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------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Comments: Mark: /50
· Cover Sheet
EDN464 Assignment Two
HPE Program All forms of plagiarism and unauthorised collusion are regarded seriously by the University and could result in penalties including failure of the unit and possible exclusion from the University. If you are in any doubt please contact the Unit
Coordinator.
Declaration: Except where I have indicated, the work I am submitting in this assignment is my own work and has not
previously been submitted for assessment.
Name Bradley Lee Stud No 32533011
Marking schema N
(0-4
9)
Fail
P (
50-5
9)
Pass
Cre
dit (
60-6
9)
D (
70-7
9)
Dis
tinction
HD
(80-1
00)
Hig
h D
istinction
Com
ments
The plan has an appropriate outline/grid for over 6
lessons showing sequence and structure, that is easy
to follow (APST 2.2,2.3).
The plan shows links to WA Syllabus and key
knowledge and skills linked through content and
assessment tasks (APST 2.1,2.3).
Assessment tasks are appropriate to overall unit
outline presented and align to context in curriculum
(APST 2.3).
Clear diagrams used effectively (APST 2.2).
Lesson plans show a clear sequence and format
identifying outcomes, appropriate teaching and
learning activities and resources (APST
1.1,1.2,3.1,3.2,3.3,3.4).
Lessons are creative and they use critical and
inclusive pedagogy (APST 4.1,4.2).
Learning objects (including technology) are
appropriately employed and contribute to ss learning
(APST 2.6).
Build on existing curriculum resources in your lesson
plans (APST 2.2;3.4).
A detailed reference and resource list included [APA
style guidelines]
(APST 3.4).
Literacy requirements met - The unit is well written
and edited with attention to presentation, grammar
and spelling.
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Assignment Two: Teaching and Learning Program for HPE
YEAR 10 – HOCKEY PROGRAM
BRADLEY LEE 32533011
STUDENTS: 28
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
HOCKEY PROGRAM SUMMARY
WEEK ONE: Moving with the ball
Objectives: Students will understand and know the rules that affect moving the ball on the reverse stick side and raising the ball.
WEEK TWO: Aerial Pass
Objectives: Students will know when the aerial pass is to be used in a game. Each student will be able to describe the advantages and disadvantages of using the aerial pass as compared to the ground pass. The correct technique will be demonstrated and will be able to effectively use it in a game type scenario
WEEK THREE: Beating a player
Objectives: Students will be able to perform a simple method of beating their opponent using the 'D Dodge.' They will then be able to know when to use it in a game scenario.
WEEK FOUR: Tackling
Objectives: To be able to perform a tackle in a game and understand the rules that affect tackling
WEEK FIVE: Positional Play
Objectives: Students will know and understand each of the positions and have an understanding of the roles and responsibilities of each of those different positions. They will understand how each position enhances support play and width to create space. Students will know the different scoring systems and application of the rules during a game type scenario
WEEK SIX: Games
Objectives: To introduce each student to a full sided game of hockey. To give each student the chance to try their tactics acquired into a game of hockey. To understand their roles and responsibilities of each position during a game of hockey
Curriculum Links
ACPMP090
ACPMP101
ACPMP102 ACPMP107
ACPMP106
ACPMP103 ACPMP105
ACPMP104
ACPMP099
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
HPE - Year 10 - Hockey Program Summary
Week/s Key Learning Outcomes Assessment Strategies
Week 1
Moving with the ball On completion of this lesson, students will be able to; understand and know the rules that affect moving the ball on the reverse stick side and raising the ball.
Reflection & Questioning
“Ticket to Leave”
Judging Standards SCASA; Please refer to appendices. (Weighting 10%)
Week 2
Aerial Pass On completion of this lesson, students will be able to; know when the aerial pass is to be used in a game. Each student will be able to describe the advantages and disadvantages of using the aerial pass as compared to the ground pass. The correct technique will be demonstrated and will be able to effectively use it in a game type scenario.
Reflection & Questioning
“Ticket to Leave”
Judging Standards
SCASA; Please refer to
appendices. (Weighting
10%)
Week 3
Beating a player On completion of this lesson, students will be able to; perform a simple method of beating their opponent using the ‘D’ dodge. They will then be able to know when to use it in a game scenario.
Reflection & Questioning
“Ticket to Leave”
Judging Standards
SCASA; Please refer to
appendices. Weighting
10%)
Week 4
Tackling On completion of this lesson, students will be able to; perform two tackles in a game and understand the rules that affect tackling.
Reflection & Questioning
“Ticket to Leave”
Judging Standards
SCASA; Please refer to
appendices. (Weighting
10%)
Week 5
Positional Play On completion of this lesson, students will be able to; know and understand each of the positions in hockey and have an understanding of the roles and responsibilities of each of those different positions. They will know and understand how each position enhances support play and width to create space. They will also know the different scoring systems and application of the rules during a game type scenario.
Reflection & Questioning
“Ticket to Leave”
Judging Standards
SCASA; Please refer to
appendices. (Weighting
10%)
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Students Prior Knowledge and Experiences
Basic skills that have been developed throughout their year nine program;
Grip Trap
Push Strike
Students throughout year 9 have had experience in the game of hockey as they have elected Sport Studies as an elective. They have developed a general understanding of most of the requirements
needed in the game. They can demonstrate, moving with the ball, passing, some tackling, the slap and basic positional plays. These skills were acquired as part of this elective. The next step is to build upon
these skills and push responsibilty back onto the students to instruct during and after activities.
They have developed a general understanding of the some of the requirements such as the trap, push and strike. Following on from this, it is important to encourage the students to instruct during and
after the learning trials. Following the "Peer Teaching Model" (Metzler, 2017)
Students need to be encouraged to promote their own skill development and tacical knowledge needed for competent game performance. This is aligned to the 'Tactical Games Model" (Metzler,
2017)
Week 6
Game: GAME DAY On completion of this game, students will be able to; try their tactics learnt into game of hockey and to understand the roles and responsibilities of each position during a game of hockey.
Self-Reflection Essay
Weighting: 50%
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Catering for Diversity throughout this Program
Lower skill level: Will be at opposite ends of the spectrum between students.
Learning experiences need to be catered for varying abilities. Professional
development strategies that include scaffolded approaches to teaching, collaboration
between students, intervention and object control tools will be used to assist in the
learning process.
Provide student with a soft and gentle object to hit, focusing on their technique
rather than their power or accuracy.
Positive encouragement, constructive criticism (2 for 1 = 2 positive
reinforcement, 1 constructive criticism)
Higher Skill level: Students who demonstrate a competence within the learning
area will be encouraged to facilitate and peer coach the less competent students.
Whether that is working one on one or even demonstrating the skill to the class. One
week I might get the strong student’s to facilitate the class.
Disabilities: Each child’s language difficulties, prior knowledge, learning abilities and
styles vary enormously so the curriculum and lesson must be adapted to suit each
child’s needs. Use teaching strategies that cater for the diverse needs of each
student.
Emotions: Influences a child’s ability to process information directly therefore
hindering ones motivation to participate. We can assist in the learning process by
being aware of ones emotions, managing those emotions, motivating oneself,
demonstrating empathy and relating well with others in a group.
Positive encouragement, constructive criticism (2 for 1 = 2 positive
reinforcement, 1 constructive criticism)
Encourage students to participate in the modification of rules to make for a more
engaging experience.
Students Safety
Ensure students are adequately warmed up,
fully stretched and have removed jewellery
Sunscreen, hats and
water bottles must be present throughout the lesson
Always check the playing surface for glass and
dangerous objects at
the beginning of every lesson
Eyes must always be on
the ball throughout the games
Tennis balls can be used
as a replacement
to the hockey ball
for aerial drills
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
New knowledge that each student will be taught throughout the six
week program
Tactical Games Model (Metler, 2017)
Students will learn to develop tactical knowledge that facilitates skill
applications in smaller versions of the game.
Through doing so, students are consistently
playing the game, as they develop and learn
essential skills and tactics required.
Peer Coaching Model (Metzler, 2017)
Students observe and analyse other students' practice attempts. All
students should spend equal time as tutors,
facilitators and learners. Push the responsibilty of the change it model onto
students and prompt them for suggestions to improve the game whilst
enhancing student success and participation
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Assessment;
Formative assessment/reflection questions for TEACHERS to ask themselves
Ticket To leave:
Students must demonstrate
knowledge they have acquired throughout the lesson in order to
leave the class.
Reflection and Questioning:
Teacher to reflect on the learning of skill by
asking questions throughout the lesson.
For example, “Who knows how to grip the
hockey stick effectively?” Please see formative assessment
questions below
Judging Standards
SCASA; Please refer to
appendices
Are the children demonstrating all components
of each skill?
In what settings are the children most proficient?
To what extent can we expand on
these new skills learnt?
How can we use this information moving forward?
What other strategies could we use to gather
information?
Have we gathered a broad picture of
the children’s learning in a way that is fair, valid,
explicit and educative?
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Year 10: Hockey Program 2017 - Week One (Moving with
the ball)
LEARNING PURPOSE: Students will participate in a range of activities that will
enhance their level of understanding in regards to the Hockey rules. They will also
be taught the rules which affect moving the ball on the reverse stick side as well as
raising the ball.
ASSESSMENT: Reflection & Questioning, Ticket to Leave, Judging Standards
SCASA
PREPARATION AND RESOURCES:
- Hockey Sticks
- Hockey Balls
- Light Small Balls
- Bibs
- Cones/Markers
- Goals
- Tennis Balls
VISUAL OBJECTS:
- You Tube Clip (Moving the ball in hockey)
https://www.youtube.com/watch?v=oVTh2gDYR5U
Students will be able to see how to control a ball at close range. Visual
learning a very important part of the learning process.
DIFFERENTIATION WITHIN THE LESSON:
Get Pupils to incorporate
stretching with the
ball/stick/objects being used within
the lesson
Start without a stick, using your
hand only to scoop the ball
Peers to evaluate the skills and the
knowledge of others (Peer
teaching model)
Teacher to ask questions to each
student ragarding rules
and tactics
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
TEACHING POINTS FOR LESSON ONE
Warm Up:
Listen and follow instructions of the student chosen to lead the warm up
Moving with the ball:
- Left hand steers the stick
- Rotate the stick with the loose right hand for use on the reverse side
- Keep the ball close to the feet with eyes solely focused of the ball
Raising the ball;
- Open the stick to the bottom half of the ball
- Drop the right shoulder and lift through the bottom half of the ball
- The right hand should exert the pressure and direction
- Extend the arms and finish the stick toe up and arms extended to the target
Receiving;
- Position behind the ball
- Determine the line of the ball and focus eyes on the ball
- Receive the ball on the stick shaft at knee level
- Direct rebound downward
Games:
- Scoring must involve the ball passing through the goal
- The ball cannot be raised as its only week one
- Play to the rules
Cool Down:
- Students to move at a gentle walking speed and take deep breaths whilst
executing the cool down. Keep body upright
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Timing
10 MINS
5 MINS
10 MINS
Learning Experiences:
Introduction: - Call the class in. Try and challenge the
class to see who can get in first and who is last.
Ask for students’ names and what they know about hockey in general
Play You Tube Clip that explains moving the ball https://www.youtube.com/watch?v=oVTh2gDYR5U
Sequence of learning experiences:
Warm up
3 man weaves.
- Teacher to break off students in groups of three and complete the activity for 5 minutes
Activity 2
The Indian Dribble
- Teams to broken up into teams of six. - 3 each side. - Players will dribble through the markers
and pass to the next player who will be waiting. The same process continues
Organisation of learning:
Retrieved from Sports Session Planner, 2017
The Indian Dribble
ADD ANY ORGANISING
COMMENTS E.G.
The 3 man weave
1) Start with three lines
2) the ball starts in the middle
3) Player makes a pass and then runs behind the player they have just passed to
4) Periodic passing pattern
5) Finish with a shot at goal
NOTE: Objectives
To be able to perform the reverse stick turn and lift the ball over an
opponents stick.
To demonstrate a number of methods of beating a player
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
5 MIN
20 MIN
5 MIN
Activity 3
Raising the ball
- Teacher to introduce raising the ball
from a stationary position and also from
the move.
- Class to be broken up into two. Each will
have a partner
- Each pair will face each other and
practice raise passes to each other
- Repeat the process for 5 minutes
Game
4 V’s 4
- Mini hockey fields will be set up with two
goals at either end.
- Teams will be broken up into four
- The aim of the game is, teams must
make their way from one side of the field
to the other.
- Indian dribbles must be executed as well
as raising the ball.
- These will be used to pass between
players
- Once they get through their opposition
then they shoot for one of the goals
- NOTE: No goal keepers so the
opposition must try to stop the ball
before the striker shoots.
Cool Down
- 2 students will be chosen to lead the
cool down.
- It is to their discretion on what they
choose
Objectives:
For students to be able to apply the skills learned in an earlier activity to a game type
scenario
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
5 MIN Conclusion
REFLECTION: Students will be asked
some reflective questions about the
game. These questions are highlighted
in the program outline above.
Ask the group if there were any
modifications that we could make.
Quick recap on the lesson/ tips to work
on for future improvement.
Thank students for their participation
and ask for the “ticket to leave” to be
completed
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Year 10: Hockey Program 2017 - Week Two (Aerial Pass)
LEARNING PURPOSE: Students will learn when to use an aerial pass in a game
scenario. They will understand the laws in the game that refers to the aerial pass and
they will be able to identify the advantages and disadvantages of using the aerial
pass rather than the ground pass.
ASSESSMENT: Reflection & Questioning, Ticket to Leave, Judging Standards
SCASA
PREPARATION AND RESOURCES:
- Hockey Sticks
- Hockey Balls
- Light small balls
- Bibs
- Cones
- Markers
- Goals
- Goal keeping kit
- Tennis balls
VISUAL OBJECTS:
- You Tube Clip (Aerial Pass- How to)
Students will be able to see how to control an aerial pass at close range.
https://www.youtube.com/watch?v=80H3ibZW2Qw
Visual learning a very important part of the learning process.
DIFFERENTIATION
Ask the students how they could make the
warm up easy/harder/intense
Get the students to incorporate stretching
using the ball/stick/objects
Decrease the distance for the aerial pass. Give
students a target to pass in to
Teacher to observe each student's ability to
incorporate the aerial pass in a game scenario
Teacher to observe students' abilities to
receive an aerial pass. Is their technique correct?
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
TEACHING POINTS FOR LESSON TWO
Warm Up:
Listen and follow instructions of the student chosen to lead the warm up
Aerial Pass:
- Open the stick to the bottom half of the ball
- Drop the right shoulder and lift through the lower half of the ball
- The right hand has to exert the pressure
- Extend the arms
- Finish the shot with the stick ‘toe up’ and extend the arms towards the target
Receiving the Aerial Pass:
- Position the body behind the ball
- Determine the line of the ball
- Receive the ball on the shaft of the stick at knee level
- Direct the rebound towards the ground
Games:
- Use the aerial pass to go over an opponent’s stick
- Use it to reach a team mate whose passage is blocked by the defender
Cool Down:
- Listen to, encourage and follow those that are leading the cool down this
week. Complete the exercises and stretches
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Timing 5 MINS
5 MINS
10 MINS
Learning Experiences:
Introduction: - Repeat week one introduction
Play You Tube Clip that explains the aerial pass and receiving.
https://www.youtube.com/watch?v=80H3ibZW2Qw
Sequence of learning experiences:
Warm up:
- The pairs chosen for the cool downs last week will lead the warm ups.
- Students will be arranged in a circle and the group will be lead through a range of stretching activities at the two coaches’ discretion.
Activity 2
The Aerial Pass.
- The class will be separated into two groups with each group facing each other in a long line.
- Students will; Lift the ball to their partner (Refer to coaching points)
Organisation of learning:
Retrieved from Sports Session Planner, 2017
ADD ANY ORGANISING
COMMENTS E.G.
Objectives:
Students will be able to identify the advantages and disadvantages of using the aerial pass
compared to the ground pass
To be able to effectively demonstrate the aerial pass
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
5 MIN
20 MIN
Activity 3
Receiving the Aerial pass
- In pairs, players perform the following in
a safe working space
1) Short lob pass which is controlled
with the stick
2) Lift to the partner, receive and a push
to return
3) Continue 10 times
Game
7 V’s 7:
- 2 X hockey fields will be set up with a
goal at either end.
- Teams will be broken up into seven per
team
- This is a real game of hockey with a
modified field size
- We will have student umpires
- Each team must demonstrate the aerial
pass within a real life game
- They must also know when to use the
tactic throughout the game.
- 10 minute per half
Objectives:
To be able to use the correct technique to receive an aerial pass
To understand the laws concerning lifting the ball
Objectives:
To be able to apply the aerial pass in a real game scenario
To know when an aerial pass would be used effectively in a game
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
5 MIN
5 MIN
Cool Down
- 2 new students will be chosen to lead
the cool down. They will then lead the
warm ups next week
- It is to their discretion on what they
choose
Conclusion
REFLECTION: AS PER WEEK ONE
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Year 10: Hockey Program 2017 – Week Three (Beating a
Player)
LEARNING PURPOSE: Students will be able to perform simple methods of beating
an opponent by using the ‘D Dodge.’ They will know and understand when to use
this specific skill in a game and will develop the knowledge and understanding of
tactical awareness in order to beat a defender.
ASSESSMENT: Reflection & Questioning, Ticket to Leave, Judging Standards
SCASA
PREPARATION AND RESOURCES:
- Hockey Sticks
- Hockey Balls
- Light small balls
- Bibs
- Cones
- Markers
- Goals
- Goal keeping kit
- Tennis balls
VISUAL OBJECTS:
- You Tube Clip (How to beat a defender)
Students will be able to see how hockey players can beat a defender.
https://www.youtube.com/watch?v=BqjNfptu17Q
Visual learning a very important part of the learning process.
DIFFERENTIATION
Beating a Player
- Introduce passive opposition
- Increase the level of opposition. Try the
reverse stick, dodge, knock and run
techniques to get past partner.
- Increase and decrease the size and area of the
field
Games
- Observe matches
- Question and Answer within matches
- Increase and decrease the size of the playing
field
Warm Ups/Cool Down
- Ask students how they could make the warm
up easy/harder/intense
- Ask students why a cool down is necessary after physical activity
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
TEACHING POINTS FOR LESSON THREE
Warm Up:
Listen to and follow instructions of those leading the warm ups
Beating a player:
- Accelerate past the cones on the ‘weak side’
- Drop the shoulder to convince the defender that you are going to their
dominant side.
- Use creativity
- Work as a team to plan ‘the dodge’
- Defender cannot tackle as they can only intercept the ball
Games:
- Everyone must touch the ball before scoring
- To score, the ball must be pushed into the goal inside the D
Cool Down:
- Listen to and follow instructions of those leading the cool down
- Complete exercise and stretches
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Timing
5 MINS
5 MIN
5 MIN
15 MIN
Learning Experiences:
Introduction: - Same process as weeks 1 and 2
Sequence of learning experiences:
Warm up:
- Same process as weeks 1 and 2
Activity 2
INDIVIDUAL EXERCISE: Practicing the ‘D Dodge’
- The students all line up on the base line of the basketball court
- On the count of three all players take off practicing the dodge to the left and right
- Once at the other side, they repeat it three more times
Activity 3
BULLDOG: Practicing the Dodge against an
opponent
- Two catchers in the middle
- The group will line up on the base line of
the basketball court with their hockey
stick
- On the word GO, the group must try to
work their way to the end zone without
the catcher stealing their ball with their
stick
- If they get caught, they join the catchers
Organisation of learning:
Base Line
Base Line
Student
Retrieved from SPORTPLAN, 2017
ADD ANY ORGANISING
COMMENTS E.G.
Objectives:
To be able to perform a simple method of beating an opponent using the D dodge
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
20 MIN
5 MIN
5 MIN
Games
4 V’s 4
- The class to break off into groups of four
- The teacher will count 1 to 4 to set up
groups.
- Two teams per court
- There will be a small 10 minute game
where each student will practice their D
dodge.
- Goals are set up so scoring will count
Cool Down
- 2 new students will be chosen to lead
the cool down. They will then lead the
warm ups next week
- It is to their discretion on what they
choose
Conclusion
REFLECTION: AS PER WEEK ONE AND
TWO
Objectives:
To understand the benefit of attacking the opponent on the 'weak side'
To understand when to use this skill in a small sided game
Objectives:
To use knowledge and understanding of tactical awareness of hockey skills to beat a defender
To incorporate the skills learnt in a small sided game
To be abe to use creativity and knowledge to develop, enhance and analyse a performance
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Year 10: Hockey Program 2017 – Week Four (Tackling)
LEARNING PURPOSE: To be able to perform the block and jab tackles and
knowing when to use these tackles in a game. To understand the rules that affect
tackling
ASSESSMENT: Reflection & Questioning, Ticket to Leave, Judging Standards
SCASA
PREPARATION AND RESOURCES:
- Hockey Sticks
- Hockey Balls
- Light small balls
- Bibs
- Cones
- Markers
- Goals
- Goal keeping kit
- Tennis balls
- Peer Evaluation Sheets
DIFFERENTIATION
Decrease the intensity between activities
Walk instead of run between skill sessions
Allow other students to steal your ball if its near and available
Increase or decrease the grid or field size
Increase the goal size
Everone must touch the ball before the team scores
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
TEACHING POINTS FOR LESSON FOUR
Warm Up:
Listen to and follow instructions of those leading the warm ups
Tackling (The Block and the Jab):
JAB;
- You must be able to see the ball in front of you; position the ball slightly in
front of the body
- Let go of the stick with the right hand; leaving only your left hand at the top of
the stick
- Turn your shoulders square to the attacker
- Lunge with your left leg toward the ball, pushing the stick along the ground
face up
- JAB the ball away from the attacker. Generally out of the side
BLOCK;
- The body must be positioned goal side with your left foot and shoulder
pointing at the target
- Keep low and eyes focused soley on the ball
- Time the block. Stay balanced
- Trap and keep contact with the lower part of the ball.
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Games:
- Must shoot through the goals to score
- Don’t raise the stick. Stick to the laws of the game
Cool Down:
- Listen to and follow instructions of those leading the cool down
- Complete exercise and stretches
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Timing 5 MINS
5 MIN
10 MIN
10 MIN
Learning Experiences:
Introduction: - Repeat the same process as per weeks
1-3
Sequence of learning experiences:
Warm up:
Repeat the process as per week one, two and thee
Activity 2
GROUP ACTIVITY: Defending the circle
- Two groups- teacher splits the class into 2 groups.
- As per diagram, there are two defenders.
- The attackers line up and try to beat the defender to score.
- Whoever scores will now become the defender
- The defenders practice their ‘blocks and jabs’
Activity 3
BULLDOG: Practicing the block and jab
against an opponent; Similar to week three
- Two catchers in the middle
- The group will line up on the base line of
the basketball court with their hockey
stick
- On the word GO, the group must try to
work their way to the end zone without
Organisation of learning:
Retrieved from SPORTPLAN, 2017
ADD ANY ORGANISING
COMMENTS E.G.
Objectives:
To be able to perform the block and jab to beat an attacker scoring
To know and understand when to use them
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
20 MIN
5 MIN
5 MIN
the catcher stealing their ball with their
stick
- If they get caught, they join the catchers
Games
2 GAMES; To be set up on two half sized
hockey fields.
- 7 per side (1 side have bibs) x 2 (28
players total)
- This is a full game of hockey on a half
field
- 10 Minute Halves. At which they change
directions
- If a team scores, they receive 1 point.
Cool Down
- Repeat the process from weeks 1-3.
Conclusion
REFLECTION: Students will be asked some
reflective questions about the game. These
questions are highlighted in the program outline
above.
Ask the group if there were any modifications
that we could make.
Quick recap on the lesson/ tips to work on for
future improvement.
Thank students for their participation and ask
for the “ticket to leave” to be completed
Retrieved from Sports session Planner, 2017
Objectives:
To incorporate these controlling and tackling skills into a small sided game
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Year 10: Hockey Program 2017 – Week Five (Positional
Play)
LEARNING PURPOSE: To know and understand the basic positions in hockey.
They will know their roles and responsibilities
PREPARATION AND RESOURCES:
- Hockey Sticks
- Hockey Balls
- Light small balls
- Bibs
- Cones
- Markers
- Goals
DIFFERENTIATION
All players on a team must touch the ball before scoring
Walk instead of run between skill sessions
Question and answers within each game
Increase or decrease the grid or field size
Increase the goal size
Encouraging support play and width
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
TEACHING POINTS FOR LESSON FIVE
Warm Up:
Listen to and follow instructions of those leading the warm ups
Positional Play:
- Use any method learnt over the last four weeks to beat an opponent
- Attack the space out to the flanks to get more time for shots
- Perform angle runs
- Pass ball into space
- Use the wing channel. Out to the sides
- Show the positions to all students before any games today
The standard starting set up in a game of field hockey
Games:
- Everyone must touch the ball before scoring
- To score, the ball must be pushed into the goal inside the D
- Get everyone to use SPACE work throughout formations
Cool Down:
- Listen to and follow instructions of those leading the cool down
- Complete exercise and stretches
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Timing 5 MINS
5 MIN
10 MIN
30 MIN
Learning Experiences:
Introduction: - Repeat the same process as per weeks
1-4
Sequence of learning experiences:
Warm up:
- Workstations x 5 - 5 people per station. - Practice dribbling
Activity 2
COLOUR CODES
- Set out lines of cones in two different colours.
- One player always along the red line and the other always along the blue cones.
- Players pass the ball to the other player every time they reach a cone, culminating in a switching of sides and changing of passing order when they reach the final cone.
- Players become aware of targets and space
Activity 3
Games: Repeat week four ready for ‘GAME
DAY’
2 GAMES; To be set up on two half sized
hockey fields
- 7 per side (1 side have bibs) x 2 (28
players total)
- This is a full game of hockey on two half
sized hockey fields
Organisation of learning:
Retrieved from SPORTPLAN, 2017
Objectives;
To understand targets and space
Objectives;
To incorporate these controlling and tackling skills into a small sided game
ADD ANY ORGANISING
COMMENTS E.G.
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
5 MIN
5 MIN
- 15 Minute Halves. At which they change
directions
- If a team scores, they receive 1 point.
Cool Down
- Repeat the process from weeks 1-4.
Conclusion
REFLECTION:
As per weeks 1-4
Objectives:
To incorporate and perform the skills of passing, dribbling, shielding, attacking and
defending into small sided games of hockey
To use the students knowledge/ understanding of the skills and game to play
to the laws and to the best of their ability
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Year 10: Hockey Program 2017 – Week Six
Objective: To introduce the students to a full game of hockey
PREPARATION AND RESOURCES:
- Hockey Sticks
- Hockey Balls
- Hockey Ball x 1
- Bibs
- Cones
- Markers
- Goals
- A full size hockey pitch will be marked out
Rules: Outdoor Hockey (11 a-side)
- Students will watch and analyse the basic skills for outdoor hockey
http://www.fih.ch/inside-fih/our-official-documents/rules-of-hockey/
2 x 25 minute halves
For this game we are making it 14 a side. Teacher will count students, 1, 2, 1, 2 and
so on. All the ones will be one side WITH BIBS, all the two’s on another. NO BIBS
3 subs per side
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Goal Keepers get changed over every 5 minutes
1 point for a goal
After 50 minutes of play, the winning team with the most points win.
The teacher will score and referee
OBJECTIVES
Well done to all students on a remarkable 6 weeks!!!
To give the group the introduction to a full sided game of hockey
To understand and develop their knowledge of the different types of tactics used in a full sided game of hockey
To be able to perform the different types of passing, dribbling, tackling, shielding (blocking), shooting and defending skills which are used in hockey and to incorporate these into a full game
To use their knowledge and understanding of the skills and game to play to the laws and to the best of their ability. To understand the tactics used in hockey
To begin to understand the basic roles and responsibilities of different positions in hockey
To attack the space found in hockey and use width when attacking
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
APPENDICES:
JUDGING STANDARDS IN YEAR 10 PHYSICAL EDUCATION- HOCKEY
Year: 10 Room: ______
NAME:
YEAR 6 PHYSICAL EDUCATION ACHIEVEMENT STANDARD At Standard, students perform a variety of refined fundamental movement skills and adapt them to move effectively in physical activity or game contexts. They implement simple tactics in response to challenges involving people, objects and space to achieve an intended outcome. Students explain the benefits of regular physical activity and fitness to health and wellbeing. They provide a simple explanation of the effects of manipulating effort, space, time, objects and people on performance. They encourage others and are able to negotiate and deal with conflicts to achieve a positive outcome.
A The student demonstrates excellent achievement of what is expected for this
year level
B The student
demonstrates high achievement of what is expected for this year
level
C The student
demonstrates satisfactory
achievement of what is expected for this year
level
D The student
demonstrates limited achievement of what is expected for this year
level
E The student
demonstrates very low achievement of what is expected for this year
level
Fundamental Movement Skills in Games
Performs a range of passes and tackles controlling accuracy and force, and passes from varying distances adjusting for speed, force and direction of delivery, under pressure.
Accurately demonstrates a range of passes and tackles under some pressure, over most distances, while on the move.
Usually able to accurately pass or tackle under some pressure over short to medium distances, while stationary and on the move.
Sometimes passes and tackles over short distances while stationary with some success; however, has difficulty when under pressure.
Does not meet the requirements of a D grade.
Fundamental Movement Skills in Games
Adjusts speed and direction of movements to be effective in a range of game situations.
Uses a range of appropriate movements and changes of direction and speed to make an effective play.
Uses a variety of movements and changes of direction in an attempt to make an effective play.
Uses some movements and changes of direction in an attempt to be involved in the game.
Does not meet the requirements of a D grade.
Game Skills and Tactics
Provides non-verbal and verbal communication to teammates appropriately to direct play for the benefit of the team.
Provides non-verbal and verbal communication to a teammate to indicate desired placement of a pass.
Provides some non-verbal and verbal communication to attract attention to receive a pass.
Calls to attract attention but is not always in an appropriate position to receive a pass.
Does not meet the requirements of a D grade.
Game Skills and Tactics
Responds to the transition of play between offence and defence by appropriate positioning or use of skills.
Transitions quickly between offence and defence and uses a range of effective options.
Transitions between offence and defence and usually chooses effective options.
Restricts self to either an offensive or defensive position and is usually ineffective.
Does not meet the requirements of a D grade.
Game Skills and Tactics
Reads the play to effectively defend opponent and/or space in response to the game situation. Consistently positions body appropriately while in defence to prevent opponents from gaining advantage.
Defends opponent or space in response to the game situation. Often positions body appropriately while in one-on-one defence to prevent opponent from gaining possession.
Performs one-on-one defence, sometimes resulting in interception of the object or change of possession, and usually defends space to restrict opponents’ options.
Sometimes defends opponents or space without applying pressure.
Does not meet the requirements of a D grade
Game Skills and Tactics
Consistently offers multiple leads into appropriate space to receive a pass or create attacking options. Attempts to create space by moving when not in possession.
Often provides multiple leads into appropriate space to receive a pass or create attacking options.
Leads into appropriate space to receive a pass.
Sometimes moves into space to receive a pass.
Does not meet the requirements of a D grade
Understanding Movement
Explains benefits of physical activity, including weight control and improved concentration, and provides appropriate examples.
Explains benefits of physical activity, including weight control and improved concentration.
Explains some benefits of physical activity, including weight control and improved concentration.
Recalls a benefit of physical activity, such as weight control or improved concentration.
Does not meet the requirements of a D grade.
Understanding Movement
Explains the effects on movement skills when effort, space, time, objects and people are changed or manipulated.
Provides a simple explanation about the effects on movement skills when effort, space, time, objects and people are changed or manipulated.
Lists effects on movement skills when effort, space, time, objects or people are changed or manipulated.
Provides an effect on movement skills when effort, space, time, objects or people are changed or manipulated.
Does not meet the requirements of a D grade.
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Learning Through Movement
Provides leadership in team activities by using several effective strategies to negotiate with others, provide encouragement, and deal with conflicts and disagreements.
Uses appropriate strategies to negotiate with others, provide encouragement, and deal with conflicts and disagreements.
Uses some strategies to negotiate with others, provide encouragement and deal with conflicts and disagreements.
Encourages others in team activities.
Does not meet the requirements of a D grade.
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
Ticket to leave:
Have they caught what I’ve taught??
An example of a ticket to leave. Each will be different
each week
Ticket to Leave: The skills must also be demonstrated before a ticket is filled out by each student.
Questions are aligned with the key performance indicators in each week.
It is a technique that is used to show us what the students have learnt from today’s lesson and how useful they believe it is.
It is a fast and easy way to use.
It is a form of summative assessment that can be planned at either the start of a semester, term or lesson.
It allows us to monitor their level of understanding and skill level to determine what steps are needed next. Or if there is further need for upskilling.
It gives us a planning tool for the next lesson. Enables us to gather information on what worked well and what didn’t.
Once completed, students submit their ticket to leave by putting it into the drop box upon exiting.
Students
Can we all please complete these
questions to check for
understanding?
Upon completion can you please
submit your answers into the “Ticket
to Leave” box located at the exit
Question 1: What hand should exert
the pressure and direction when
raising the ball
A: __________________________
Question 2: When receiving an aerial
pass, where should the body be
positioned?
A: __________________________
Question 3: What are the names of
the two tackles used in week four?
A: __________________________
Question 4: Name some different
passes used to defeat a defender in
Hockey?
A: __________________________
Question 5: List two things you have
learnt about hockey over the last 6
weeks?
A: __________________________
__________________________
Question 6: What do you think
worked well? What do you think did
not?
A: __________________________
Question 7: On a scale of 1-10, how
effective do you think the lesson has
been? (1 being the least effective)
A: _________________________
Question 8: What is one thing that
you will take away with you today?
A: _________________________
Ticket to leave
------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------
References:
Department of Education. 2013. Fundamental Movement Skills The Tools for
Learning - Teaching and Assessment Book 2 - Preparing Children For An Active And
Healthy Lifestyle. (1st ed). Western Australia. Retrieved from
http://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-
skills/
FIH. (2017). Official Documents, Rules of Hockey. Retrieved from:
http://www.fih.ch/inside-fih/our-official-documents/rules-of-hockey/
Metzler, M. 2011. Metzler’s Instructional Models & Assessment Strategies. Instructional Models for Physical Education. Third Edition. Holcomb Hathaway. Scottsdale, AZ. School Curriculum and Standards Authority. 2014. SCASA - Health and Physical
Education. Western Australia. Retrieved from
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/health-
and-physical-education
YouTube Video: “Moving the ball in hockey”
Retrieved from: https://www.youtube.com/watch?v=oVTh2gDYR5U
You Tube Video: “Aerial Pass- How to” Retrieved from:
https://www.youtube.com/watch?v=80H3ibZW2Qw
You Tube Video: “How to beat a defender” Retrieved from:
https://www.youtube.com/watch?v=BqjNfptu17Q
Sports Session Planner. (2017). Sports Session Planner. Retrieved from
https://www.sportsessionplanner.com/
Sportplan. (2017). Sports Coaching Made Easy. Retrieved from
https://www.sportplan.net/