Jade McMahon

mcma0138

ID 2084111

Introduction This unit plan is designed for a SACE Stage 2 class of 27 students based on a real classroom in the school of my placement. Students will be participating in a volleyball unit for 6 weeks which is comprised of both theory and practical components related to the game of volleyball. This unit will involve Game Sense theories and a Sports Education Physical Education Program (SEPEP) competition season for which all students will participate in as part of the unit requirements. Theory for this topic will revolve around the principles issues: Exercise physiology and physical activity covering key concepts 1 and 2 as outlined in the SACE stage 2 Physical Education outline for 2012 (SACE Board of SA, 2013). This unit will be divided into three lessons per week; 2 practical lessons and one theory lesson. Each lesson will run for 80 minutes. This will run in order for the duration of the unit to ensure students have routine in their physical education lessons and understand what is expected of them during each particular lesson of volleyball. The theory lesson will be the first lesson of each week (Monday) followed by the practical lessons on Wednesday and Friday of each week. The teaching practice this unit is based on is the Teaching for Effective learning (TfEL) guidelines developed by the South Australian Department of Education and Childrens Services. The 4 main point on which this is designed are intentionality am I clear about what I am teaching and how I am teaching it? Effectiveness is the content designed for everyone and is the learning effective? Consistency are my lessons, expectations and content consistent for all students? Responsiveness am I responding to the students immediate needs within my classroom? (Department of Education and Childrens services , 2010, p. 27). This checklist has been considered throughout the development of this unit plan and the four above questions have been used to ensure that all practices are based on the TeFL guidelines. Practical Lesson outlines/time Practical lessons are designed on the Game Sense approach where decision making and problem solving are critical to successful game plan (Pill, Teaching games for understanding, 2008). Throughout the unit students learning will be guided by the use of open ended questions which will allow students to consider the game of volleyball and possible situations within the game. This will allow students to foster a deep understanding and use of skilful action during the game of volleyball (Department of Education and Childrens services , 2010, p. 52) . The games being played in lessons will be stopped at regular intervals and students will be asked to consider different aspects of the game dependant on the skill(s) or tactic(s) being taught. Each lesson will begin with game play analysis through participation, questions and reflection, followed by practice tasks on specific skills, which are seen as being underdeveloped, and concluded by a final game (Pill, 2010). By using the game sense approach, students are taught the game of volleyball at its most basic form i.e. Rules and regulations, basic passes and positions. As the unit progresses students are then introduced to tactics and skills involved in volleyball at a pace they can manage. The use of questioning creates an understanding for students in a broader sense of the game through the manipulation of rules and restraints with the purpose to expose a particular tactical problem within the game for which students need to solve.

Jade McMahon

mcma0138

ID 2084111

SEPEP is introduced to students in week 4 which like game sense, provides students with a holistic approach to a sport and further introduces a sense of responsibility, team work and sportsmanship to games through competition (ACHPER, 2010). Students are asked to sign contracts which support fair play and full participation within practical lessons and competitions as well as the acceptance of certain roles within their teams. This approach gives allows students to develop their leadership and intrapersonal skills through physical education (Robbinson, 2011). The SEPEP approach also allows the teacher to create a community environment within the classroom as suggested by TeFL guidelines (Department of Education and Childrens services , 2010, p. 34). Theory lesson outline The theory lessons throughout this unit will be focused on key concept 1: The Sources of Energy Affecting Physical Performance and key concept 2: The Effects of Training and Evaluation on Physical Performance as outlined in the SACE stage 2 Physical Education outline 2013; in relation to volleyball. Students will be given the chance to research volleyball and learn about the sport specific to an area of personal interest. At the end of the unit, students will participate in a referee course run by Volleyball SA which is mandatory for the completion of this unit. Each theory lesson will be designed as a lecture and discussion lesson with the use of PowerPoint presentations and worksheets for students note taking. Class discussions are encouraged throughout lessons and students will be asked to consider the theory content in relation to the game of volleyball. This allows students to pace the theory content into a practical situation of which they are familiar. Furthermore students will be asked to compare the theory related content in volleyball to other sports they are familiar with which effectively builds upon the students learning and creates connections and links between different sports and their similarities (Department of Education and Childrens services , 2010, p. 67). Referee lesson The final theory lesson is to be run the Volleyball SA as a referee course in volleyball. Students will participate in this 4 hour course during school hours and will obtain their level 1 volleyball coaching certificate. This certificate will be evidence of learning which they add to their SACE Stage 1 portfolio which is part of the SACE Stage 1 Physical education course requirements. This course will give students a chance to develop their understanding for volleyball umpiring from an industry professional as well as present them an opportunity for participation in volleyball within the school or broader community after the conclusion of the volleyball unit. This was inspired by TfEF guidelines 4.2 Personalise and Connect learning: Connect learning to students lives and aspirations (Department of Education and Childrens services , 2010, p. 70). Assessment - learning in, through and about sport Summative and formative assessments are evident throughout this unit with a total of five summative and two formative pieces. Students will be learning in, through and about the sport of volleyball through various tasks and assessments in this unit. Learning in sports is the practice of learning via playing or engaging in that particular sport i.e. Learning how to anticipate and premeditate the speed and direction of the serve in a game of 3 v 3 volleyball. Learning through sport is related to the socials skills and roles that play part within a game of volleyball such a

Jade McMahon

mcma0138

ID 2084111

teamwork, team support, fair play skills and feedback received and given during a play. Finally, learning about sport in a volleyball context includes learning the theory surround the sport such a the energy systems or fitness components which are used during a game; or the history and rules of the game. Students participation in the unit is vital and will be graded at 10% of their overall mark. The participation however includes not only involvement in the lessons but preparation for practical lessons with volleyball appropriate attire, involvement in discussions and questioning within classes and active participation in their assigned SEPEP teams throughout the competition. Participation will be classified as learning in sport and through sport (Department for Education and Skills, 2009). Four theory worksheets will be used in this unit, each weighted at 5% and due within a week of the lesson are classified as learning about sport. Worksheets are an indication for the teacher of how the theory lessons are received by students regarding interest, difficulty and the speed at which new information is being delivered. These worksheets will also be used as ongoing assessment for the teacher. The summary is for students to find a specific area of volleyball which interests them and produce a 500 word summary due the following week. This assignment has been designed as learning about spot, free choice topic to allow students to develop interests and knowledge about the many different aspects of volleyball with the hope that this will spark motivation for the unit of volleyball and give students with no previous volleyball experience a chance to self-educate. The practical ability of the students will account for 30% of their total grade and will be subjectively measured by the teacher using a practical ability checklist. This check list will allow the teacher to grade students by skill each week however will not require an entry for every student every lesson as it will be an ongoing assessment. This checklist will be used to inform students of their current progress and give them an insight into what skills or tactics can be further developed to improve their grade. By giving students this knowledge it can help to support and challenge students to achieve higher standards in their work (Department of Education and Childrens services , 2010). Team training and team group work (team contract) will be formative tasks for the students and not weighted. This is based on the concept of learning through sport. Instead these tasks are used to form and further develop relationships, support, and communication and team work skills between the students in their teams. Students will receive feedback from the teacher and peers during lessons on the development of these skills.

Jade McMahon

mcma0138

ID 2084111

Bibliography
ACHPER. (2010). SEPEP - Programs in Schools. Canberra, ACT: ACHPER National. Department for Education and Skills. (2009). A guide to the Physical Education, school sport and club link stragegy. Sherwood Park, Annesley: Crown. Department of Education and Childrens services . (2010). South Australian Teaching for Effective Learning framework guide. Adelaide, Australia: DECS. Pill, S. (2010). Play with Purpose. Hindmarch: SA: Hyde Park Press. Pill, S. (2008). Teaching games for understanding. Retrieved April 19, 2013, from Australian Sport Commission: http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understandi ng Robbinson, J. (2011, September). The PE Geek. Retrieved April 20, 2013, from http://thepegeek.com/2011/09/15/an-updated-sepep-model/ SACE Board of SA. (2013). Physical Educaiton subject outline 2013 Stage1 & Stage 2. Adelaide, SA: Government of South Australia.