Explanation of the unit

The unit is based on a Teaching Games for Understanding (TGFU) approach.  The focus is on tactics and gameplay to improve student understanding of off the ball movements.  The focus is also on manipulative skills such as dribbling, sending (passing), receiving (catching), lay-ups, and shooting technique.  We believe that it is necessary for students to develop cognitive, affective, and psychomotor skills for successful learning to occur.  By using a TGFU approach the students will understand how, why, and when, to use skills within a game setting.  With this method we are able to modify the activities based on the students participation and ability.  The reason we used this approach was not only to base the students learning on transferable knowledge of skills that can be used to develop games and are the basis for all adult games, but also because the TGFU method allows for games and lessons to be modified based on the individual learner.  We feel that the students learned extremely well in this environment and enjoyed participating in the unit.

BC IRP

Grade 6 Physical Education Concepts

Active Living

-personal physical and emotional benefits of regular participation in physical activity

-relationship between components of fitness and regular participation in physical activity

-monitoring personal exertion in physical activity

-nutritional considerations for physical activity

-personal goals for a physically active lifestyle

-daily participation in physical activity to develop components of fitness

Movement Skills

-practicing a variety of non-locomotor, locomotor, and manipulative movement skills

-offensive and defensive strategies

-manipulative movement skills including send and receive a variety of objects in predictable settings

-combining learned non-locomotor, locomotor, and manipulative movement skills to create new challenges or games

Safety, Fair Play, and Leadership

-safe procedures for specific physical activities

-modeling fair play

-respecting individual differences and abilities during physical activity

Considerations for Program Delivery

Developmental Level 3 (ages 10-12, grade 5-7)

Psychomotor Domain

- Steady growth.  Girls often grow more rapidly than boys.

-  Continuous vigorous program to enhance physical development

-  Muscular coordination and skills:  Continue emphasis on teaching skills through improving and emphasize correct form.

-  Differences in physical capacity and skill development: Offer flexible standards so all find success.  In team activities, match teams evenly so individual skill levels are less apparent.

-  Posture problems may appear:  Include posture correction and special posture instruction;

emphasize effect of body carriage on self-concept.

-  Grade 6 girls may show signs of maturity; may not wish to

participate with the boys in allactivities:  Have consideration for their problems. 

Encourage participation on a limited basis if necessary

-  Grade 6 boys are rougher and stronger:  Keep genders together for skill development but

Separate for competition in certain rougher activities.

Cognitive Domain

1. - Want to know rules of games:  Include instruction on rules, regulations, and traditions.
   

-  Question the relevance and importance of various activities:  Explain regularly the reasons for performing activities and learning various skills.

1. - Desire information about the importance of physical fitnessvarious enhance growth and development:  Include in lesson plans brief explanations of how and health-related topics.
   

-  Knowledgeable about and interest in sport and game strategy: Emphasize strategy as opposed to merely performing a skill without concern for contest.

Affective Domain

-  Enjoy team and group activity:  Include many team games, relays, and combatives.

-  Much interest in sports and sport related activities:  Offer a variety of sports in season, with emphasis on lead-up games.

-  Little interest in the opposite gender.  Some antagonism may arise:  Offer co-educational activities with emphasis on individual differences of all participants, regardless of gender.

1. - Acceptance of self- responsibility: Provide leadership and followership opportunities on a regular basis.
   

2. -
   

-  Intense desire to excel both in skill and in physical capacity:  Stress physical fitness.  Include fitness and skill surveys both to motivate and to check progress.

-  Fair play a concern for both teachers and students: Establish and enforce fair rules.  With enforcement include an explanation of the need for rules and co-operation if games are to exist.

CAPS

Cognitive - the students will be able to think critically about the time, space, and force of not only their on the ball skills but also their off the ball movements.

Affective - the students will be able to develop self confidence in their level of basketball ability.

Physomotor - the students will be able to perform on the ball skills and off the ball movements congruent to net wall and territory invasion games.

Social - the students will be able to work with others in a team situation toward a common goal.