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Major Games 2Teaching and Learning Resource

STRIKING GAMES

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Table of Contents:

Section Page Number

Introduction 3-6

Warm up Activity 7-8

Small Games Hitting through the V Danger Zone Hit the Wicket Rapid Fire

9111417

Innovative Major Game 20

Assessment Tool 24-29

Theory Lesson 30-32

Statement of Authorship 33

References 34

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Introduction

Bunker and Thorpe first proposed their Teaching Games for Understanding (TGfU) model in 1982,

challenging the traditional style of fundamental skill development. Bunker and Thorpe developed

the approach after identifying that the traditional styles of teaching within physical education

developed students that were technically sound, however were not necessarily tactically good game

players (Light, 2013). With the aim of improving the quality of a lesson, the TGfU model was

developed. Using motivating and enjoyable modified games, TGfU sequentially develops game

understanding and decision making skills. (Stolz & Pill, 2014). Now becoming a major focus in

Physical Education over the last ten years (Light, 2013), the TGfU model places the “student in a

game situation where tactics, decision-making, problem solving and skill is developed at the same

time” (Webb, Pearson & Forrest, 2006, p.1).

According to pedagogical approaches and research there has been very little evidence and

arguments for limitations within the TGfU model. In Allison (2006) study, teachers argues that

TGfU lessons required a great deal more thought, preparation, and managerial and control skills

than skill-based lessons. However the article did not really highlight this as a limitation, rather just

an opinion. Harvey, Cushion & Massa0Gonzalez in their 2010 study discussed how TGfU relies on

appropriate questioning and the facilitation of discussion. However, the implementation of

questioning has been found to be difficult in two aspects: what questions to ask and when to ask

them.

In comparison, most of the research has highlighted the advantages of implementing TGfU as an

instructional approach within Physical Education. These include:

The model places the students in a game situation where tactics, decision-making, problem

solving and skill is developed at the same time (Webb, Pearson & Forrest, 2006)

Allows teachers to place skill development tasks within the context of games’ and the

facilitation of discussion opportunities amongst and after enables students to think about the

concepts and strategies required within the selected game/s and then transfer these concepts

from one game to another (Stolz & Pill, 2014).

Pupils are encouraged to think more about, and within the game. This then has the potential to

enhance development of psychomotor, cognitive, affective and social skills relevant to game

play (Stolz & Pill, 2014).

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The questioning of participants in relation to their understanding of performance is a key

pedagogical feature and is designed to support learning by getting participants to recognise

and acknowledge experiences of success and to formulate action plans for future practice

(Stolz & Pill, 2014).

Teachers have more opportunities to observe and assess their students in TGfU lesson’s

compared to other approaches (Allison, 1996)

Students are generally significantly more involved in the planning and evaluation (Allison,

1996)

Students with lower technical ability have shown to apply more effort, have a more positive

attitude and demonstrate enjoyments in TGfU lessons (Allison, 1996).

There is a significantly greater increase in the students’ knowledge and understanding of

tactical awareness and game application in the TGfU model (Allison, 1996).

While there is no doubt many other advantages and possibly more limitations to the TGfU model.

The clear distinction indicates that the model, when applied appropriately and correctly is an

approach that Physical Educators should employed to develop understanding, thinking and decision

making skills within games and sport.

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Striking Game Approach: Softball and Cricket

Major Tactics and Strategies

Many of the skills within cricket are similar to softball, including throwing and catching a ball,

striking a ball into a field of players, and running to score points for your team. For these reasons,

the lessons within this Tactical Games unit have combined components from softball and cricket

through minor games to emphasise the tactics and strategies that students can implement within a

major striking game (Light, 2013).

Over the duration of the four minor games, one major game and one theory lesson, the students will

develop strategical and tactical awareness while developing proficiency in their throwing, catching,

batting and running skills. The lessons developed will address the following learning objectives

(Light, 2013):

Hitting into open space

Identifying where the opportunities to score runs are and modifying the strike accordingly.

o Example: Where are the gaps within the field? Where are fielders positioned? Where

are runners positioned on bases?

Modifying the types of shots takes in relation to the score and the risk involved.

o Example: Creating time to run and sacrifice their own opportunity to advance

another teammate.

Making strategic decision based on the positions of the fielding team.

o Example: Fielders concentrated close to the batter compared to spread amongst the

field.

Fielding the ball

Fielders strategically placing themselves amongst the field based on different stimuli

o The person batting, the score and the position of runners.

Learning to anticipate where the ball will be hit to based on different stimuli

o The batters body language, whether the batter is left or right handed, the position of

runners, the score, the person who is batting.

Accuracy

Developing proficiency in batting so that the placement of the ball is accurate.

Batting technique

Developing proficiency in batting technique through exploring different shots

o Example: a bunt, a high arching shot or a line drive.

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Teaching Games for Understanding within the Curriculum

AusVEL Domain Level 10

Health and

Physical Education The students will develop proficiency in a range of high-level

movements and manipulative skills.

The student will develop and implement ways of improving the quality

of their performance during games and sport.

The students will adapt previously learnt skills in a new context.

The students will learn and practise tactics and strategies relevant to

the sports and activities in which they are participating, including the

development of strategies to counter tactical challenges in game

situations.

Progression Point 10.5

Development of a team plan for countering tactical challenges in game

situations.


Employment of a team plan for countering tactical challenges in game

situations


Justification of their choice of tactics used in countering challenges in

game situations.

Information and

Communication

Technology

The students will use complex ICT tools and techniques to visually

represent, model, reframe and refine their thinking to assist in

developing new understanding.

Personal Learning The students will participate in reflective activities that enable them to

consider the progress they are making with their learning and to

acknowledge the potential for learning beyond the post-compulsory

school years.

The students will complete projects that require them to work both

independently and as part of a team.

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(VCAA, 2014)

Warm up activity

Aiming for Accuracy

Equipment:

- Spot markers

- Cones

- Large soft balls

- Small soft balls

Location and boundaries:

Indoor gym (if outdoors simply hit back and forth instead of at the wall)

- Students will be placed in groups of threes around the room facing the wall

- Groups are placed a distance from each other that won’t interrupt the other groups

Major Tactical and skill components:

- Striking technique

- Students will focus on the accuracy and consistency of where they are aiming too.

- Running around bases

Description of the game/Major rules:

- Students will be spilt into groups of 3

- Two students will start facing the wall with a large soft ball

- These students are to use their hand to strike the ball against the wall so the other student

can strike the ball back

- Students are to aim for 10 successful strikes in a row

- At the same time the third student will be running bases set up behind the striking

- This student is to count as many times they can run to all bases before the other students

have successfully completed their strikes

- The strikes must be successful 10 in a row, meaning that if one is unsuccessful then they are

to start back at 0

- When students have completed their 10 strikes in a row successfully then they are to yell

STOP and swap roles

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Safety:

- Groups will be placed some distance from each other so they are not running into or hitting

each other with the balls

Diagram:

Questions:

- Strikes did you adapt a strategy to maintain successful hits? What was this strategy?

- Give an example of how this might be important in a game that involves accurate striking?

Modifications:

- More successful catches

- Introduce smaller soft ball, smaller surface to hit

- Greater distance in between each student

- Greater distance between the wall and the students

- Minus the wall, have student hitting back and forth to each other

- Make the bases further apart

Follow up Questions:

- In a striking game, where would you need to strike the ball in order to gain the most points

or runs?

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- Why it important to practice striking for accuracy?

Minor Games

Hitting through the V

Equipment:

-3 x Cricket Batting Tees

-3 x Tennis Balls

-3 x Cricket Bats

-30 x Cones (3x Red, 3x Yellow, 3x Blue)


- 3 courts are set up running across the netball court using the 3 netball thirds.

- Each of the netball thirds has a V made up with cones, with the batting tee situated at the

joining area of the cones.

- The boundaries for the ball once hit are the cones that make up the V.


- Correct grip of the cricket bat when hitting the ball.

- Ability to hit the ball into the V, which emulates playing straight shots in a game situation.

- Accuracy (ability to hit targets with striking skills)


- Students will be broken up into 3 groups.

- Each group will have their own playing court.

- One at a time students will go up to the hitting tee and perform a front foot drive strike with

the aim of hitting the ball into the playing ‘V’.

- Players are awarded 1 point of hitting the ball into the V.

- The rest of the group members are fielders and must get the ball back onto the tee.

- Each batter is given 2 hits.

Safety:

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- All batters are hitting in the same direction to ensure the safety of the fielders. (balls all

travelling in the one direction)

Diagram:

Questions:

- How many points for hitting the ball off of the tee into the V?

- How many points are awarded for hitting the Blue Cone? Red Cone? Yellow Cone?

Modifications:

- Inclusion of target cones at the end of the V, which the batter needs to hit. Each cone is

worth a different amount of points.

- Add up the points from each team at the end of the round.


- Did the grip, stance affect your ability to hit the ball in the desired direction?

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Danger Zone

Equipment:

3 Indoor Cricket Bat

3 Cricket tees

12 Cones

3 Soft balls/Tennis balls


Indoor Gym (Can be outdoors as well if weather permits)

Netball thirds boundary lines: dividing up the three fielding areas for each team.

Cones will mark boundaries for fielding areas


Hitting into space – accuracy and opportunities

Batting technique


Divide the class up into three teams (approximately 7-8 students per group)

The netball third is divided into three vertical fielding areas.

Within the first vertical third, a tee is placed outside the backline for the batter to hit the ball

from.

One person from each team is selected to be the batter while the remaining students become

fielders.

Fielders are allocated to designated boundaries (example: Boundary 1= 1 fielder, Boundary

2 = 2 fielders, Boundary 3 = 3 fielders)

Rules:

1. Fielders can only field within their designated boundary

2. Batter hits the ball from the cricket tee into the field

3. Points are scored to the batter based on the placement of the ball.

Boundary 1 (closest to batter) = 1 point

Boundary 2 (middle boundary) = 2 points

Boundary 3 (furthest from batter) = 3 points

4. If a ball is caught by a fielder, the batter is out (exemption for first bat), and a new batter is

introduced.

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5. Batters rotate after three hits each.

Safety:

1. Batters from each team are hitting towards the same direction.

2. Limit the boundaries that students can hit the ball within to avoid ball being smashed into

other team boundary areas.

3. Use soft balls to limit the projectory of the ball due to confined space.

4. Keep eyes on the ball to avoid being accidently hit with the ball.

5. Communicate with team members to avoid collisions.

Diagram:

X

X

X

X X

X

X

X

X

X X

X

X

X

X

X X

X

X Team 1

X Team 2

X Team 3

Cone to mark the boundaries

Cricket tee

Cricket bat/Batter

Questions:

Batters:

1. What things do/did you consider when deciding where to hit the ball?

2. What strategies did you implement when you hit the ball from the tee? Why did you

choose to follow these strategies? What was the outcome?

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3. If you had the opportunity to re-play your shot, knowing the outcome, what changes

would you have made? Why?

Fielders:

1. What did you think about when deciding where to stand within the field?

2. Did you change positions according to who was batting? Why?

3. What impact did the boundaries play in your fielding abilities? Did it influence the way you

positioned yourself within the boundary? Why?

Modifications:

1. Move the position of fielders – rotate the numbers within each boundary.

2. Introduce targets within each boundary such as spot markers, cones and hoops that the

students can aim to hit the ball to. 5 bonus points are allocated upon successful strike to a

target.


1. How did the re-arrangement of fielders within the boundaries influence your placement of

the ball within the field?

2. Relating this game to a major game of softball or baseball, what could you do if the field is

concentrated close to the batter? Why would you do this?

3. How did the placement of targets as well as people influence your placement of the ball?

4. What factors influenced your decision to hit the ball where you did?

5. If the opportunity to score runs were introduced, where the fielders had to return the ball to

the tee, how would this have changed the decision you made? Why?

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Hit the Wicket

Equipment:

Cricket Wickets (Indoor)

Cricket Bat (Indoor)

Cricket Ball (Indoor)

Cones x 2


Gym – no boundaries – use of walls for rebounding.


Hitting into space

Directing hits to target area/space

Accuracy of hitting


Game consists of one batter, one bowler and rest of students fielding – bowler should be

changed regularly.

The bowler will bowl the ball to the batter who is standing in front of the wickets, if the

batter hit the ball, they run to the cone round it back to the wickets (1 run), if the fielders are

still fielding the ball the batter will continue to make runs if they chose, or wait at the

wickets for the next bowl.

The fielder’s aim is to get the ball back to the bowler, and bowled before the batter gets back

to hit the wickets.

If the bowler hits the wickets on a bowl, the batter is out. The bowler can aim to bowl out a

batter at any time and they do not have to wait for the batter to return to the wickets

Once out, batter will become a fielder, a new batter is appointed from fielders.

If batters are not going out, create a retirement score that the batters must retire on, once

they reach, to ensure all students get a turn at batting.

Safety:

Batter should be wearing appropriate protective gear, e.g. helmet

All fielders need to ensure they are aware of the ball at all times to avoid being hit – ball can

rebound off walls and potentially hit students.

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Key:= Fielding Team

= Bowler (fielding team member)

= Batter

= Cone for running around (acts as second wicket)

The wicket and cone (running space for batter) should be placed away from walls to avoid

students colliding with walls due to speed.

Diagram of Playing Area (Gym):

Questions:

Batters:

What are you looking for when you step up to hit the ball?

What are some ways in which you were able to score runs?

How can/did you best create time to make as many runs as possible?

Fielders:

What determined who was fielding where? Why?

Did you change positions according to who was batting? Why?

Did you anticipate how the batter may hit the ball and where? (Students to think of speed of

ball, high/low, etc.)

Modifications:

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Add another batter, as per real cricket where two batters run between wickets, so that two

batters are now attempting to make runs, also increases student participation and

opportunities to bat.

Make the running distance for the batter to make runs either shorter or longer depending on

the success of the game


What tactics did you find most successful for yourself? Why?

What are some things do you consider when trying to hit the ball?

Did any of you try to deceive the fielding side? How? Was it successful?

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Rapid Fire

Equipment:

- Cricket Bat

- Yellow tees

- Tennis Balls

- Cones

- Stumps


Can be played indoors or outdoors

- If played indoors batters should be set up on a baseline of a netball court

- Fielders should be spread out in the middle and last third of the netball court

- Batters may use the wall to hit off

- If played outdoors the field should set up the same with about the same measurement as a

netball court


- Striking

- Hitting into space

- Hitting accurately

- Fielding

- Base running


- Students will be split into two teams with one starting as the batting team and other team as

the fielding team

- The fielding team will need to set up behind the safety line (indoors will be the line between

the first and middle third)

- Fielder should spread out ensuring there is no gaps that batters are likely to hit into

- Batters will need to work out their batting order and have one batter up the front ready to

start batting

- The rest of batters will set up in relay formation behind the batting area

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X

BattersConesFielders

X X XX X

X X X

SAFETY LINE

- The first batter will need to hit the balls off the cones into the fielding area

- Once all ball have been hit then the rest of the batting team will need to run back and forth

one at a time between the two stumps

- Batters will stop running when the fielding team have placed all balls back on their cones

and have yelled HOWZAT

- Batters will need to keep count of the runs they make

- Batters are not allowed to start running until the last ball has been hit

Safety:

- Fielders need to spread out behind the safety zone so they are not likely to get hit by a ball

- The runners and the first batter need to be placed a distance some a part so the batter is not

hitting the runners

Diagram:

Questions:

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- As a batter where are you likely to hit the balls in order to slow the fielders down?

- What can you do as fielders to reduce the time it takes to place the balls back on the cones?

Modifications:

- Bigger balls to start then use smaller balls

- Less balls to hit off the cones

- Making sure each fielder touches at least one ball before they are placed on the cones

- Change the running space to a diamond

- Use the stumps to stop the runners


- Use an example from this activity that may occur in a game of cricket or softball in terms of

batting?

- Use an example from this activity that may occur in a game of cricket or softball in terms of

fielding?

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Innovative Major Game

Hectic (Softball/Cricket Combination)

Equipment:

-2 X Cricket Bats

-4 X bases

-5 X spot markers

-4 X balls (one must be of a different colour or design)

-Cones


This game is preferably played outdoors however can be modified for an indoor location.

Major Tactical and Skill Components:

Game tactics to be discovered by students include:

-How best to field the ball?

-Where to hit the ball to achieve the best base running opportunity?

-How to achieve the most points during participation in the extra points activity?

-Where to place the field positions to minimise the opposition scoring.

Skills practised in this game include:

-Striking off a tee

-Tactical decision making

-Throwing & Catching

-Team Work & Communication


-Students are divided into two teams; Batting and Fielding

Batters:

-One student at a time approaches the batting zone (green). This student uses a cricket bat to

hit one ball off a cone/tee out into the field of play (between green lines).

-Once the ball is hit the student begins running around the bases.

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-In order to be ‘safe the student must be touching a base when the ball is returned to the

beginning zone.

-Max 2 students per base.

-Students who are awarded ‘out’ move to the side line to complete the extra points activity.

Students waiting for their turn will also participate here.

-Batters will nominate the batting order prior to the innings to ensure all students participate

in both activities while not wasting time in transition.

Fielders:

-Fielders aim to collect the balls and return them to the beginning zone in order to stop the

batter running.

-The ball must be fielded to the first fielding base and then travel around the other fielding

bases (squares) before it returns to the beginning zone where STOP is signalled.

-Fielders cannot run with the ball

-If fielders catch any ball off the hit the team is awarded one point. Batter is not awarded out

from a catch.

-Fresh faces on bases after every 3 batters.

Extra Points Activity:

-Students line up along the playing field spaced 5 metres apart.

-Students aim to pass a ball to each person up and down the line with each returning ball

boosting the team’s score by 5 points.

Safety:

-Include a ‘safety zone’ set 5m from the tee where the ball is set to avoid fielders being hit at

close range.

-Ensure students do not throw the bat after they hit the ball off the tee.

-Keep the students who are completing the ‘extra points’ part of the game at a safe distance

from the main section of the game.

Diagram:

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Questions:

-Batters participating in the extra points activity, when are must you start/stop the activity

each round?

-How many batters are allowed on each base?

-How is a batter awarded out?

-What happens if a fielder catches the ball off the hit?

-Fielders where do you think you need to stand in order to be most successful?

-Why do we employ the ‘fresh faces on bases’ rule?

Modifications:

-The batting team uses a cricket bat to hit 3 balls of different colours off a cone/tee out into

the field of play. Two balls can be returned straight to the zone however one nominated ball

must travel around the bases (squares) before it returns to the beginning zone. In order to be

‘safe the batter running must be touching a base when the last ball is returned to the

beginning zone. This modification will make the game more inclusive for fielders.

-Add in a pitcher and a back stop to make the batting more challenging.

Modification: Extra Points Activity

-One student has a bat and stands at the head of a triangle set by the remaining students.

-Aim is for the front triangle student to underarm the ball out to the batting student who

aims to hit a catch back to the group.

-Points are determined by the zone the ball is caught in; 1 point for a catch in the closest

zone, 2 points for the middle and 3 points for the back zone.

-Participants in this activity can only proceed when the balls are being fielded.

-Students rotate positions when ‘fresh faces on bases’ is called for the fielding team.

Follow up Questions:22

-What strategies did your team use to move the ball the fastest back to the beginning zone?

-When Batting where was the best place to hit the ball considering the environment you were

playing in (indoor/outdoor)?

-When batting were there any strategy you employed to determine batting order?

-How could this game be improved?

HECTIC SCORE SHEET

TEAM 1 – Batting Order TEAM 2 – Batting Order

TEAM 1 – SCORE TEAM 2 - SCOREBase Runs

Extra Points

Fielding Catches

Base Runs Extra Points

Fielding Catches

1st Innings

2nd Innings

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3rd Innings

TOTAL TOTAL

Assessment Tool

The assessment tool for this striking unit will include a rubric for the unit, and a teacher

reflection sheet to record student accomplishments relating to rubric topics.

The assessment tack will be presented to the students in the first session (rubric), to ensure

students are aware of and have a copy of what they will be required to accomplish and

demonstrate in this unit.

Students will be assessed ongoing by the teacher as a reflective task after each session,

where the teacher will tick whether that student was meeting the criteria topics in that

particular session, as well as commenting on the student’s achievements and areas for

improvements. This will be recorded in the template included below

The teacher will then use this tool to complete the rubric at the end of the striking unit

Students will also self-assess and fill in the rubric assessing their own self on the six

criterion to be used by the teacher when assessing each student

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Assessment Rubric – Teacher

5 4 3 2Decision Making

Strongly demonstrates the use of relevant decision making in the sessions. Strongly shows the ability to make decisions that lead to positive and successful outcomes

Demonstrates a high use of relevant decision making. Highly shows the ability to make decisions that lead to positive and successful outcomes

Mostly demonstrates the use of relevant decision making that leads to positive and successful outcomes

Sometimes demonstrates the use of decision making that leads to positive and successful outcomes

Problem Solving

Strongly demonstrates the use of problem solving skills within the sessions to counter tactical problems.

Demonstrates high use of problem solving skills within the sessions to counter tactical problems

Mostly demonstrates the use of problem solving skills to counter tactical problems

Sometimes demonstrates the use of problem solving skills to counter tactical problems

Tactical Thinking/

Development

Strongly demonstrates the incorporation of tactical thinking and development throughout the sessions.

Highly demonstrates incorporation of tactical thinking and development throughout sessions

Mostly demonstrates incorporation of tactical thinking and development throughout sessions

Sometimes demonstrates the incorporation of tactical thinking and development throughout sessions

Teamwork Demonstrates a very high level of team work skills, student is able to work within a team successfully and strongly contribute tactical development in a team context

Demonstrates a high level of team work skills, student is able to work within a team successfully and highly contributes tactical development in a team context

Mostly demonstrates team work skills, student is able to work within a team successfully and contributes tactical development in a team context most of the time.

Sometimes demonstrates team work skills. Sometimes demonstrates the ability to work in a team and contribute to tactical development in a team context

Striking Skills &

Development

Demonstrates a high level of skills relating to striking

Demonstrates a very good level of skills relating to striking

Demonstrates a good level of skills relating to striking

Demonstrates a satisfactory level of skills relating to striking

Answering Questions

Very highly demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking and discussion.

Highly demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking and discussion

Mostly demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking and discussion

Sometimes demonstrates inclusion in class discussion by answering questions posed concerning tactical thinking.

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Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mark / 30

Teacher Week Student Reflection Template

Student Decision Making

Problem Solving

Tactical Thinking &

Development

Team Work

Skills & Skill

Development

Answering Questions

Comments:

Comments:

Comments:

Comments:

Comments:

Comments:

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Example:

Student Decision Making

Problem Solving

Tactical Thinking &

Development

Team Work

Skills & Skill

Development

Answering Questions

John Doe Comments:

Demonstrated excellent decision making and problem solving incorporating tactical thinking

Showed the use of problem solving to overcome tactical problems Excellent striking skills in tee ball/softball Needs to work on positively working in and contributing to the team Needs to improve on answering question to further reinforce tactical thinking and to

join into class discussion.

Comments:

Comments:

Comments:

Comments:

Comments:

27

Assessment Rubric - Student

5 4 3 2Decision Making

Strongly demonstrates the use of relevant decision making in the sessions. Strongly shows the ability to make decisions that lead to positive and successful outcomes

Demonstrates a high use of relevant decision making. Highly shows the ability to make decisions that lead to positive and successful outcomes

Mostly demonstrates the use of relevant decision making that leads to positive and successful outcomes

Sometimes demonstrates the use of decision making that leads to positive and successful outcomes

Problem Solving

Strongly demonstrates the use of problem solving skills within the sessions to counter tactical problems.

Demonstrates high use of problem solving skills within the sessions to counter tactical problems

Mostly demonstrates the use of problem solving skills to counter tactical problems

Sometimes demonstrates the use of problem solving skills to counter tactical problems

Tactical Thinking/

Development

Strongly demonstrates the incorporation of tactical thinking and development throughout the sessions.

Highly demonstrates incorporation of tactical thinking and development throughout sessions

Mostly demonstrates incorporation of tactical thinking and development throughout sessions

Sometimes demonstrates the incorporation of tactical thinking and development throughout sessions

Teamwork Demonstrates a very high level of team work skills, student is able to work within a team successfully and strongly contribute tactical development in a team context

Demonstrates a high level of team work skills, student is able to work within a team successfully and highly contributes tactical development in a team context

Mostly demonstrates team work skills, student is able to work within a team successfully and contributes tactical development in a team context most of the time.

Sometimes demonstrates team work skills. Sometimes demonstrates the ability to work in a team and contribute to tactical development in a team context

Striking Skills &

Development

Demonstrates a high level of skills relating to striking

Demonstrates a very good level of skills relating to striking

Demonstrates a good level of skills relating to striking

Demonstrates a satisfactory level of skills relating to striking

Answering

Questions

Very highly

demonstrates

inclusion in class

Highly

demonstrates

inclusion in class

Mostly

demonstrates

inclusion in class

Sometimes

demonstrates inclusion

in class discussion by 28

discussion by

answering

questions posed

concerning tactical

thinking and

discussion.

discussion by

answering

questions posed

concerning tactical

thinking and

discussion

discussion by

answering

questions posed

concerning tactical

thinking and

discussion

answering questions

posed concerning

tactical thinking.

Comment on how believe you have met the above criteria, provide specific examples to justify the marks you have allocated yourself.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mark /30

29

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Theory Lesson

Teacher: Lauren Marino Unit: Striking Games Theory Lesson

VELS LEVEL - 10 Learning Intentions(LI) for the students ( what do I want the students to know, to understand , to be able to do)

Success Criteria-How will I know that the students have achieved the LI? What we are looking for is:

Met√, X

The students will use complex ICT tools and techniques to visually represent, model, reframe and refine their thinking to assist in developing new understanding.

The students will participate in reflective activities that enable them to consider the progress they are making with their learning and to acknowledge the potential for learning beyond the post-compulsory school years.

The students will complete projects that require them to work both independently and as part of a team.

Students will be able to understand the components of a striking skill based activity/game.

Students will have the knowledge and understanding to create and present their own original new game/activity using the skills of striking.

Through the answers provided in the group class discussion, which is prompted through the set questioning.

Through observation and voting of presented games/activities to the class at the conclusion of the lesson.

Personal Teaching Goals- Provide clear instructions to the students when

explaining classroom activities.- Administer relevant enjoyable tasks within the

lesson allocation time.

Post Lesson Reflection of Teaching

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Resources – Equipment / References- Teacher Laptop- Projector/TV Screen- Whiteboard marker

Essential prior student knowledge- Rules and knowledge of some striking games (cricket, softball, baseball, tee-ball, tennis)

Students will… I will… TimeEngagement – Introduction, building interest and linking to prior knowledge1. List as many sports as they can that involve the skill of striking, these can be sports that involve the one or two-handed strike.

2. Students will view Youtube clips whilst taking down notes on which activities they like and why.

1. Begin the class with a brainstorm of sports that involve striking actions. List these sports on the projector through the use of Popplet (Online program). I will type the sports listed into the Popplet program so that they can be remembered and seen by the whole class.

5minutes in duration.

2. I will show a few short Youtube clips demonstrating a few modified striking activities/games for students.

5minutes in duration.Learning through activity and social processes3. Students will discuss the answers to these questions as a class and write down the group findings of them.

4. Students will work in pairs/and or groups of 3 to create and their own original striking game.

3. As a class we will spend 15minutes going over what is required in a game/activity for it to be considered a striking game/activity. Questions such as the following will need to be answered:- What type of equipment is required?- Are there generic rules of these types of activities/games?- How many individuals can be on teams? - Are there sports/activities that involve striking in which players are individuals and not in teams?

15minutes in duration.

4. Students will now be working in pairs and need to create their own original game/and or activity that involves the skills of striking, whether it be a two-handed strike or a one-handed strike. Students will have 20minutes to work on this, and then the different games will be

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presented back to the class.Games/activities need to include:- Equipment used, - Rules, - Playing area, - Safety considerations, and- Description of activity.20minutes in duration

Closure5. Students present and share their game/activity with the rest of the class, with the best/highest votes activity (by the rest of the students) being played by the class in the next practical lesson.

5. Students will present their games to the rest of the class to conclude the lesson, with the highest voted game/activity being played in the next practical class.

5Minutes in duration.

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References

Allison, S. R. (1996). A survey of current practice with reference to the teaching games within

physical education in secondary schools in Linconshire. Unpublished PhD paper,

Loughborough University, 1996.

Harvey, S., Cushion, C, J., & Massa-Gonzalez, A, D., (2010). Learning a New Method: Teaching

Games for Understanding in the Coaches’ Eyes. Physical Education and Sport Pedagogy,

15(4), 361-382.

Light, R. (2013). Game Sense: Pedagogy for performance, participation and enjoyment. New York:

Routledge

Stolz, S. & Pill, 2. (2014). Teaching games and sport for understanding: exploring and recognizing

its relevance in physical education. European Physical Education Review, 20(1), 36-71.

VCAA. (2014). Ausvels: download curriculum. Retrieved October 12, 2014, from

http://ausvels.vcaa.vic.edu.au/Print

Webb, P., Pearson, P. & Forrest, G. (2006). Teaching games for understating in primary and

secondary physical education. Retrieved from http://ro.uow.edu.au/edupapers/74/

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http://ausvels.vcaa.vic.edu.au/Print

Documents

nikitagiel.weebly.comnikitagiel.weebly.com/.../striking_games_unit_plan.docx · Web viewStriking Game Approach: Softball and Cricket Major Tactics and Strategies Many of the skills