G5 Ethics in Sports through the Physical Education Learning Lens of Basketball

The G5 Basketball Unit will have a conceptual focus on Ethics in Sports, particularly Sportsmanship vs. Gamesmanship.

Taken from my conceptual map for Primary Physical Education

Burning Questions on Basketball

What do the students want to know about this sport?

Click to Enlarge

Using the questions above will help give direction/content when constructing the sequence of lessons within the unit.

But what do they understand by Ethics? Particularly the concepts of Sportsmanship vs. Gamesmanship...

I asked the following question:

What do you know and understand about Sportsmanship vs. Gamesmanship?

The student showed that the majority have an understanding of what is Sportsmanship/ Gamesmanship. Interestingly what the exercise did highlight was some common misconceptions between Sportsmanship, Gamesmanship and something else?

What are the G5s misconceptions about what is Sportsmanship/Gamesmanship?

1. Don't care if you win or lose

2. Not sharing the ball

3. Fun (Gamesmanship was deemed to be fun, and Sportsmanship wasn't)

4. Caring for the other team

5. Being competitive (if you show sportsmanship you are not being competitive?!)

6. Giving the other team a chance... (I guess I can see the logic in this one (e.g. not beating the other team 100,000 - 0))

7. It is when you are less competitive?!

8. Play as a team/Teamwork

9. Working together not playing to win (I guess there is a kinda logic there... The idea of playing for fun and not competitively)

Reexamining the others...

It is really important if the students are going to develop into a good sportsman/woman that they understand that if you follow the code of sportsmanship you do play competitively, have fun, strive for the best you can be (even if it's not winning), and you do care if you win or you lose, and if you lose, you do it graciously, but you learn from the experience and come back stronger next time and if you win you don't rub it in your opponents faces.

What the G5s did agree upon as examples of Sportsmanship and Gamesmanship

Addressing the Misconceptions

 

Two Key Questions

Why don't the remaining statements (the misconceptions) fit into either categories?

Can you think of other categories that some of these misconceptions would have a better fit?

Using Video Delay Feedback on the Set Shot and Jump Shot 

Some Truly Honest and Great Reflections from G5 

G5 Volleyball - Coaching, Peer Formative Assessment & Feedback - Reflections

G5 Coaching, Peer Formative Assessment & Feedback
The main concepts running through this unit are... 

• introducing volleyball so that the students can inquire into and develop an understanding of the sport and play competitively with peers.
• developing the students ability to peer coach, break down skills, create and develop a checklist, model skills and present feedback.

The skills the students examine are either the overhead pass or the forearm pass. Two skills that are fundamental to volleyball. Last year I had one class work on both checklists for each of the skills. This time I have split that job, requiring Grade 5E to design and develop a checklist for the overhead pass and 5B the forearm pass.

During the lesson I have the students break down their designated skills into manageable steps.

Once they have their 5 or 6 steps in a rough order, they then have the opportunity to test the validity of their checklists.

Once the groups are satisfied with their checklists, the class reconvenes to discuss and agree upon the order and steps for the final draft.

Below are the students and class checklist for G5B and G5E.

From these collaborations I developed two checklists that both classes could work from. I included two USA Volleyball diagrams that really helped the G5s last year when working on this unit.

Over the next couple of lessons the students get the opportunity to coach, give feedback and develop a peers skill set.

It is during these lessons I introduce the video delay app on the iPad, giving the students the option of getting additional feedback on their performance. 

 

Reflections

G4 Questions and Wonderings on Basketball - Basketball in Action - Reflections

G4 Questions and Wonderings on Basketball
The exercise is about discovering G4s prior knowledge in basketball. The year group has a wide range of knowledge and skill, stretching from the novice through to the student who plays for a club.

What next?
It is important for me to answer the novices questions, whilst developing their skills, but it is equally important to make sure the more experienced players develop within the game at the same time.

The question, wonderings and statements below will help develop the units essential question(s) and give the unit direction for all stakeholders involved.

Basketball in Action

I love these genuine moments of peer coaching; my G4s helping one another master the set-shot.

Reflections

G2 Questions & Wonderings on Basketball - Basketball in Action - Introducing New Technology - Reflections

G2 Questions & Wonderings on Basketball
We are half way through a 12 lesson cycle of invasion games in G2. The first 6 lessons have been playing bench ball, working on pivoting, passing and receiving, learning how to get away from a defender and being ready to receive, denying an attacker space and developing our communication skills both verbal and non-verbal.

The second half of the unit is mini basketball, which carries over all the skills learnt in bench ball and adds in dribbling and shooting.

To start the unit off my G2 classes have had a chance to put their "questions and wonderings" on the wall... These will guide me in developing the units essential questions, the areas of basketball the students are interested in following, and any questions I need to answer.

Basketball in Action

Introducing New Technology 
Drip feeding it into the lessons

Whilst it is always good to receive instant visual feedback on a skill at any age, the main concept behind introducing the G2s to the iPad and the video delay app was to get them used to seeing themselves projected up on the wall.

I discovered when first introducing this technology with the G4s and G5s it took at least a couple of lessons for them to get over the excitement of seeing themselves on TV. Yet, once all the excitement was over, using the video delay, having the students receive instant visual feedback has proven invaluable to the lessons and for the students who wished to use it.

 

Unit Reflections