G2 Relationships in Team Sports through the Physical Education Learning Lens of Striking & Fielding I

The G2 Striking & Fielding Unit I will focus on the concept of Relationships.

Taken from my conceptual map for Primary Physical Education

An Introduction to Fielding - What do my G2s know about fielding?

(The account of the lesson below is a combination the first lesson on striking and fielding with my three G2 classes)

The lesson started with the question "What do you think the role of the fielder is?"

I had also printed out a photo to help students with the question.

We talked about the differences between the two sports pictured... how one wears a mitt etc. After noting down concepts such as throwing and catching the answers dried up a bit... I broke out the Kwik Cricket bats. Mr. Weston was going to go into bat and the class were going to be the fielders. All they had to do was work as a team to get Mr. Weston OUT.

This resulted in 16-20 students racing after 1 ball and Mr. Weston scoring lots of runs...

Time to Reflect

Everyone was brought back in, and 2 Questions were posed:

1. Are they achieving their objective?" (Stop Mr. Weston from scoring or GET HIM OUT!)

2. Are they acting as a team?"

On reflection they decided they were not acting as a team and observations were added to the sheet: split up, spread out, field in space. The students now spread themselves round the gym. We played a little bit more... I noticed something that needed to be explored...

Question: What is faster, throwing the ball or running with the ball?

After a moment of experimentation the class decided that throwing the ball was quicker than running with the ball and that they should pass the ball to get it back to the wicket quicker. Play continued... Mr. Weston's scoring rate was definitely slowing up as the fielders organized themselves.

More Reflection

Passing the ball is faster than running with the ball, but how can we get the ball back to the wicket even faster?

To speed up getting the ball back to the wicket, passing the ball changed to throwing the ball directly towards the wicket. We continued to play... I noticed some of the students started to organize themselves into simple roles i.e. placing themselves next to the wicket should the initial throw miss the target.

Conclusion: The 2 Questions

The 2 questions were reflected upon again: "Are they achieving their objective?" and "are they acting as a team?"

The answer to both questions were now YES. Could it get better? YES, but this is just the first lesson... :)

The rest of the lesson was spent playing an orderly game of Kwik Cricket! 

An Introduction to Batting - What do my G2s know about batting?

(The account of the lesson below is a combination the second lesson on striking and fielding with my three G2 classes)

Question: What is the role of the batsman and the batting team?
hitting the ball, focus on the ball, running fast where generally the first couple of answers.

Highlighting the word ROLE and adding "What is the objective of the Batting side? (compared to the fielding side?)" 
All three classes generally answered: to score points or to hit into gaps on the field (I loved the tactical, spacial awareness answer).

After some thinking and reflecting on the photos and their past experiences (including last lesson) they got to:  it is the batsman's job to protect/defend the wicket, and to score points/runs.

We then compared the fielder's role to the batsman's role, and identified that the fielding team could not score, but they have to "get out" the batting team as quickly as possible, in order to get themselves "into bat" to score.

We then inquired into how and where you stand as a batsman and how you hold a cricket bat in order to defend the wicket.

After some practice in 3's we got into a competitive game of Kwik Cricket.

The Language used in this unit of Striking and Fielding so far: Bat, Batting, Batsman, Fielding, Wicket, Stumps, Wicket Keeper, Bowler, Runs, Out, Catch, Throw, Aim, Target, Defend, Protect, Hit.

Batting, Bowling and Fielding Practice in 3s. 

G3 Touch Rugby Unit

A new unit at PIE: Touch Rugby.
Rugby in Indonesia is going from strength to strength and having a history of rugby both as a player and as a coach I thought it would make a wonderful opportunity to introduce it at PIE.

With the G3s I wanted to reinforce the idea that to be able to reflect on their learning is just as important as participating in the lesson. I gave each G3 class an opportunity to write one line on their learning after each of the lessons. As you can see from the results below, other classes embraced the opportunity to reflect more than others.

Reflections

Final Competition

To compete the unit of touch rugby the G3 classes met in the morning before lessons to play each other.

They played on Monday and Wednesday, with their respective classroom teachers coaching their teams.

This proved to be a really positive way to end the unit as the students showed their teachers, parents and each other that they could play competitive touch rugby at pace and with an element of flair - congratulations G3.

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

Twitter Coverage - Thank You - Fit2Bsmart & Susan Flynn

More Twitter Coverage for the month of October 2014

Twitter Coverage in September 2014

Daily Lesson Reflections: G2 Bench Ball

After every lesson I asked the G2's what had they learnt? I then asked them to write down one word or one sentence briefly describing what it was.

I made sure they knew it wasn’t compulsorily to write something, but it would be helping them to remember and it would be informing me where to take the next lesson within the unit.

The word collage below is something I have created using their answers to the question:

“What have you learnt in PE today?”

The red coloured words and sentences are the objectives of the lesson that the students reflected upon. The blue, green and purple coloured words are the different G2 classes I teach.

  

Click here to enlarge

Coaching: cross cultural sport psychology, in particular the different cultural approaches to the motivational climate and coach-athlete relationships in youth sports.

David Noon (davidnoon.wordpress.com) is a Research Fellow at Nagoya University in Japan. He is currently studying cross cultural sport psychology, in particular the different cultural approaches to the motivational climate and coach-athlete relationships in youth sports. 

He asked me if I could collect evidence from the coaches I work with in Indonesia.

Below are a number of brief, off the cuff interviews with a variety of coaches answering five questions:

What is coaching?
Why do you do it?
What are some of the most challenging aspects of the role?
What are some of the most rewarding aspects of the role?
What makes an effective coach?

Interview #1 Josh

Interview #2 Terry
Interview #3 Shiheim
Interview #4 Jennifer
Interview #5 Paul

Interview #6 Mark

Physical Health Benefits of Exercise and Fitness

G5: Team Building & Problem Solving at Pasir Mukti, Indonesia