have to try to hit the target. Students can judge who was the
closest. Students with this activity need to be reminded to apply
the correct t\technique when throwing the ball. Students may
select one item as the target the first time around and select a
different Item the second time around.
Rotation 2-
This rotation activity will require students to practice their throwing accuracy by throwing an agreed item
through each of the holes. The students will be given a number of
different balls to experiment with. Students could compete against
each other’s by assigning each hole a certain number of points and
the student with the most points after 5 throws wins.
Rotation 3-
For this rotation activity students’ will each be given a marker and
each time they accurately throw the ball and it correctly goes through
the hoop they can move their marker back 1 step. Students will discuss strategies amongst themselves,
which they test and see if they work in helping them to become more accurate.
Rotation One:
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Rotation 4-
The aim of this lesson is for students to practice and apply their
catching skills. The teacher or selected student kicking/throwing the
ball in the air and the student judging where the ball will land does
this. The student is required to then run to the ball and catch it before
it lands on the ground. The nominated thrower, teacher or Student
can provide hints for the student such as ‘high ball, long ball, runs
left’. Students in this lesson will need to try catching the ball from
different heights and angles and practice to improve their catching accuracy.
Synthesising:
• Praise students efforts
• Ask students if they enjoyed the lesson?
• Ask students which activity they found to be the hardest to be most accurate?
Throwing & Catching Unit Plan
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WEEK 4 – LESSON FOUR: Skill- Partner/Small group Throwing & Catching games
Assessment – Checklists, Observations, assessing rubric
Aim:
In this lesson, the students will need to demonstrate and apply their catching and throwing skills they have
learnt in previous lessons and apply them to partner/ small group games. In this lesson the games have
been selected so that the students are able to demonstrate their strengths and weaknesses in both throwing
and catching and the teacher in this lesson can observe and assess students performances
Warm-up:
Whole Class Pirate Ship Game:
Before you begin, the students will need to be taught the commands which the activity involves (see below).
The students must stay within the boundaries set. In the boundaries, there will be 2 cones one known as the
back deck, one as the main deck. When the teacher shouts the command, they are required to perform the
movement associated with the command. The students will be given a few practice rounds then the wrong
move could cost students their place in the game. The speeds of the game will increase.
Command Action
Back Deck Run to designated cone in the boundary area.
Main Deck Run to other designated cone in the boundary area.
Man the Lifeboats ALTERNATIVELY, call out a number (e.g. 6) and the children have to get into groups of
six and "row" their lifeboat.
Scrub the Decks Children crouch down and pretend to clean the floor with their hands.
Captain's Coming Children salute and shout out "Aye Aye Captain"
Captain's Wife Everyone curtseys (boys think this is hilarious!).
Week 4 • Cones and
markers to mark out boundaries
• Balls • Checklist/clipboard • Whistle
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Hit the Deck Children lie down on their stomachs as quickly as possible.
Orientation / Enhancing:
The aim of this lesson is to expose students to games where they need to apply throwing and catching
skills. In this main section of the lesson, the teacher will aim to cover a few different games where students
are provided with opportunities to demonstrate these skills. Games that teachers may like to implement and
use to access students could include;
Captain Ball:
Skill focus: Catching, throwing, Teamwork
Students will be broken up into even teams.
The leader of each team throws the ball to the first player in line, who catches, throws it back to the leader
and bobs down. The leader throws to the next in line. The last player when receiving the ball runs up around
the team around the cone and stops back as the new leader. The first leader joins the front of the line. This
is continued until each player has been a leader and they are back to where they started before their
opponents.
Zig zag Ball
Skill Focus: Catching, throwing, Teamwork
Students will be broken up into even teams.
The players will stand in a team line facing the leader who is standing on a line about 1m in front of their
team. The leader will run down the left side of their team and on the way back zigzag through each member.
Once back to the starting position the leader will throw the ball to the next student in line who will run down
the left side and zig zag back. Once returning back to the starting spot throwing the ball back to the leader.
This will be repeated until everybody on the team has had a turn.
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Leader Ball:
Students will be broken up into even teams.
The leader stands at the top of the line facing all other players who are roughly 1m away from the leader in
a single file line. The leader throws the ball to the first player (no 2, who catches the ball and runs down the
left side of his/her team around the end boy/girl, up the right side of the team, around the cone behind the
leader and back to his/her place. On return to his/her place, he/she throws the ball to the leader and
crouches in his/her place so that the ball can be passed to the next person (no 3), who runs the same
course. The ball is passed from the leader to each player in turn. The last player on returning to his/her
place passes the ball back to the leader who catches it and runs to a finish line marked out behind the
leaders starting position.
Synthesising:
• Praise students efforts
• Ask students if they enjoyed the lesson?
• Ask students which activity they found to be the hardest to be most accurate?
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WEEK 5 – LESSON FIVE: Skill- Throwing and Catching
Assessment – Observations & Assessment rubric
Aim:
In this lesson, the students will as a whole class engage in a modified game of dodge ball. In this game, the
teacher will aim to remind students that he/she will be looking for students who are applying the correcting
throwing and catching technique.
Warm Up:
Hoop Ball
The teacher explains the instructions and rules of hoop ball to students. The class is then split into groups of
6, to make 4 teams. Teams 1 and 2 will verse each other in a 6v6 game of hoop ball, and teams 3 and 4 will
verse each other in another game of 6v6 hoop ball. The attacking team have 1 player standing in each of
the 6 hoops. To score a goal, the attacking team has to pass the ball to the student standing inside the
hoop. If the defending team intercepts the ball, they are now attacking. The teacher can modify the number
of attackers, number of defenders, passing rules, and scoring rules to make the game harder and easier.
Orientation:
As an extra warm up activity and a preparation for the game the students will each be given a couple of
opportunity’s to practice throwing a ball and hitting the automatic win target (Garbage bin) which will be in
the dodge ball game. The students must demonstrate the correct throwing technique in their practice.
Week 5 • Markers • Balls • 2 x Wickets
(BINS) • Prac
Assessment checklist
• Prac Assessment Rubric
• Whistle • Bibs
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(Teacher can use this activity as a basis an Idea to justify students performances for grading)
Enhancing:
For the whole class game the class will be split into 2 groups, we will give one-team bibs and the other team
will have no bibs. This will be to help students distinguish whose on their team in case of any confusion.
There will be a total of 3 balls in the game to begin with and the complexity will increase as students start to
become familiar with the game adding in a total of 6 balls by the end of the lesson. For this game the
students must hit the target (students on other team) stomach and below for that player to be out. When a
player is hit, he must stand on the sideline until a member of his team catches a throw from the other team
on the full. If a ball is caught on the full the person who there the ball must go out and wait in order on the
sideline before re-entering the game. If a student hits the bin during the game that team receives an
automatic win and the game is restarted.
In this lesson the teacher will need to reinforce the unit learning reminding students cues like,
Feet shoulder-width apart.
Your lead shoulder should be facing your target.
With the ball in your throwing hand, make a "T" with your arms.
The lead arm should now be pointing at the target.
Step with your lead foot and let it fly.
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Appendixes: APPENDIX 1: Observation Checklist Throwing:
Date Student Names 1
Grip 2 Eyes on target
3 Side on
4 Arm back
5 opp foot
6 step
7 Follow through
Will Joel Jack Olivia Hayden Courtney
Observation Checklist Catching:
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APPENDIX 2
Summative Assessment criteria
Assessable Elements
Task
Specific Criteria
Descriptors The student work demonstrates evidence of:
A B C
D E
Impl
emen
t & a
pply
• Skills: throwing (overarm, underarm, Bounce or chest)
• Catching
Insightful and skilful implementation and application of movement sequences and strategies. All 4 skills consistently evident in game situation (9/10)
Accurate and proficient implementation and application of movement sequences and strategies. 3 out of 4 skills, mostly consistent in game situation (7/10).
Competent and appropriate implementation and application of most movement sequences and strategies. 2 out of 4 skills, often evident in game situation (6/10)
Variable implementation of some movement sequences and strategies. Only 1 out of 4 skills evident, or more skills inconsistently applied in game situation (<5/10)
Limited implementation of movement sequences and strategies. No skills are evident in game situation.
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References (ACARA). (2012, March). Health and Physical Education (HPE). Retrieved May 1, 2015 from Australian Curriculum, Assessment & Reporting
Authority: http://www.acara.edu.au/hpe.html
Australian Sports Commision. (2014). Leaderball (group activity). Retrieved May 2, 2015 from
http://www.softball.net.au/_uploads/res/4956_68805.PDF
Billett, S. (2010). Learning Through Practice. Retrieved May 2, 2015 from Professional and Practice-based Learning:
http://www.springer.com/gp/book/9789048139385
Jobling, A. (1994). Physical education for the person with Down syndrome. Retrieved May 2, 2015 from Down Syndrome Education Online:
http://www.down-syndrome.org/reviews/27/
Wall, A.E. (1990) Skill acquisition research with persons with developmental disabilities: Research design considerations. In Greg Reid (Ed.)
Problems in Movement Control (pp. 31-63). Amsterdam: Elsevier.
Winder Patricia C.(2001). The Goal and Opportunity of Physical Therapy for Children with Down Syndrome. Down Syndrome Quarterly.
Retrieved May 2, 2015, from: http://www.ds-health.com/physther.htm .