PE - BALL SKILLS Unit Plan year 1

PE and Health unit planner

Developmental sequence of teaching/learning

Term 2 Year

1 Band

Early Years (R-2)

Unit/topic outcome description

Students develop their stability, locomotor and manipulative movement skills through a variety

of ball exercises that help to develop hand eye co-ordination, balance, movement, rolling,

bouncing and catching. It involves students working autonomously and in groups.

Essential learnings

Thinking skills/ processes, for

example, Bloom’s, Gardner’s or key

competencies

ICTs Resources/ equipment

Futures

* Identity

* Interdependence

* Thinking

* Communication

* Remembering

* Understanding

* Applying

Analysing

* Evaluating

Creating

* Digital camera

Computer/printer

Video camera

Calculator

Internet

CD player

Clock/stop watch

Fax

Scanner

Email

* Pedometer

* Variety of different

sized balls

* Whistle

* Hoops

* Skittles or similar

Strand Key ideas SACSA outcomes (verbatim)

Physical activity and

participation

“Children explore

movement patterns and

refine co-ordinated

actions, developing self

awareness and skills that

facilitate on going

participation and physical

activity.” [Id][KC5][KC6]

1.1 Demonstrating self-awareness

and co-ordination and control of

movement skills for widening

involvement in physical activities in

different settings. [Id][C]

Planning

Key ideas Focus of LearningSequence of core teaching

eventsResources

Children explore

movement patterns

and refine co-

ordinated actions,

developing self

awareness and skills

that facilitate on

going participation

and physical activity

How to use equipment

properly.

Sport safety.

Leadership skills.

Differences in balls

Self-awareness

Communication

Eye, hand, foot co-

ordination

Rolling skills

Trapping/stopping skills

Self esteem

Self confidence

Self assessment

Introduce students to setting,

behaviour management (refer to

Appendix 1), and rules for use of

equipment.

Enquire about prior skills in rolling,

trapping, bouncing, catching balls

Introduce students to different balls,

their size and texture.

Have students play with the balls,

ask them to play with a partner and

see what they notice about different

sized balls.

Students to be taught rolling skills

using medium or large sized balls.

Students to practice rolling skills by

rolling their ball at a wall.

Students to be taught

trapping/stopping skills, these will be

practiced when the ball returns from

the wall.

Students to count how many times

they can roll the ball at wall and it

returns to them

Clothing

Footwear

Hats

Pedometer

Whistle

Variety of

balls

Camera

Eye, hand, foot co-

ordination

Bouncing skills

Catching skills

Self esteem

Self Confidence

Self assessment

Students to be taught bouncing skills

with medium and large sized balls.

Students to practice bouncing skills

by them self, using two hands.

Students taught catching skills,

these will be practiced when they

catch the ball after bouncing it.


they can bounce and catch the ball

with both hands and not drop it.

Variety of

balls

Camera

Whistle

Eye, hand, foot co-

ordination

Rolling skills


Difference in ball sizes

Self esteem

Self confidence

Self assessment

Students continue to practice rolling

and trapping skills by rolling their

ball towards a large target. Increase

distance between student and

target. Decrease ball size


they hit the target

Variety of

balls

Hoops

Camera

Whistle

Eye, hand, foot co-

ordination

Bouncing skills

Catching skills


Self esteem

Self confidence

Self Assessment

Students continue to practice

bouncing skills, bounce to partner.

Increase distance between pairs.

Decrease ball size.

Count how may times they can

bounce to one another without

dropping it.

Variety of

balls

Camera

Whistle

Eye, hand, foot co-

ordination

Rolling skills



Self esteem

Self confidence

Students to practice rolling skills

again by rolling to a smaller target,

gradually increase distance between

student and target. Decrease ball

size

Variety of

balls

Camera

Whistle

Skittles

Eye, hand, foot co-

ordination

Bouncing skills

Catching skills

Rolling skills


Practice all rolling and trapping,

bouncing and catching skills by

playing team games

Variety of

balls

Camera

Whistle


Self esteem

Self confidence

Assessment

Criteria for assessmentAssessment

strategyWho will assess?

SACSA outcome

Record of assessmen

tThe ability to catch a medium and large sized ball.

1. LEG: Feet move to place body in line with the ball.

2. HEAD & TRUNK: Eyes focussed on the ball

3. ARMS: Hands reach out to meet the ball.

4. Hands adjust to path and size of ball.

5. Fingers soft and slightly cupped.

6. Caught in hands only.

7. Hands and finger closure well timed.

8. Elbows bend to absorb impact.

Established: All eight steps for catching are evident within the students catch.

Consolidating: Preparation for catch (steps 1, 2, 3) evident. However has trouble with the reception of the ball.

Beginning: Trouble preparing and receiving ball (ex. Not moving feet).

Observation of students as they follow through with each step.

Self Assessment Sheet:

Important facts about my learning

My learning success

What are the problems I have hade with my learning

How do I feel when I am learning

What do I need to do to improve my learning

Teacher

Students

1.1 Demonstrating self-awareness and co-ordination and control of movement skills for widening involvement in physical activities in different settings. [Id][C]

Class Observation Checklist (refer to Appendix 2)

Self Assessment Rubric (refer to Appendix 3)

Peer Evaluations within class activities

The ability to bounce a medium and large sized ball.

1. LEG: Stand with Feet Stationary, shoulder width apart holding the ball at waist height.

2. HEAD & TRUNK: Eyes focussed on the path of the ball.

3. ARMS: Push ball straight down with both hands




Teacher

Students



Peer

4. Catch bounced ball with fingers spread

5. And pull the ball into the body

Established: All five steps for bouncing are evident within the students bounce.

Consolidating: Preparation for bounce (steps 1, 2) evident. However has trouble with the release and rebound with the ball.

Beginning: Trouble preparing, releasing and receiving the ball (i.e. Not moving feet).

My learning success




Evaluations within class activities

The ability to roll a medium and large sized ball.

1. LEG: Opposite leg moves in preparation of the roll.

2. HEAD & TRUNK: Eyes focussed on the path of the ball.

3. ARMS: Arm reaches back with the ball

4. Arm brought forward with appropriate speed.

5. Elbows bend.

6. Ball released at appropriate time

7. Follow through after the ball is realised.

8. Ball rolls to intended position.

Established: All eight steps for rolling are evident within the students roll.

Consolidating: Preparation for roll (steps 1, 2, 3) evident. However has trouble with the release of the ball.

Beginning: Trouble preparing and releasing the ball (i.e. Not moving feet).




My learning success




Teacher

Students




The ability to trap/stop a medium and large sized ball.

1. LEG: Move legs to the path of the ball to get behind it.

2. HEAD & TRUNK: Student watches the ball until it reaches their hands.

3. ARMS: Have arms out



Important

Teacher

Students


Self Assessment Rubric (refer to

stretched ready to receive the ball

4. Have hands out stretched ready to receive the ball

5. Elbows bend.

6. Scoop ball into their body.

Established: All eight steps of trap/stop are evident within the student’s attempt.

Consolidating: Preparation for trap (steps 1, 2, 3) evident. However has trouble with the release of the ball.

Beginning: Trouble preparing and receiving the ball (i.e. Not moving feet).

facts about my learning

My learning success




Appendix 9)


Topic concept map

DAY 1(Movement skills, rolling skills, trapping skills)Introduce students to different sized and shaped balls. Have them play with a partner, ask them to bounce, throw, roll, toss the ball and ask them which ball was easiest/ hardest.Teach students rolling and trapping/stopping skills.Students to work autonomously and roll ball against a wall to practice skills

DAY 2(Movement skills, speed, accuracy, working autonomously, bouncing skills, hand-eye co-ordination)Students to collect a ball and are taught bouncing skills. Students to work autonomously. Have students count how many times they can bounce ball with two hands and not make a mistake. Children begin to practice catching balls in different ways to develop hand- eye co-ordination.

DAY 3Students to collect a ball and continue practicing rolling skills. Students to be placed in groups of 4.One student to stand at hoop, others to roll ball towards hoop. Rotate students so all get a chance to roll at hoop. Increase distance of hoop

DAY 4(Movement skills, bouncing…Students to work in pairs and bounce the ball to on another (ball to bounce once). Increase distance. Reduce ball size for a challenge.

DAY 5(Movement skills…..Students to collect balls, Students to be placed in groups of 4.One student to stand at skittles, others to roll ball towards skittles. Rotate students so all get a chance to roll at skittles. Increase distance of skittles. Reduce ball size for a challenge

DAY 6(Movement skills…..Play games that practice the rolling and trapping, bouncing and catching skills the students have learnt over the unit

Documents

PE - BALL SKILLS Unit Plan year 1