Sportfolio Lena finallenachngportfolio.weebly.com/uploads/3/9/2/0/39206291/s... · 2018-09-11 · Assessment Log Descriptor What to assess (skills, knowledge, disposition) Assessment

KH7470

Using Technology to Assess in Health, Physical Education, and Adapted Physical Education

SPORTFOLIO

NETBALL

Submitted by: Lena Chng

2

Table of Content

Chapter Content Page 1

Rationale 3

2

Overview of Unit

a. Essential Questions

7

b. Culminating Activity

8

c. Essential Knowledge and Skills

10

d. Assessment log

11

e. Diagnostic Assessment

12

3

Block Plans and Summary of Assessments 13

4

Assessment Artifacts 20

5

Grading 68

3

Rationale for teaching NETBALL From Wikipedia, the free encyclopedia (http://en.wikipedia.org/wiki/History_of_netball) The history of netball can be traced to the early development of basketball. A year after basketball was invented in 1891, the sport was modified for women to accommodate social conventions regarding their participation in sport, giving rise to women's basketball. Variations of women's basketball arose across the United States and in England. At a physical training college in England, the rules of women's basketball were modified over several years to form an entirely new sport: "net ball". The first codified rules of netball were published at the start of the twentieth century, and from there the new sport spread throughout the British Empire. From the beginning, netball was widely accepted as a sport suitable for women. Domestic netball competitions arose in several countries during the first half of the 20th century. Starting from the 1920s, national associations were formed to organise the sport in netball-playing nations. International matches were played sporadically in the early 20th century, but were hampered by varying rules in different countries. By 1960, the rules of netball were standardized internationally. An international governing body was formed to oversee the sport globally, now called the International Netball Federation (INF). The second half of the 20th century saw international competition expand, with the sport's premier international competition, the World Netball Championships, starting in 1963. Netball has also been contested at the Commonwealth Games since 1998. Today, netball is popular in Commonwealth nations, and is reportedly played by over 20 million people worldwide. It remains primarily a women's sport, although male participation is increasing in some countries. Netball is still largely an amateur sport, despite some countries having high local-level participation. Further developments to the sport are being trialed, including a shortened version of the game played in a World Series format; netball is also being advocated for possible inclusion in the Olympic Games.

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Why I chose to teach Netball: Netball is an invasion game that can teach the concept of territorial invasion. It is a game that can be enjoyed by all, especially those who do not like contact sports and rough play. It is similar to basketball and handball, but with many rules to ensure minimum contact. It is a game that promotes fairplay and respect, like all games do. Due to the many rules, especially when players are bounded by areas of play, it requires players to think, strategise and come up with tactics in order to score a point. Every player has a part to play and every player is important. This promotes the development of cognitive domain and affective domain. For most high school students who can catch and throw effectively, this game is helps them to apply their movement skills in a games context. As it does not require complex psychomotor skills, I believe students can pick up this game easily. For the higher skilled students, they can further hone their skills and play a more tactical game.

5

The NASPE standards for physical education state that a physically educated person (2004):

S1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

S2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

S3. Participates regularly in a physical activity. S4. Achieves and maintains a health-enhancing level of physical fitness. S5. Exhibits responsible personal and social behavior that respects self and

others in physical activity settings. S6. Values physical activity for health, enjoyment, challenge, self-expression,

and/or social interaction. In the teaching of netball, the following learning goals of the unit can address the NASPE standards in the table shown below: Domain Skill / concept Unit Goals NASPE’s

standards Affective Sportsmanship Demonstrate fair play, respect

officials and opponents, and strive to do their best.

S5

Affective Teamwork Demonstrate ability to work with others

S5

Affective Safety Demonstrate safe practices during physical activities.

S5

Cognitive

Rules of the game

Know the basic rules of the game. S2

Cognitive

Safety Know the safety procedures to keep oneself and others during activity.

S5, S6

Cognitive Tactics Know the offensive and defensive tactics for territorial/invasion games.

S2

Cognitive Organization Know how to organize a championship.

S5, S6

Psychomotor Passing Catching Pivoting Shooting Dodging Guarding Intercepting Rebounding

Demonstrate the ability to combine psychomotor skills in a meaningful way to play a game of netball at a recreational competition (intra-class) level.

S2

Psychomotor Passing Catching Pivoting

Able to keep possession of the ball. S1, S2

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Domain Skill / concept Unit Goals NASPE’s standards

Psychomotor Shooting Able to attack the goal. S1, S2 Psychomotor Dodging Able to use and create space to

invade. S1, S2

Psychomotor Intercepting

Rebounding Able to regain possession of the ball.

S1, S2

Psychomotor Guarding Obstructing

Able to deny space to invade and stop the invasion.

S1, S2

Psychomotor Guarding Obstructing

Able to deny scoring opportunity. S1, S2

7

Essential Questions for the Unit Unit Goals Essential Questions Demonstrate the ability to combine psychomotor skills in a meaningful way to play a game of netball at a recreational competition (intra-class) level.

How can I use the strengths of every player to organize ourselves such that we can gain an offensive advantage? What are the (physical, mental and social) benefits of playing netball as a lifetime sports?

Students know the basic offensive and defensive tactics for an invasion/territorial game.

Which offensive and defensive tactics should we use to gain an advantage over our opponents? How are psychomotor skills important to apply offensive and defensive tactics?

Students know the basic rules of the game.

How different are netball rules different from basketball? What is unique about the game of netball?

Demonstrate fair play, respect officials and opponents, and strive to do their best.

How can I apply the characteristics of fair play, respect and striving one’s best in my life?

Demonstrate safe practices during physical activities.

Why is safety important in netball and any all other physical activities?

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Culminating Activity The culminating activity for this Netball unit will be a Netball tournament, organized using a round robin format. A full game of netball would allow students to apply their skills and knowledge of the game in an authentic situation. Description: Students play a full game of netball, with all 7 positions, applying all rules of netball. During the games, students will have the opportunities to play all 7 positions, and experience playing the various positions, thereby demonstrating their understanding of the various roles and areas of play. There will be 5 teams of 7. The team that is not playing will be the officials for the day. They will assume the roles of umpires, score-keepers, time-keepers, statistics recorder etc. Each game will consist of 4 quarters of 10 minutes. Students are to rotate and ensure every student gets to play a defender role, an attacker role and a shooter role during the 4 quarters. They are to record the player’s position in every quarter of the game, in the score sheet. During game play, students execute skills of passing, pivoting, shooting, as well as a combination of skills, with good form, to influence intended outcomes. They also apply good footwork to change speed and direction, stop in balance, and pivot when enacting offensive strategies. Passing accurately to team mate is key to advancing the ball while maintaining possession. In attacking the net / goal, students support teammate to score, or to create space to set up attacking opportunities, or to help goal attackers and goal shooters get the ball nearer to the net. In defending, the team works together to slow down an attack by guarding attackers, denying attack space, preventing scoring and attempting to regain possession of the ball. The Sport Education Model will be used to as an instructional strategy for the culminating activity. Students will remain in their assigned groups, and they will take turns to assume the roles of team managers, officials, players, team captains etc. the team that is not playing will be organizing the tournament for the day. The event will be conducted over 5 days, and the details of the event is shown below: Days Court 1 Court 2 Officials 1 Team B vs Team E Team C vs Team D Team A 2 Team A vs Team E Team B vs Team C Team D 3 Team A vs Team D Team E vs Team C Team B 4 Team A vs Team C Team D vs Team B Team E 5 Team A vs Team B Team D vs Team E Team C Scoring Win = 3 points; Lose = 1 point; Draw = 2 points

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The scoring table is shown below: Team A Team B Team C Team D Team E Team A

Team B

Team C

Team D

Team E

Total points

The team that accumulates the most points wins the championships. In event of a tie, the winner will be decided the most number of goals. This round robin format is chosen so that every team gets to play with each other. The number of games played will allow students to competition experience and they can also work on ways and tactics to improve their team’s performance. At the end of each game, the team is to sit down and analyze their performance and see how they can perform better. They are to write down in their journal. This would make them think critically and allow them to apply their skills and knowledge learnt. The Sport Education Model would teach students to take responsibility over themselves and others. By getting them to officiate the game, they could apply their knowledge of the rules and knowledge of organizing a competition. By organizing the event, they would also have to consider the safety aspects and apply the safety knowledge. This essential skill would equip them with them to not only participate in physical activities safely when they leave the education system, but also to be advocates for physical activities by organizing events for others.

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The graphic organizer shows the essential knowledge and skills student will learn in this unit.

Psychomotor skills: • Catching • Passing – straight, high,

lob • Pivoting • Dodging • Shooting • Guarding • Intercepting • Obstructing

Cognitive Knowledge: • Basic rules for netball • Offensive tactics • Defensive tactics • Organizing a

championship

Netball Tournament

Affective: • Fair Play • Respect for others

and self • Teamwork • Safety

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Assessment Log Descriptor What to assess (skills,

knowledge, disposition) Assessment type When to assess

Affective Domain Sportsmanship Demonstrate fair play, respect

officials and opponents, strive to do their best.

Game-play rubric Peer assessment Teacher checklist GPAI Exit slips Journals

Culminating activity Throughout the unit

Teamwork Demonstrate ability to work with others

Peer assessment Journals Teacher checklist Exit slips


Safety Know the safety procedures the demonstrate safe practices during tournament

Game Play rubric Peer assessment Journals Teacher checklist Exit slips


Cognitive Domain Rules Know the basic rules of the

game Written test Game play rubric

mid and end of unit culminating activity

Officiating Perform the various roles of umpires, score-keepers, time-keepers, statistics, organizer etc

Game play rubric Presentation Journals

Culminating activity

Tactics Know the offensive and defensive tactics

Written test Game Play rubric GPAI

Culminating activity

Psychomotor Domain Footwork Able to land on one foot or 2

feet after catching the ball, pivot and turn body facing the direction of throw.

Skills test Game play rubric Peer-assessment

Game play Culminating activity Drills Throughout the unit

Shooting Able to shoot accurately into net. Skills test Game play rubric Peer-assessment Self-assessment Daily log

Game play Culminating activity Throughout the unit

Passing Able to pass the ball accurately to a teammate who is open. Use a variety of passes to pass the ball successfully.

Skills test Game play rubric Statistics recording GPAI


Dodge Able to fake / dodge to get free from defender and move to an open space to receive a pass

Game play rubric Statistics recording GPAI Peer assessment


Intercepting Rebounding

Intercept the ball when it is within reach. Get a rebounded ball.

Guarding Guard the attacker form receiving the ball

Obstructing Guard the attacker with the ball, creating pressure on the attacker

Obstructing the shooter

Guard the attacker with the ball, and creating pressure on the shooter from shooting accurately

12

Diagnostic assessment At the start of the unit, I would administer a diagnostic test to see how much the class knows of the game netball, and also to determine their skills level in passing, catching and pivoting. As Steven Covey’s seven habits, we have to start with the end in mind. Students themselves must know what they are learning and what the game looks like, so that they have a better understanding during the lessons when they learn the various components of netball. I need to ascertain how much they know of the game before introducing the unit. Also, netball, like many games, uses passing and catching. The unique thing about netball is the landing and pivoting as players are not supposed to dribble the ball. With their previous experience in playing basketball, handball, or ultimate disk, I need to know the students’ proficiency in catching and passing the ball, so that I can decide if more time is needed to teach or reteach this skill. I would also be able to ascertain the common mistakes in executing these skills so that I can address them when I teach. There will be 3 tests for diagnostic assessment. Students will be divided into groups of 3s. Each test station will have 4 groups of students. They are to rotate and move to the next station when they have finished the test. Test 1: Shooting test This test would tell me if students can shoot accurately. Shooting is important in netball as there is no point when the attackers are good to pass the ball to the shooters, but the shooters could not score the goal. This would tell me if the students could transfer their shooting skills in basketball and how much shooting practice do the students need. Test 2: Pivoting drill Footwork is very important in netball. We do not want to lose possession of the ball because of footwork offence. Also, in order to pass effectively, players need to be able to pivot (since they are not allowed to re-ground their landing foot) to face the teammate they are passing to, in order to advance the ball. This set of skills is a common mistake for players. This diagnostic test would tell me how proficient they are in running into space and catching the ball. Test 3: Written test This would allow me to see how much the students know of the game. If most students know the basic of netball, like the positions and areas of play and the rules, then I would not spend too much time teaching it. Please refer to the diagnostic assessment in pages 20 – 24.

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Block Plan Lesson

Nos. Learning Outcomes (P = Psychomotor; C = Cognitive; A = Affective)

Assessment

1 Learning Outcomes: nil Activity:

• Carry out diagnostic assessment

Diagnostic Assessment

2 Learning Outcomes • Students are able to shoot the ball into

the goal within 5 feet from the goal post without a defender. (P)

• Students are able to receive the ball with a jump, stride stop and pivot to a ready position to pass to their teammates 4 out of 5 times. (P)

• Students know and apply the rules of netball: stepping, 3 seconds, obstruction rule, in a captain’s ball game. (C)

Activities: • Teach shooting • Teach pivoting drill – forward, and side • Teach stepping rule, 3 seconds and

obstruction rule. • Captain’s ball game

Peer assessment: Shooting Peer assessment: pivot drill

3 Learning Outcomes • Students are able to shoot the ball into

the goal within 5 feet from the goal post without a defender. (P)

• Students are able to pass the ball successfully, to a teammate using straight pass and high pass, 80% of the time. (P)

• Students know and apply the rules of netball: obstruction rule, contact rule, in a captain’s ball game 75% of the time. (C)

Activities: • Sponge activity – Shooting self

assessment; shooting log • Setting goals for shooting • Warm-up: pivoting: forward and side • Passing drill – straight pass, high pass • Captain’s ball game

Self-assessment, shooting log – Shooting

4 Learning Outcomes • Students are able to pass the ball,

when guarded, to a teammate

Self-assessment, shooting log – Shooting

14

Lesson Nos.

Learning Outcomes (P = Psychomotor; C = Cognitive; A = Affective)

Assessment

successfully, 3 out of 5 times. (P) • Students know and apply the rules of

netball: 3 seconds rule, stepping rule, obstruction rule, contact rule, in a captain’s ball game 75% of the time. (C)


assessment; shooting log • Warm-up: passing drill: straight and

high • Passing drill with defender • Captain’s ball game

Statistics - Passing

5 Learning Outcomes • Students are able to dodge a defender

and move into open space to receive a ball, 3 out of 5 times. (P)

• Students are able to pass the ball successfully, to a teammate using straight pass, high pass or a lob pass 80% of the time. (P)

• Students know and apply the rules of netball: 3 seconds rule, stepping rule, obstruction rule, contact rule, in a captain’s ball game 75% of the time. (C)

Activities:

• Sponge activity – Shooting self assessment; shooting log

• Warm-up: passing drill: straight and high

• Teach lob pass • Passing drill with defender • Captain’s ball game

Self-assessment, shooting log – Shooting Journal reflection (1)

6 Learning Outcomes • Students will know the rules of the

game (playing areas and positions, scoring and starting play after goal) by scoring above 80% for the knowledge test. (C)


Self-assessment, shooting log – Shooting Quiz – netball positions and areas of play Exit slips (1)

15

Lesson Nos.


Assessment

assessment; shooting log • review goals for shooting • Watch video of netball game to

introduce positions and areas of play. • Netball game

7 Learning Outcomes • Students are able to combine

psychomotor skills in a meaningful way to play a game of netball without committing offside offence 75% of the time. (P)

• Students will demonstrate teamwork by agreeing with the duties allocation of the team. (A)


assessment; shooting log • Formation of teams (for culminating

activity) • Netball game – teach areas of play and

position, center pass, starting game after offence etc.

Self-assessment, shooting log – Shooting Exit slips (2)

8 Learning Outcomes • Students know the penalty for the basic

offences. (C) • Students demonstrate sportsmanship

when playing in a competitive game. (A).


assessment; shooting log • Teach penalty for each offences • Netball Game

Self-assessment, shooting log – Shooting Journal Reflection (2)

9 Learning Outcomes • Students demonstrate knowledge of the

rules during a netball game, by umpiring the game and making calls accurately. (P)

• Students know the penalty for the basic offences. (C)

• Students will demonstrate fair play by consistently accepting the decisions of

Self-assessment, shooting log – Shooting Peer Assessment (3) – Affective Domain

16

Lesson Nos.


Assessment

an official during a game situation. (A) Activities:


• Officiating the game • Netball Game Play

10 Learning Outcomes • Students able to create space to attack

the goal 3 out of 5 times in a game situation. (P)

• Students know the offensive tactics used. (C)

• Students will demonstrate support for teammates by consistently giving encouraging comments to each person on the team. (A)


assessment; shooting log • Drills – center pass; feeding into the

semi circle • Netball Game Play

Self-assessment, shooting log – Shooting Peer Assessment (4) – creating space to invade

11 Learning Outcomes • Students able to deny space to invade

and stop the invasion 3 out of 5 times in a game situation. (P)

• Students know the defensive tactics used during the game. (C)


assessment; shooting log • Teach – man-to-man marking; getting a

rebound • Netball Game Play

Self-assessment, shooting log – Shooting GPAI – defense

12 Learning Outcomes • Students able to deny space to invade

and stop the invasion 3 out of 5 times in a game situation. (P)

• Students know the defensive tactics used during the game. (C)

Activities:

Self-assessment, shooting log – Shooting Stats recording – defense

17

Lesson Nos.


Assessment


• Teach – area defense; • Netball Game Play

13 Learning Outcomes

• Students able to create space to attack the goal 3 out of 5 times in a game situation. (P)

• Students know the offensive tactics used. (C)

• Students demonstrate safety by including safety considerations in the organization of the game in their portfolio. (A)


assessment; shooting log • Teach – attacking strategies: down the

line, creating options • Organizing a competition – Round

Robin • Netball Game Play

Self-assessment, shooting log – Shooting Statistics recording – attacking the goal

14 Learning Outcomes Nil Activities:

• Skills test • Netball Game Play

Skills test: • Shooting

test • Passing,

catching and pivoting test

• Written test


psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play. (P)

• Students carry out their duties as officials and umpires in a responsible manner, (P, C, A)

Activities:

• Culminating Activity Tournament Day 1

Game Play Rubric Statistics – Offences committed Journal Reflection (3)

18

Lesson Nos.


Assessment




Activities: Culminating Activity Tournament Day 2














• Students carry out their duties as officials and umpires in a responsible


19

Lesson Nos.


Assessment

manner, (P, C, A) Activities: Culminating Activity Tournament Day 5

20 Learning Outcomes Nil Activities:

• Wrap up unit • Reflection assignment • Submit journal • Standby day in case tournament

overruns.

Journal Reflection (3)

Summary of Assessment used for the Unit:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Diagnostic assessment

Peer assessment (1) shooting (2) pivot drill

Self-assessment: shooting Shooting log

Statistics – passing

Journal Reflection

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Quiz Exit slips

Exit slips Journal Reflection

Peer Assessment – Affective Domain

Peer Assessment – creating space to invade

Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 GPAI - defense

Stats recording - defense

Stats recording - Attacking goal

Skills test Written test

Game Play Rubric Journal reflection

Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Game Play Rubric Journal reflection




Nil

Note: the written test will be taken in a computer lab and it will be online.

20

Assessment 1: Diagnostic Assessment Purpose: Assess students’ knowledge of the game netball, and to determine their skills level in passing, catching and pivoting. The information will be used to gauge how much time to spend on teaching each component for future lessons. Administered by: Students When to administer: Lesson 1 Type: Diagnostic Expectation: Nil.

21

Diagnostic Assessment Test 1: Shooting Test Directions: In groups of 3s, you will record the points each student achieved. Student A will shoot the ball, 10 times, student B will record, and Student C will retrieve the ball. Rotate roles when Student A has finished the shooting attempts. The recorder is to record 2 points if the ball enters the goal, 1 point if the ball hits the rim, but did not enter, and 0 points if the shooter misses. This task is not graded. Shooter: Recorder: Total points:

1 2 3 4 5 6 7 8 9 10

Shooter: Recorder: Total points:

1 2 3 4 5 6 7 8 9 10

Shooter: Recorder: Total points:

1 2 3 4 5 6 7 8 9 10

22

Test 2: Pivot Test In 2 groups of 3s , you will perform the pivot drill as shown below. As soon as you have received the pass, pivot and pass back to your teammate, and rejoin your group at the end of the line. The foot that lands on the ground as you catch the ball is your landing foot. You are to pivot with your landing foot, and make sure your landing foot does not leave the ground.

For the recorder: (You observe only 1 group of 3s) Put a check ‘✔’ if the player successfully pivots with the landing foot. Put a ‘O’ if the player lifts up the landing foot and reground it or travels with the ball. The drill stops when each player has done the drill 5 times.

Player’s name 1st trial 2nd trial 3rd trial 4th trial 5th trial

Recorded by: Date: (note: a team of 3s will record for 1 team of 3s, then they switch over)

Pass

Catch, pivot and pass

Pass

Run forward to receive pass

Run forward to receive pass

23

Test 3: Written Test Name: Date: Write your answers in the spaces provided below each question.

1. There are seven players in a game of netball, can you name the positions?

GA = Goal Attack WA = GK = WD = GS = GD = C =

2. How many seconds do you have to release the ball once you received

it?

3. How many feet must you be away with the opponent with the ball

before you can raise your hands to obstruct?

4. Which of the players can enter the Semi Circle to shoot the ball into the

goal?

5. In the table below, circle ‘T’ if the state is true and ‘F’ is the statement is false.

Question T F No person can come into personal contact with an

opponent in such a manner as to interfere with the opponent’s play either accidentally or deliberately.

T F A player while holding the ball may touch or push an opposing player with it such that it interferes with the opponent’s play.

T F A player shall not accidentally or deliberately place a hand or hands on a ball held by the opponent.

T F You can in an effort to attack, defend or play the ball, push an opponent in any way.

T F If a shot goes through the goal from a player other than the GS or GA, play continues and there is no goal.

24

T F When a player without the ball intimidates an opponent, it is an obstruction offence and the opposing player gets a penalty pass.

T F From the correct distance, the player may jump to defend the ball, but if the landing of the defensive player is less than the correct distance and interferes with the throwing / shooting action, it will not be an obstruction.

T F The ball may be passed over an entire third without being touched by a player from either team.

T F A free pass is awarded where the infringement occurred, anyone in the play area can take the free pass.

T F A player is permitted in areas that are not their designated playing areas when they are without the ball.

6. The number below shows the areas of play.

Fill in the court area for Red Team that each playing position can play by filling in the number in the column. The first one has been done for you.

Position Court Area C 2, 3 and 4

GS

GK

GA

GD

WA

WD

25

Assessment 2 and 3: Peer Assessment (1) and (2) Purpose:

• Provide feedback for students on their shooting and pivoting. • Check understanding of students’ knowledge of the critical elements of

shooting and pivoting. Learning Outcome:

• Students are able to shoot the ball into the goal within 5 feet from the goal post without a defender;

• Students are able to receive the ball with a jump or stride stop and pivot to a ready position to pass to their teammates 4 out of 5 times.

Administered by: Students When to administer: Lesson 2 Type: Formative Expectation: If 80% of the students get the form correct, we can proceed with the lesson. If not, we will spend the next lesson re-teaching and common mistakes made.

26

Peer Assessment for Netball Shooting

Purpose: The purpose of this assessment is to help your partner improve their netball shooting skills. You can help your partner improve only by providing honest feedback. This assessment is not for a grade. Directions: Work in pairs to complete the following assessments. The Shooter is to attempt 5 shots from at least 3 feet from the goal post. The Observer is to place a check (✓) beside each element of the shot execution if the shooter demonstrated that component on at least 3 of the trials. After The Shooter has completed the 5 trials, sit down together to write a specific technique to improve on his/her performance. Switch roles and the observer now becomes the shooter and vice versa. Shooter’s name: Observer’s name: What to observe Check (✓) if

observed at least 3 times

Write an improvement goal here

Knees bent and pushed off

High elbows, ball above head

Follow through after release

Shooter’s name: Observer’s name: What to observe Check (✓) if

observed at least 3 times

Write an improvement goal here

Knees bent and pushed off

High elbows, ball above head

Follow through after release

27

Peer Assessment for Pivoting

Purpose: The purpose of this assessment is to help your partner improve on their pivoting skills. You can help your partner improve only by providing honest feedback. This assessment is not for a grade. Directions: During the pivoting drill, observe if the player has fulfilled the critical elements. Place a check (✔) beside each element of the pivot execution for every trial. After the player has completed 5 trials, sit down together and write a specific technique to improve his/her performance. Player: Recorded by: What to observe 1st trial 2nd trial 3rd trial 4th trial 5th trial Receive the ball with a leap and stop appropriately.

Knees of the landing foot is bent.

Pivot with the ball of the feet.

Improvement goal: Date:

28

Assessment 4 and 5: Self Assessment, Shooting log Purpose:

• Allows students to keep track of their performance. • Allow students to set goals for their performance

Learning Outcomes:

• Students are able to shoot the ball into the goal within 5 feet from the goal post without a defender.

Administered by: Students When to administer: Lesson 3 Type: Formative Expectation: 80% of the students should achieve at least 5 goals out of 20 shots. They are to practice everyday until they reach the goal of 15 successful shots out of 20, by the end of the unit. If more than 20% of the students are still unable to achieve at least 5 goals, I will spend time to teach this group of students and give them specific feedback.

29

Netball Shooting Assessment

Directions: In this task, you and your partner will work together to practice shooting from any area within 5 feet of the goalpost. While one partner shoots, the other will record if the goal is scored. After 20 shots, switches places. Your goal is to achieve 15 successful shots out of 20. After the 20 shots, help your partner set an improvement goal. This task is not graded. Date: Shooter’s name: Recorder: Put a ‘✓’ for every successful shot and a ‘O’ for every unsuccessful shot.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Total Successful shots: out of 20. Shooter’s improvement goal: Shooter’s name: Recorder: Put a ‘✓’ for every successful shot and a ‘O’ for every unsuccessful shot.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Total Successful shots: out of 20. Shooter’s improvement goal:

30

Netball Shooting Log

Directions: As soon as you enter the gym, pick up your log and a pencil. Go practice on your shooting. Attempt to shoot at least 20 balls and make note of the number of successful shots. If time permits, you may shoot more than 20 balls. Practice makes perfect! So, it is important to come to class early to practice as much as you can. Your Goal is to achieve a shooting percentage of at least %. (set your own target!) Date Number of

attempted shots (a) Number of successful shots (b)

Shooting Percentage (b divide by a, multiply by 100)

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Assessment 6: Statistics (1) – Passes Purpose:

• Allows teacher to see if students can make accurate passes with a defender defending them.

• Check if students use a variety of passes appropriately. • Check if students are using predominantly 1 type of pass.

Learning Outcome:

• Students are able to pass the ball, when guarded, to a teammate successfully 3 out of 5 times.

Administered by: Students When to administer: Lesson 4 Type: Formative Expectation: Students should be able to pass the ball accurately to the receiver 75% of the time, when guarded. I will analyze the passes used and their successful rate to decide if I need to spend more time re-teaching the passes. Also, if there is a high percentage of high passes, then it also shows that players are not running forward to receive the ball. At any point of the game, there should be 4 teams playing, and 1 team collecting statistics.

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Statistics for Passes

Directions: During the game of captain’s ball, you will code the passes used by all players of the team that you are watching by putting a check (✔) if the pass is successful or (O) if the pass is not successful, in the boxes below every time you observed the pass. A successful pass is when the player passes the ball to his/her teammate, and the teammate catches the ball, without the ball touching the ground (unless it is a bounce pass). Straight Pass

High Pass Other types of passes

Total number of passes recorded: (100%) Total number of straight passes: ( %) Total number of successful straight passes: ( %) Total number of unsuccessful straight passes: ( %) Total number of high passes: ( %) Total number of successful high passes: ( %) Total number of unsuccessful high passes: ( %)

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Assessment 7: Journal Reflection (1) Purpose:

• To get students to reflect on what they have learnt thus far and review their shooting goals.

• To gather feedback about the lessons and the areas that students need more help in.

Learning Outcome:

• Students know and apply the rules of netball: 3 seconds rule, stepping rule, obstruction rule and contact rule.

Administered by: Teachers When to administer: Lesson 5 Type: Formative Expectation: 100% of students are to complete the journal for submission on next lesson.

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Type out your reflections on an A4 size paper, Arial font, font size 12, double spacing and submit on the next lesson. Remember to include your name and class on the top left hand corner. Please ensure you have answered all the questions below.

1. What is your shooting percentage this week? What is your target? How do you intend to achieve it?

2. What are the rules you have learnt about netball thus far?

3. What do I like most about the lessons thus far?

4. What is one area I have difficulty with and that I need to work on?

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Assessment 8: Quiz Purpose:

• Gather information on students’ knowledge on the various positions and areas of play in netball.

Learning Outcome: • Students will know the rules of the game (playing areas and positions,

scoring and starting play after a goal) by scoring 80% for the knowledge test.

Administered by: Teachers When to administer: Lesson 6 Type: Formative Expectation: 75% of students understand and know the seven roles and positions of netball by getting at least 80% correct on the Quiz. Take note of the common mistakes and address at the next lesson.

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Netball Quiz The number below shows the areas of play.

Fill in the court area for Red Team that each playing position can play by filling in the number in the column. The first one has been done for you.

Position Court Area C

GS GK GA GD WA WD

Match the responsibilities to the various positions by filling in the players’ positions. The seven positions can be found in question 21. The first one has been done for you.

Position Responsibilities GS To score goals and to work in and around the circle with the GA

To feed and work with GS and to score goals To feed the circle players giving them shooting opportunities To take the Centre Pass and to link the defence and the attack

To look for interceptions and to prevent the WA from feeding the circle

To win the ball and reduce the effectiveness of the GA To work with the GD and to prevent the GS from scoring goals

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Assessment 9: Exit Slips (1) Purpose:

• Gather information on students’ knowledge on netball; promote deeper interest in the sport.

Learning Outcome: • Students will know the rules of the game (playing areas and positions,

scoring and starting play after a goal) by scoring 80% for the knowledge test.

Administered by: Teachers When to administer: Lesson 6 Type: Formative Expectation: 75% of students understand and know the differences between netball and basketball. Take note of the common mistakes and address at the next lesson.

Exit Slip (1)

In the spaces below, write down 1 similarity and 3 differences between netball and basketball.

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Assessment 10: Exit Slips (2) Purpose:

• Inform students of affective expectations - teamwork • Gather information on students’ demonstration of teamwork

Learning Outcome:

• Students will demonstrate teamwork by agreeing with the duties allocation of the team.

Administered by: Teachers When to administer: Lesson 7 Type: Formative Expectation: 80% of students demonstrated working well with others, through their reflections in the exit slips. This is critical as students are forming teams and they are planning duties and roles.

Exit Slip (2)

How have you demonstrated you work well with others in class today? Is there someone in your class that refused to participate / co-operate?

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• Inform students of affective expectations – sportsmanship • Gather information on students’ demonstration and understanding of

sportsmanship Learning Outcome:

• Students will demonstrate sportsmanship in a competitive game situation. Administered by: Teachers When to administer: Lesson 8 Type: Formative Expectation: 80% of students demonstrated understanding of sportsmanship through their journal reflections. Address any misconceptions in the next lesson. This is critical when students start game play.

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Type out your reflections on an A4 size paper, Arial font, font size 12, double spacing and submit on the next lesson. Remember to include your name and class on the top left hand corner. Please ensure you have answered all the questions below.

1. What does it mean to display sportsmanship? 2. How have you displayed sportsmanship in your game today? 3. Why is it important to have players display sportsmanship during

competitions?

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Assessment 12: Peer Assessment (3) – Affective Domain Purpose:

• Allow students to know what is expected of them in terms of affective domain

• Encourage students to behave more positively in game play. Learning Outcome:

• Students will demonstrate fair play by consistently accepting the decisions of an official during a game situation. (A)

Administered by: Teachers When to administer: Lesson 9 Type: Formative Expectation: 80% of students were observed to show good behavior through peer assessment. For students who never observed to demonstrate any positive behavior, the teacher will have a word with them separately.

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Netball Peer Assessment (3) – Affective Domain

Name of Player: Class: Use this form to assess the etiquette of your opponents. Place a check (✓) in the appropriate column. Please assess each question fairly and accurately. This assessment is not part of the grade. Never

observed Sometimes observed

Frequently observed

Encourages others (says things like ‘good shot’, ‘well done’, ‘good effort’, ‘its ok’ etc).

Displays good sportsmanship. Wins or loses gracefully. Cheers for the team that scores.

Respects the umpires by accepting the decisions of the umpires.

A team player. Co-operates and gets along well with team.

Recorded by: Date:

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Assessment 13: Peer Assessment (4) – Creating Space to Invade Purpose:

• To provide students feedback on their invasion performance.

Learning Outcome:

• Students able to create space to attack the goal 3 out of 5 times in a game situation.

Administered by: Students When to administer: Lesson 10 Type: Formative Expectation: Students are able to move into open space to receive a ball 3 out of 5 times in a drill situation. 75% of the students should be able to receive the ball 3 out of 5 times, or more time needs to be spent on this.

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Peer Assessment – Creating Space to invade

Purpose: This assessment is to provide feedback to players on their attacking skills. You can help your friends improve by providing honest feedback. This assessment is not graded. Directions: In groups of 4, there will be a thrower, an attacker, a defender and a recorder. The thrower is to stand 5 yards away from the attacker and defender. When the recorder shouts ‘play!’, the thrower has 3 seconds to pass the ball to the attacker. The attacker is to apply any of the 3 invasion tactics taught to receive the ball. Once the attacker has tried 5 times, he/she rotates to be the defender; the defender rotates to be the thrower, the thrower rotates to be the recorder, and the recorder rotates to be the attacker. The drill ends when every player has accomplished all 4 roles. The recorder is to record the type of invasion tactics used to create space to attack and whether the invasion was successful. If the invasion was successful, place a check (✔) in the appropriate boxes, and a (O) if the invasion was not successful. After 5 attempts, work with the attacker to set an improvement goal before continuing.

Recording Form

Name of attacker: Recorder: 1st trial 2nd trial 3rd trial 4th trial 5th trial Dodge to get free from defender.

Drive – running forward, ahead of defender.

Evasion – running then change direction to get free from defender.

Total number of successful attempt: out of 5. One improvement goal: Name of attacker: Recorder:

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Recording Form

Name of attacker: Recorder: 1st trial 2nd trial 3rd trial 4th trial 5th trial Dodge to get free from defender.



Total number of successful attempt: out of 5. One improvement goal: Name of attacker: Recorder: 1st trial 2nd trial 3rd trial 4th trial 5th trial Dodge to get free from defender.



Total number of successful attempt: out of 5. One improvement goal: Name of attacker: Recorder: 1st trial 2nd trial 3rd trial 4th trial 5th trial Dodge to get free from defender.



Total number of successful attempt: out of 5. One improvement goal: Date:

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Assessment 14: GPAI (1) Purpose:

• To provide students feedback on their defense performance. • Use data to decide if more time is needed to teach this tactic.

Learning Outcome:

• Students are able to deny space to invade and stop the invasion 3 out of 5 times in a game situation.

Administered by: Students When to administer: Lesson 11 Type: Formative Expectation: 75% of the students mark their assigned opponents closely, 80% of the time.

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GPAI Netball Purpose: This assessment is to provide feedback to players on their defending efforts. You can help your friends improve by providing honest feedback. This assessment is not graded. Directions: During game play, you will watch 2 players assigned to you. Our focus today is guarding your assigned opponent closely and not committing any obstruction or contact offence and his/her attempt to intercept a pass. Mark an ‘X’ in the appropriate boxes below every time their assigned opponent attempts to receive a pass. 1. Guarding assigned

opponent Appropriate: Player defends the assigned opponent by marking closely; Inappropriate: Player did not attempt to defend the assigned opponent

2. Intercepting a pass Successful: intercepting the ball and not committing any obstruction or contact offence. Unsuccessful: attempts to intercept a pass but failed.

Name of players and position

Guarding opponent Intercepting a pass Appropriate Inappropriate Successful Unsuccessful

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Assessment 15: Stats Recording – Defense Purpose:

• To provide students feedback on their defense performance Learning Outcome:

• Students are able to deny space to invade and stop the invasion 3 out of 5 times in a game situation.

Administered by: Students When to administer: Lesson 12 Type: Formative Expectations: 75% of the students are actively defending their players 80% of the time, and attempted to obstruct their opponent legally 80% of the time.

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Statistics Recording – Defense

Directions During the netball game, you will code the defense attempt of the player assigned to you. Note: you will only code when the player’s assigned opponent is attempting to receive a pass or has the ball and is attempting to make a pass. Use a ( / ) to tally in the table below. Name of Player: Position played: Hands up (3 feet away) when assigned opponent has the ball

Defending actively (man marking or area marking) when assigned opponent is attempting to receive a pass

Successfully intercepts pass

Commits obstruction or contact offense

Total:

Total:

Total:

Total:

Coded by: Date:

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Assessment 16: Stats Recording – Attacking the goal Purpose:

• To provide students feedback on their attacking performance Learning Outcome:

• Students are able to create space to attack the goal 3 out of 5 times in a game situation.

Administered by: Students When to administer: Lesson 13 Type: Formative Expectations: 75% of the players successfully scored a goal when the ball reaches them in the Semi-Circle 75% of the time.

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Statistics for attacking a goal Directions During the netball game, you will code the shooting attempt of the Goal Attacker (GA) or the Goal Shooter (GS). Note: you only code when the GA or GS receives the ball in the Semi-circle (shooting area). Put a tally ( / ) in the boxes to show what the GA or GS did when he/she gets the ball in the Semi-circle. Successful Pass = player passes the ball successfully to teammate without being intercepted. Successful shot = player successfully scored a goal. Name of Player: Class: Position: GA / GS Successful Pass (SP)

Unsuccessful Pass (UP)

Successful Shot (SS)

Unsuccessful Shot (US)

(a) Total number of attempts (SP + UP + SS + US) = (b) Total number of successful shots (SS) = (c) Percentage of success (b) ÷ (a) multiply by 100 = % (d) Improvement goal: Coded by: Date:

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Assessment 17: Skills Test Purpose:

• Summative assessment of students’ skills in a closed environment. Administered by: Teacher When to administer: Lesson 14 Type: Summative Expectations: 75% of students achieve at least 22 points for the skills test. For grading, please refer to overall grading.

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Netball Skills Test

Test 1: Shooting Test (10 points) Students are to make 10 shooting attempts within 5 feet from the goal post. There will be 1 point for every successful shot, 0 for unsuccessful shot. Test 2: Passing, Receiving and Pivoting test (20 points) Students are to perform the pivot drill (see diagnostics test) 10 times. For every successful attempt, i.e. caught the ball with a leap, stop and pivot, students get 1 point. Unsuccessful attempt, i.e. student drop the ball, committed stepping offence, students get 0 points. For passing, students are to pass ahead of the receiver. For every pass that is ahead of the receiver, students get 1 point. Every pass that is too high, too low or does not reach receiver, students get 0 points.

Recording form

Name Shooting (10 points)

Passing (10 points)

Receiving and Pivoting (10 points)

Total points (30)

e.g. Jack

///// // ///// ///// ///// /// 25

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Assessment 18: Written Test Purpose:

• Summative assessment of students’ knowledge of the netball game. Administered by: Teacher When to administer: Lesson 14 Type: Summative Expectations: 75% of students achieve at least 80% or 16 points for the written test. Please refer to overall grading.

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NETBALL WRITTEN TEST

Name: ________________________ Class: Date: Marks Obtained: / 20 Section A: Multiple-Choice Questions (10 marks) For Question 1-10, write down the appropriate letters, A,B,C or D in the spaces provided.

Answer here

Q.1 In netball, what does the position ‘WA’ stand for?

A Wrong Attack B Wing Attack C West Attack D War Attack

Q2 What is the distance between the transverse lines on the

netball court? A 8 meters B 8 yards C 10 meters D 10 yards

Q3 What happens if the ball goes out of the court?

A Player that retrieves the ball gets a throw in from where the ball left the court.

B Team that last touched the ball gets a throw in from where the ball left the court.

C Opposing team of the team that last touched the ball gets a throw in from where the ball left the court.

D Toss up to decide which team gets the ball. Q4 How many seconds must the ball be released after player

takes possession of the ball? A 2 seconds B 3 seconds C 4 seconds D 5 seconds

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Q5 How far must the defender stand to obstruct a pass by another player in order not to commit an obstruction offence?

A 1-foot B 2-feet C 3-feet D 4-feet

Q6 Which of the following players is not allowed to enter the

center-third of the court? A GS B GA C WA D GD

Q7 Which of the following players is not allowed to enter the

defending third of the court? A WD B GD C C D WA

Q8 Which of the following players is allowed to enter the

attacking goal circle? A C B WA C GD D GA

Q9 What is the penalty for the following infringement: GD

commits a stepping offence in the goal circle. A Opposing team gets a free pass or shot B Opposing team gets a free pass C Opposing team gets a throw in D Opposing team gets a point

Q10 What is the penalty for the following infringement: Red

Team GK commits a contact offense against Blue Team GS in the goal circle.

A Blue GS gets a free pass or shot B Blue Team GS gets a free pass C Blue Team GA or GS gets a free pass or shot D Blue Team GA or GA gets a free pass

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Section B: True or False (10 marks) For Questions 11 – 20, write down ‘T’ if the statement is true and ‘F’ if the statement is false. If false, explain why it is so. T or F Nos. Question If false, explain why it is

so 11. No person can come into personal

contact with an opponent in such a manner as to interfere with the opponent’s play either accidentally or deliberately.

12. A player while holding the ball may touch or push an opposing player with it such that it interferes with the opponent’s play.

13. A player shall not accidentally or deliberately place a hand or hands on a ball held by the opponent.

14. You can in an effort to attack, defend or play the ball, push an opponent in any way.

15. If a shot goes through the goal from a player other than the GS or GA, play continues and there is no goal.

16. When a player without the ball intimidates an opponent, it is an obstruction offence and the opposing player gets a penalty pass.

17. From the correct distance, the player may jump to defend the ball, but if the landing of the defensive player is less than the correct distance and interferes with the throwing / shooting action, it will not be an obstruction.

18. The ball may be passed over an entire third without being touched by a player from either team.

19. A free pass is awarded where the infringement occurred, anyone in the play area can take the free pass.

20. A player is permitted in areas that are not their designated playing areas when they are without the ball.

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Assessment 19: Game Play Rubric Purpose:

• Summative assessment of students’ psychomotor, cognitive and affective performance in netball, using game play rubric.

Learning Outcome:

• Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play.

• Students carry out their duties as officials and umpires in a responsible manner.

Administered by: Teacher When to administer: Lesson 15 – Lesson 19 (during culminating activity) Type: Summative Expectations: 75% of students achieve at least level 2 for all 5 descriptors.

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Description of the assessment: For the assessment rubric development assessment, we will select 5 descriptors to assess during the culminating activity when students play a round-robin netball tournament. Out of the 5 descriptors, I have selected 3 psychomotor skills, 1 cognitive knowledge and 1 affective domain to assess. These descriptors are important in a game of netball to assess if the students fully understand the game. The table below gives a description of what and why the descriptors are chosen. Descriptor What it assesses Why assess this Unit Outcomes Passing Ability to pass the

ball accurately to a teammate who is open. Use a variety of passes to pass the ball successfully.

2 important attacking concepts are to keep possession of the ball and creating space to attack the goal. In netball, it is important to have the ability to pass accurately in order to maintain possession and attack the goal. With the 3-seconds rule, it makes players think on their feet and make quick decisions and thus their passes would determine their understanding and application of attacking tactics.

Students will know the basic offensive and defensive tactics for a territorial / invasion game.

Guarding Guarding the attacker from receiving the ball. Main role of a defender.

By guarding the opponents, the player is actually denying opponent space to invade and stopping the invasion. This is an important defense tactic.


Supporting Providing options for teammate with the ball by running free from defender and receiving a pass when necessary.

As players have 3 seconds to release the ball, it is important to provide options and support so that the team can maintain possession of the ball.


Rules Understanding the rules and able to spot infringement of rules.

Rules are important in a game of netball and there are many rules in netball that are basic. Students need to know these rules to play the game. i.e. 3-seconds rule, footwork rule, 3-feet rule, contact rule, over-a-third rule etc..

Students will know the rules of netball and be able to apply them during a game.

Teamwork Able to work as a team, and work well with others.

Netball is a team game. Although there are only 2 shooters, students must understand that everyone plays a part in order for the team to win. It is important that every player is recognized in the game and not only those who can shoot / score.

Students will demonstrate the ability to work as a team.

Sportsman-ship / fairplay

Respecting decision of officials, win and lose gracefully.

As the culminating activity will be officiated by students themselves, it is important that they learn to respect the decisions of the officials and respect the officials. Sportsmanship is critical in all games in order for all to enjoy the game.

Students will demonstrate fair play, respect officials and opponents, and strive to do their best.

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Rubric for assessment Descriptor: Passing Level 1 • Relies on one or two passes during the game;

• Passes are weak and often gets intercepted; • Commits 3-seconds infringement due to indecisiveness in

passing. Level 2 • Uses a variety of passes but sometimes not at appropriate

time; • Passes are made successfully to teammate most of the time.

Level 3 • Uses a variety of passes usually at appropriate times; • Passes are made successfully to teammate all the time; • Advances the ball to goal.

Level 4 • Uses a variety of passes at appropriate times; • Passes are fast and accurate; • Advances the ball to goal; • Leads receiver with passes.

Descriptor: Guarding Level 1 • Opponent easily gets free;

• Little effort in following the opponent; • Does not bother to obstruct when opponent has the ball.

Level 2 • Follows closely to opponent and adds pressure on opponent; • Attempts to guard area of play; • Intercepts weak passes sometimes.

Level 3 • Follows closely to opponent and intercepts the pass frequently;

• Is alert and knows where the ball is in attempt to guard the area.

Level 4 • Know when to guard players and when to guard area, and intercepts the ball coming near him/her most of the time;

• Is alert and able to read the game and anticipate the ball. Descriptor: Supporting Level 1 • Does not attempt to support when ball was not in his/her area

of responsibility. • Running up and down the court but does not get free from

defender or get any passes; Level 2 • Runs free from defender to get a pass most of the time;

• Provides options for teammate though may not be at appropriate times.

Level 3 • Constantly provides options for teammates by getting free

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from defender; • Is alert in the game and know his/her roles and

responsibilities. • Takes a free pass when appropriate

Level 4 • Always provides options for teammates by getting free from defender and advancing the goal;

• Takes a free pass when appropriate • Is alert during the game and knows when to support.

Descriptor: knowledge on rules Level 1 • Is unfamiliar with the rules and depend on teammate for help.

• Does not know when an infringement is called. • Does not know what the penalty is when an infringement is

called. • Does not call out infringement when umpiring a game.

Level 2 • Knows the rules and knows the penalty when an infringement is called.

• Does not commit offside infringement. • Able to umpire a game fairly.

Level 3 • Shows good knowledge of rules and applies them appropriately, especially when umpiring the game;

• Able to state infringement and penalty when umpiring. Level 4 • Shows good knowledge of rules and applies them

appropriately, especially when umpiring the game; • Able to state infringement and penalty when umpiring. • Quick to spot any infringement when umpiring the game.

Descriptor: teamwork Level 1 • Refuses to carry out roles or playing positions assigned to

him/her. • Refuses to co-operate with teammates, and often argues with

them. Level 2 • Carries out roles and responsibilities when a teacher tells

him/her so; • Would help a teammate when requested.

Level 3 • Carries out roles and responsibilities willingly; • Helps and encourages teammates; • Helps out even when not told.

Level 4 • Volunteers for all roles and duties; • Puts in effort in all tasks; • Helps and encourages teammates;

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Descriptor: Sportsmanship / Fair play Level 1 • Argues with umpire;

• Throw tantrums when losing; • Laughs and makes fun of others.

Level 2 • Respects umpire’s decision. • Shakes hands with opponents before and after the game.

Level 3 • Respects umpire’s decision. • Shakes hands with opponents before and after the game. • Cheers for every goal scored.

Level 4 • Respects umpire’s decision even if it was a bad call. • Shakes hands with opponents before and after the game. • Cheers for every goal scored, even when opponent is

winning. • Puts in bets efforts in the game.

Grading: Please refer to page 65 for grading.

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Game Play Rubric Recording Form

Class: Name

Pass

ing

Gua

rdin

g

Supp

ortin

g

Kno

wle

dge

of ru

les

Spor

tsm

ansh

ip

Team

wor

k

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• Get students to record their feelings and thoughts about the game play after each game.

Learning Outcome:

• Students carry out their duties as officials and umpires in a responsible manner.

Administered by: Teacher When to administer: Lesson 15 – Lesson 19 (during culminating activity) Type: Formative Expectations: 100% of the students submit their journal reflections at the end of the unit.

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Type out your reflections on an A4 size paper, Arial font, font size 12, double spacing and submit on the next lesson. Remember to include your name and class, and date on the top left hand corner. You are to answer the following question after each game. You should have a total of 5 reflections.

1. Do you feel you have done well? If so, why, and if not, why not? 2. What would you like to improve for the next game? 3. How have you display teamwork, safety and sportsmanship today?

Answer the following question after you have completed the Netball culminating activity.

4. How do you think your team fared in this competition and why?

5. What important lessons have you learnt in the last 20 lessons that you can apply in your life?

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Assessment 21: Statistics Recording – offences committed Purpose:

• Get students to collect data on the offences committed during the game for each player, to provide feedback to students on their game play.

Learning Outcome:

• Students are able to combine psychomotor skills in a meaningful way to play a game of netball without committing offence more than 5 times during game play.

Administered by: Students When to administer: Lesson 15 – Lesson 19 (during culminating activity), code only the team that is being assessed by teacher. Type: Formative Expectations: 75% of the students commit less than 5 offences during the game.

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Statistics Recording – Offences committed during a game Directions During the netball game, you will code the players of the assigned team, and record the offences committed by each player during the game by putting a ( / ) in the appropriate boxes. This assessment to provide feedback to players on their game play and is not graded. Name of players

Held ball (3 seconds)

Obstruction Contact Offside Stepping

GS:

GA:

WA:

C:

GK:

GD:

WD:

Recorded by: Date:

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Grading The overall grade for Netball unit will be based on the following: Domain Weighting Psychomotor skill 50% Knowledge 25% Affective 25%

The table below shows the summative assessment and its alignment to the unit goals.

The table below shows the points and percentages for the calculation of the grade. Total: 160 points (100%) Psychomotor Knowledge Affective 50% (80 points) 25% (40 points) 25% (40 points) Shooting test – 10 points

Written test - 20 points Peer assessments – 5 points

Passing, Catching and Receiving test – 20 points

Game play (officiating) – 10 points

Completion of officiating duties – 10 points

Shooting log – 10 points Journal completion – 10 points

Game play assessment – 10 points

Game Play assessments - 40 points

Teacher Observation – 15 points

Goal Skill, knowledge, disposition

Summative Assessment

Students will be able to play a game of netball displaying offensive and defensive tactics.

Shooting Skills test Passing Skills test, game play

rubric Receiving Skills test, game play

rubric Offense tactics Game play rubric Defense tactics Game play rubric

Students will demonstrate the knowledge of about the rules of netball and concepts of territorial/invasion game.

Rules of the game Written test; game play rubric

Concepts of territorial / invasion games

Written test; game play rubric

Students will demonstrate a positive attitude while playing netball.

Fair play Game play rubric, journal Teamwork Game play rubric, journal Respect Game play rubric, journal

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Overall Grading:

A = 80% – 100% (128 160 points) B = 70% – 79% (112 – 127 points) C = 60% – 69% (96 – 111 points) D = 50% - 59% (80 – 95 points) Fail = below 50% (below 80 points)

Rationale: I gave a higher weighting for psychomotor as it measures if the students are able to play the game. The purpose of this unit is to equip students with the skills, knowledge and attitude to continue pursuing a healthy lifestyle. If the students are not able to play the game, they would not be able to pursue an active lifestyle! Also, knowledge and attitude are important and some weighting is allocated to these two domains. Reasons for measuring the following: Psychomotor Shooting Test 10 points Shooting is important in a game of netball in

order to score a point. Shooting log 10 points This gives points for students’ effort in

practicing and striving for improvement. Passing, Receiving and Pivoting

20 points Basic psychomotor skills required in netball game.

Game Play 40 points Important to apply the skills in a game situation in order to play the game well.

Cognitive Written test 20 points Test knowledge of rules of the game. Game play officiating 10 points Application of the knowledge of the rules. Journal completion 10 points Encourages deeper thinking and reflection

on the game. Affective Game play assessment

10 points Promote good sporting behavior.

Peer Assessments 5 points Points given for helping a peer. Completion of officiating duties

10 points Points given for fulfilling duties and responsibilities.

Teacher Observation 15 points Students’ attitude in class throughout the unit.

Documents

Sportfolio Lena finallenachngportfolio.weebly.com/uploads/3/9/2/0/39206291/s... · 2018-09-11 · Assessment Log Descriptor What to assess (skills, knowledge, disposition) Assessment