Teaching Unit
Valencian ball“Raspall”
Antonio Torró
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Relation between CLIC and Physical Education
resolution of problems
55% of comunication is body language
vocabulary of sport
learning by construction
practice
direct command method
feedback
kinesthetic method
we remember 60% of what we do
Introduction (Previous considerations)
Are there any women here?
Are there any children here?
Valencian Ball
21/03/2010
IES Joan Bta. Porcar CEIP Isabel Ferrer
Introduction (Previous considerations)
Introduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of Teaching
Unit: Sessions
Summing-up
Valencian Ball (VB) is an important resource at school because:
It’s an important part of our cultural history.
It’s an opposite and cooperative sport with progression and continuity.
It’s an oportunity to work with co-education.
P.E. is an instrumental and motivational subject to work with other language.
Introduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of Teaching
Unit: Sessions
Summing-up
To participate actively in practice, conservation and improvement of VB.
To know the original sport of Valencian Community, its environment and its basic rules.
To introduce the main sport vocabulary in English.
Introduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of Teaching
Unit: Sessions
Summing-up
• Should be formative and continuous.
• Different resources and instruments to evaluate:– Questionnaires for the pupils– Lists of control– Direct observation– Works of information research
Introduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of Teaching
Unit: Sessions
Summing-up
4- RELATIONSHIP WHIT OTHER AREAS AND WITH TRANSVERSAL SUBJECTS
Transversal topicsIntroduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of Teaching
Unit: Sessions
Summing-up
Introduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of Teaching
Unit: Sessions
Methodolgy aplications
To protect the hand
“Rain of balls”
“The quinze”
“Raspall”
Summing-up
-- It can be played in any courtyard or street (urban environment), therefore in any school center.
-- It is an activity where the participation of all the pupils has priority and the collaboration and coordination among them, favoring the coeducation.
-- The students have to prepare their own material (glove and ball) that is one important educational aspect.
- At physical level, it is a complete activity, due to it works all the muscular groups.
Glove elaboration
Necessary materials
Introduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of Teaching
Unit: Sessions
Methodolgy aplications
To protect the hand
“Rain of balls”
“The quinze”
“Raspall”
Summing-up
Glove elaborationIn the first place we draw the 4 numbers in a cardboard according to the model. Afterwards we cut out the cards…
Glove elaborationEverybody enjoy themselves with the game ofValencian ball.
“Rain of balls”
“Rain of balls”
“The fifteen”
El Raspall
We can play this modality in school, indoor or in the street. It’s a very intense modality.
“Raspall” indoor (Trinquete)
60 m.
8 m
.The space of game in the street is usually about 60 meters, which are count for steps (from 70 to 75).Then some lines are marked in the ground, from which the teams will start to play, one in front of the other one.
The game starts with the service of one of the teams, bouncing the ball before the line and knocking it towards the other field.
As long as the game lasts the same team will service, but from the attainmentof the game on the part of any of the two |teams the roles will be exchanged.
The opposing team will return the ball alternatively, and it will obtainthe quinze (name used to be referred to the attainment of the point) that team that gets the ball to bounce in the ground at the back of the line of the opponent.
The scoreboard in Pelota Valenciana is counted in the following way: 0 quinzes: NET1 quinze: QUINZE2 quinzes: TRENTA
3 quinzes: VAL4 quinzes: 1 JOC = 5 TANTOS
(Always it must be gained with two "quinzes" of difference)
“El Raspall”
“El Raspall”
7- CONCLUSION
• We think P.E. is a motivational and practising subject for the pupils.
• So we CAN and MUST use P.E. to introduce a didactic unit programme to practise and improve the English language in Primary School.
Introduction and
justification
Objectives
Assessment
Relationship with other
subjects and with
transversal topics
Description of didactic
unit: Sessions
Summing-up
Valencian Ball
ANTONIO TORRÓ MICO