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Throwing & Catching Unit Plan 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.

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Throwing & Catching Unit Plan

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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.

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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

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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

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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

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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?

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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 .