yr 7 unit pla for basketball
Assessment task 3 By Riggo Figueroa
For the purpose of assessment, this paper will be based on a year 7 middle school class who are beginning a new unit of basketball. This paper will attempt to show how teachers can educate students to acquire new skills in basketball and various ways to assess development and adaptation (by students) to the sport. Basketball is a diverse sport, played across the globe, that captures a variety of skills, which participants try to attain. The main skills used in basketball are dribbling, shooting, passing, and defending, but many other developmental skills (which come under the umbrella of the main skills) can be acquired. By understanding the main skills needed to teach basketball on an autonomous level, it may allow teachers to consider stages of learning, and the issues that surround the acquisition of skills students are attempting to learn. By using various teaching methods and techniques, this paper may show options how educators may enhance the learning and development of students in basketball. Accordingly, this paper will demonstrate how to adapt teaching strategies to students who suffer learning difficulties, and disabilities. “Tell me, I forget…Show me, I understand…Involve me, I remember” (Griffin & Patton, 2005, P.1). For the Physical education teacher, the above statement clearly echoes the demands of students to ‘just get into a game’. More than this, it is also advocates the constructivist view of education. One method that comes under the constructivist umbrella is the TGfU approach. The abbreviation of TGfU refers to “Teaching Games for Understanding” Bunker and Thorpe (1982) proposed Teaching Games for Understanding (TGfU) an alternative approach to drill based skill acquisition. Since then, TGfU has attracted widespread attention from physical education teachers. As Metzler (2000) comments, TGfU is an instructional model which focuses on the development of learners’ abilities to play games (2000). At the
For the purpose of assessment, this paper will be based on a year 7 middle school class who are beginning a new unit of basketball. This paper will attempt to show how teachers can educate students to acquire new skills in basketball and various ways to assess development and adaptation (by students) to the sport. Basketball is a diverse sport, played across the globe, that captures a variety of skills, which participants try to attain. The main skills used in basketball are dribbling, shooting, passing, and defending, but many other developmental skills (which come under the umbrella of the main skills) can be acquired. By understanding the main skills needed to teach basketball on an autonomous level, it may allow teachers to consider stages of learning, and the issues that surround the acquisition of skills students are attempting to learn. By using various teaching methods and techniques, this paper may show options how educators may enhance the learning and development of students in basketball. Accordingly, this paper will demonstrate how to adapt teaching strategies to students who suffer learning difficulties, and disabilities. “Tell me, I forget…Show me, I understand…Involve me, I remember” (Griffin & Patton, 2005, P.1). For the Physical education teacher, the above statement clearly echoes the demands of students to ‘just get into a game’. More than this, it is also advocates the constructivist view of education. One method that comes under the constructivist umbrella is the TGfU approach. The abbreviation of TGfU refers to “Teaching Games for Understanding” Bunker and Thorpe (1982) proposed Teaching Games for Understanding (TGfU) an alternative approach to drill based skill acquisition. Since then, TGfU has attracted widespread attention from physical education teachers. As Metzler (2000) comments, TGfU is an instructional model which focuses on the development of learners’ abilities to play games (2000). At the
References: Bunker, D.J. & Thorpe, R.D. (1982). A model for the teaching of games in secondary schools. Brummelen, V Fitts, P.M.; Posner, (1967). Human performance. M.I. Oxford, England: Brooks/Cole. Greiner, M., Dyson, B., & Yeaton, P Johnson, D.W., & Johnson, R.T. (1989). Leading the cooperative school. Edina, MN: Interaction. Metzler, M.W. (2000). Instructional Models for Physical Education. Boston: Allyn & Bacon. National Association for Sport and Physical Education, N. (2012, 11 9). 2012 American alliance for health, physical education, recreation and dance. Retrieved from http://www.aahperd.org/naspe/publications/journals/ National Basketball Association (2012) Turner, A.P. & Martinek, T.J. (1992). A comparative analysis of two models for teaching games: Technique approach and game-centered (tactical focus) approach. International Journal of Physical Education, 29(4), 15-31.