EDN464: HPE – Year 10 - Hockey Program 2017----------------------------- · 2018-08-30 ·...

------------------------------EDN464: HPE – Year 10 - Hockey Program 2017-----------------------------

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· 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.


Assignment Two: Teaching and Learning Program for HPE

YEAR 10 – HOCKEY PROGRAM

BRADLEY LEE 32533011

STUDENTS: 28


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


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.



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.



Judging Standards


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.



Judging Standards



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.



Judging Standards



10%)


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%


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


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


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


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?


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



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

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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



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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


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


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.


SCASA


- 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?



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

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Timing 5 MINS

5 MINS

10 MINS


Introduction: - Repeat week one introduction

Play You Tube Clip that explains the aerial pass and receiving.



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)


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



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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


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


choose

Conclusion

REFLECTION: AS PER WEEK ONE


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.


SCASA


- 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



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

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Timing

5 MINS

5 MIN

5 MIN

15 MIN


Introduction: - Same process as weeks 1 and 2


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


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


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


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


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


SCASA


- 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


TEACHING POINTS FOR LESSON FOUR

Warm Up:


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.

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Games:

- Must shoot through the goals to score

- Don’t raise the stick. Stick to the laws of the game

Cool Down:




Timing 5 MINS

5 MIN

10 MIN

10 MIN


Introduction: - Repeat the same process as per weeks

1-3


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



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


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

https://www.bing.com/images/search?view=detailV2&ccid=U94V86fR&id=460CF3C303AFD9C047E41A49522256FD75860B6F&thid=OIP.U94V86fRYj9wzT8SY2KuOQEsCv&q=pictures+of+a+drill+in+a+game+in+field+hockey&simid=608006214815515592&selectedIndex=33


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


- 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


TEACHING POINTS FOR LESSON FIVE

Warm Up:


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:



https://www.bing.com/images/search?view=detailV2&ccid=gVdPxA3l&id=0481D172E2AFA7F76E14D88D76EABEDEC21A3FC5&thid=OIP.gVdPxA3le64nm1H36sOjhgE8DF&q=pictures+of+a+field+setup+in+a+game+in+field+hockey&simid=608013434668123138&selectedIndex=2


Timing 5 MINS

5 MIN

10 MIN

30 MIN


Introduction: - Repeat the same process as per weeks

1-4


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



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.


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


Year 10: Hockey Program 2017 – Week Six

Objective: To introduce the students to a full game of hockey


- 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


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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


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.


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.



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.



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


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.


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.



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.



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


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:


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:


You Tube Video: “How to beat a defender” Retrieved from:


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/

http://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/

http://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/


http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/health-and-physical-education

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/health-and-physical-education




https://www.sportsessionplanner.com/

https://www.sportplan.net/

EDN464: HPE – Year 10 - Hockey Program 2017----------------------------- · 2018-08-30 ·...

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