Physical Education Documentation
►PE Sporting Aims & Ambitions
►The Departmental Handbook
►The Aims and Objectives of the PE Department
►The Games Curriculum
►Year 10 Examination Syllabus Checklist for pupils
►Year 11 Examination Syllabus Checklist for pupils
►Homework
►Oracy within Physical Education
►The Gender Issue
►Jewellery Policy
►Cricket Teaching Ideas And Learning Context
►Hockey Scheme of work - Year 7
►PE Sporting Aims & Ambitions
The School's sporting aims are to:· Provide opportunities for young people to take part in sporting activities of the highest quality.
· Ensure that the opportunities offered to young people are appropriate to their needs.
· Ensure that the opportunities provided enhance and enrich the requirements of the National Curriculum whether in curricular time or extra curricular.
· Create working partnerships with agencies or individual providers.
Provision of sport and physical education in Years 7 and 8 is two hours per week, and in Years 9, 10 and 11, three hours per fortnight.
Within the Core Curriculum the department offers a wide variety of individual and team activities. Dance is offered in KS3 through the Expressive Arts Department.
There are schools teams across the age range for Netball, Rounders, Soccer, Athletics and Badminton (Year 11).
In addition to the teams there are currently clubs running four dinner hours per week and 2/3 evenings per week. These evenings do not include match evenings! Back to top
►The Departmental Handbook
PREFACE:The contents of this Handbook have been determined following consultations with all current members of the Departmental staff. The contents are subject to frequent and regular review, and are amended as necessary, particularly in the light of changes in pertinent legislation, the adoption of new initiatives, or the publication of OFSTED/HMI reports.
A copy of the Handbook is held by the Head of Department and two copies by the Headteacher, one of which is the copy normally made available to visiting inspectors, governors and parents. Each member of the Departmental staff has been provided with a copy.
Section 1: INTRODUCTION
a.Aims and objectives of: i. Willowgarth High School ii. The Physical Education Dept. *b. Implementation of the Departmental curriculum: list of courses offered; number and sizes of pupil groups; percentage time allocations; extra-curricular lessons, etc. c. Links with other departments and involvement in cross-curricular themes/events. d. Extra-curricular activities, e.g. clubs, visits. e. Links with other educational institutions. f. Links within the community, local teams, sports clubs, etc. For parental liaison and involvement see policy Section 3.
Section 2: STAFFING
a. Departmental staff and their responsibilities. Teaching staff (with job descriptions, administrative and teaching responsibilities). b. The allocation of teachers to student groups (for policy see Section 3). * c. Current academic year timetables for: i. teaching staff (see Appendix ) ii. special needs support: timetable showing staff allocation (see Appendix ).* d. Covering absent teachers (for policy see Section 3). *
Section 3: DEPARTMENTAL POLICIES
a. Policy for the allocation of teachers to student groups. * b. Policy for covering absent teachers. * c. Policy for assessment, recording and reporting. * d. Homework policy - GCSE pupils only. * e. Policy for a P.E. club. * f. Policy for notice board and displays. g. Equal opportunities policy, embracing policies on: i. gender. * ii. multicultural education. * iii. differentiation (with reference to teaching and learning styles). * iv. special educational needs. * h. Policy for I.T. * i. Policy for the organisation of educational visits. * j. Policy for rewards/sanctions and discipline. * k. Policy for financial management, e.g. ordering equipment, materials and books. * l. Policy for parental liaison and involvement. * m. Policy for INSET. * n. Policy for ITT: student-teacher training and teacher induction. * o. Policy for Health and Safety. *
Section 4: DEPARTMENTAL DEVELOPMENT
a. Departmental development plans for the current year.
Section 5: RESOURCES
a. Plan of the Departmental accommodation . b. Storage systems and maintenance. For policy on ordering books, equipment and materials see Section 3.
Section 6: SCHEMES OF WORK
This section should contain a scheme of work for each of the Department's courses. A scheme of work should enable all of the Departments staff, both teaching and non-teaching, to translate the National Curriculum KS 3 and 4 and relevant GCSE requirements into a structured course which will achieve the Aims and Objectives of the Department.
Each Scheme of work should: a) guide and support all staff, including student teachers and supply staff.
b) provide a structure which facilitates the sharing of experiences by teachers. c) govern the rate of progress to ensure an adequate pace. d) give guidance on styles of teaching and learning. e) not be so prescriptive that individual teaching styles and special areas of study are
prevented. f) indicate assessment opportunities. g) indicate appropriate resources that are available for each part of the course. h) plan suitable routes through the course which plan and allow for the best use of
resources. i) plan progression and continuity. j) provide detailed links with the whole School & the Departments Aims & Objectives. k) provide outlines showing how the National Curriculum is being covered in terms of the programme of study and the levels of attainment. l) reflect DFE., HMI., OFSTED and LEA. policies and developments. m) provide the means to inform those with a need to know the details of the courses being
run, e.g. the Headteacher, the Head of Department, parents, inspectors and teachers
who have a responsibility for, or wish to build up, cross- curricular links. n) allow the whole School Curriculum to be to regularly reviewed by appropriate persons.
Compiled by B.Vosper Revision 1 21/5/96
Approved by full department. Revised 22/2/97 by T. Allen Back to top
►The Aims and Objectives of the PE Department
These aims and objectives relate directly to the aims of School.Aims:
1. To maintain and/or stimulate pupil interest and enjoyment in P.E. and to promote health and fitness for current and future lifestyles.
2.a) To enable pupils to be familiar with a body of knowledge, principles and vocabulary related to P.E.
2.b) To enable pupils to see P.E. as:
· a major feature in our lives related to leisure, employment and culture.
· part of a wider body of knowledge and skills, e.g. interpersonal and problem solving skills (to include analysis and evaluation of P.E. issues).
2.c) To enable pupils to understand:
· and use safe practice and to appreciate its importance in P.E.;
· the short and long term effects of exercise on the body;
· the role of exercise in a fit and healthy lifestyle.
3.a) To enable pupils to develop a range of desirable personal qualities such as politeness,
perseverance, initiative and independence. The establishment of pupil self esteem through the development of physical confidence is a major aim of the Department.
3.b) To enable pupils to work independently and as part of a team in varied activities, so as P.E. contributes to the development of core skills such as communication by speech.
4. To employ teaching methods and resources that allow all pupils (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to P.E., and to experience success and enjoyment in their P.E. work.
5.a) To develop an awareness in pupils of the implications of sport and physical activity (past and present) for the individual and the local, national and international communities.
5.b) To allow pupils to develop informed opinions and to be able to support them by reasonable arguments.
Objectives:
These objectives relate directly to the five aims for P.E. at School and are intended to show how the aims are actually put into practice.
1. Staff should provide a variety of experiences/activities during a course of study and during a P.E. lesson if possible, e.g.
· games, gymnastics (Dance in Expressive Arts)
· indoor and outdoor activities;
· individual and group activities;
· problem solving;
· communicating P.E. ideas to others by means such as speaking;
· listening and appraising;
· practising and refining a skill;
· using repetition in order to improve.
2.a)
i. The National Curriculum Key Stage 3 and 4 P.E. Orders together with any GCSE
requirements should be used as a basic core for the scheme(s) of work. Rules, vocabulary and game skills such as attack, defence and fielding will be taught.
ii. Staff should encourage pupils to recall and apply their knowledge and skills in familiar and unfamiliar situations.
2.b) Staff should refer to cross curricular links when appropriate.
2.c)i. Pupils should be able to follow both verbal and written instructions accurately.
ii. Safety is further enhanced by emphasis of the following:
· the need to wear the correct clothes/equipment;
· the need to follow the rules;
· how to lift, move, carry and place heavy objects/equipment;
· the need for a warm up and recovery period when exercising
3.a) Lessons should be conducted in a secure, supportive and disciplined manner. The pupils and the staff should interact in a manner that demonstrates mutual respect. Pupils will learn the rules, etiquette, laws and codes for various activities.
3.b)i. There should be opportunities for individual and/or group activities so as pupils can express their feelings verbally and learn how to work co-operatively as well on their own.
ii. Staff should encourage pupils to improve in a particular sport or skill over a period time.
iii. Staff should use a reward system, e.g. a Platinum, gold, silver or bronze award and award the school sports colours tie when appropriate to deserving pupils.. This should encourage pupils to work to their full potential and to experience a sense of achievement.
4.a) Pupils are to be encouraged to share their experiences and culture with others in order to enhance the quality of learning.
4.b) Staff should attempt not to spend inequitable amounts of time with any one pupil, group of pupils or gender group, etc. However, staff often spend considerable amounts of their own time helping individual pupils.
5.a) Staff should attempt to show the enjoyment and benefits that P.E./sport has given to us. This will be done by well chosen resources and carefully phrased comment.
5.b) The staff will allow opportunities at various times for group discussion. At these times we can listen to each others views and hopefully reflect upon them - particularly on health and fitness issues.
Compiled by B. Vosper Revision 1 21/5/96
Approved by full department. Revised 24/5/96 Back to top
►The Games Curriculum
Games can be categorised into 4 distinct areas:INVASION GAMES
NET GAMES
STRIKING GAMES and
TARGET GAMES.
The skills and techniques of each vary greatly and it is through these distinctions that we recognise each game within each category. Skills and techniques alone do not ultimately make the sole contribution to a pupil's sense of achievement or fulfilment in games. In other words, acquiring a technique or skill provides vital but short lived sense of achievement.
As a consequence we recognise that the main thrust of our teaching especially during the early part of Key Stage 3 should be in helping a child to understand PRINCIPLES OF PLAY and TACTICS in each of the categories. Thus teaching for understanding supercedes but does not totally replace the importance of isolated and repetitive teaching of specialised game techniques.
The major games in each of the categories have broad similarities in their form and it is, therefore possible to tease out these common principles of play, skills and techniques and apply them to a structured and logical development of PRINCIPLES OF PLAY within which the appropriate SKILLS and TECHNIQUES can be encouraged.
Allowing for certain differences, units of work will be taught involving games from the 3 main categories. Primarily pupils will be involved in making decisions " reading " the situation and responding to the cognitive as well as the physical demands. The recognised games become the " servant " rather than the " master " and provide pupils with a technically more demanding outlet for their talents while ensuring that even the less able have access in some way to the " mystique " of playing games with understanding, leading to greater enjoyment in participation and as a spectator.
AIMS
1. That pupils should be directed towards participation in a number of games emanating from the distinct game forms.
2. That emphasis in teaching games should initially shift towards principles of play and tactics but not to the exclusion of skills and techniques.
3. For pupils to see the need for and relevance of skills and techniques as they are required in the game situation by being taught " WHY " before " HOW ".
4. That each individual will attain their potential, experiencing each game form with the freedom to operate at their own level.
5. That pupils should appreciate how rules shape a game and produce specific demands.
6. That through the experience offered in the game units pupils will achieve some measure of independence, self-discipline, awareness and concern for others, satisfaction, integrity and fair play will develop a sense of sportsmanship.
7. That success for pupils will be increased through the adaptation of games.
8. That thinking participants or spectators will be developed.
9. That pupils will develop better decision making capacities.
Specifically, we offer the following:
Soccer
Rugby
Badminton
Volleyball
Netball
Hockey
Gymnastics
Trampolining
Aerobics
Athletics
Tennis
Rounders
Cricket
Softball
Kickball
Danish Longball
Kwik Cricket
Cross Country
Swimming
Golf - Year 11 Back to top
►Year 10 Examination Syllabus Checklist for pupils
THE HUMAN BODY AS A UNITPupils should make sure that they have completed all notes / worksheets / questions on each of the topics below. If you have any problems with any aspect of this booklet and/or your revision please come and see Miss Allen.
1) THE SKELETAL SYSTEM
i) The structure and function of the human skeleton. Names of bones.
Signs and symptoms of broken bones. First Aid on fractures.
ii) Major joints and how they are different in design and function. Knowledge of synovial joints.
Role of joints, ligaments, tendons and cartilage.
Effects of wear and tear on joints.
iii) Understand R.I.C.E (Rest, Ice, Compression, Elevation)
2) THE MUSCULAR SYSTEM
i) The attachment of muscles to the skeleton, Function of muscles in movement.
Name of all major muscle groups.
Control of the muscles by the Central Nervous System (brain etc).
Muscle response to over / under exercise (Atrophy / Hypertrophy).
Common muscular injuries and their avoidance by Warm up / Skill practice and Muscle strengthening.
Treating muscle injuries
3) THE RESPIRATORY / CIRCULATORY / DIGESTIVE SYSTEMS
i) Names and function of major organs in body and disposal of waste products.
ii) Changes brought about by exercise on the three systems for
a) An athlete b) An average person c) An overweight person.
iii) Relationship between increased physical activity / heart rate / heat production / perspiration / dehydration / blood pressure.
iv) Anaerobic and Aerobic work linked to respiration and circulation.
v) Assessing and monitoring the rate at which the body returns to normal after exercise.
Importance of rest and recovery.
vi) Knowledge of cardiac massage / mouth to mouth resuscitation.
PHYSICAL FITNESS
1) COMPONENTS OF FITNESS
i) Components of fitness including Suppleness / Stamina / Speed / Strength.
How they affect performance of different activities.
ii) Factors which affect the performance of these activities eg Age / Sex / Physique etc.
iii) SUPPLENESS - Definition / Exercises to improve it (Static / Dynamic / Passive).
STAMINA - Definition / Types (Local muscular / General cardiovascular).
SPEED - Definition / Types of training.
STRENGTH - Definition / Types (Static / Dynamic / Explosive) / Types of training.
2) FACTORS AFFECTING FITNESS
i) Knowledge of the effects of the following on components of fitness - Physical Handicap / Diet / Age / Sex / Physiological / Psychological (Stress / Tiredness etc) / Drugs (Social, Soft drugs, Hard drugs).
ii) Diet and Training methods.
3) TRAINING
i) Knowledge of the PRINCIPLES OF TRAINING - Progression/ Overload / Specificity / Reversibility.
ii) Need to identify the appropriate training methods for each individual and their sport.
4) TYPES OF TRAINING
i) Knowledge and understanding of the main types of training. Eg Interval / Fartlek / Circuit / Weight / Pressure / Isometric and Isotonic (When muscle lengthens or stays same length under pressure).
5) MEASUREMENT OF THE EFFECTS OF TRAINING
i) Know the benefits of training including increased Vital Capacity / Stroke Volume / General respiratory and circulatory fitness / Greater Strength and Stamina.
ii) Testing Pulse Rate and Recovery Rates after exercise. Back to top
►Year 11 Examination Syllabus Checklist for pupils
As with the Year 10 syllabus, if all points are covered in depth when revising then pupils should be able to easily answer the questions which will appear on the exam in May. If any pupils are confused at all by any of the work on this sheet, or by any of the worksheets which go with this sheet, please don't hesitate to ask either Miss Allen and/or Mr Lapish. This work will be covered in the revision classes which are held every Tuesday lunchtime at 12.05pm. We'll see you there!!!!THE ORGANISATION AND PARTICIPATION IN PHYSICAL ACTIVITIES
1) FORMAL ORGANISATIONS
i) Knowledge of the structure and functions of the following organisations:
International Olympic Committee (IOC)
Sports Council
British Olympic Association (BOA)
Central Council for Physical Recreation (CCPR)
The Government (Minister for sport)
National centres for sport including: Holme Pierrepont, Bisham Abbey, Lilleshall, Plas y Brenin etc.
2) REGIONAL AND LOCAL PROVISION FOR PHYSICAL ACTIVITIES
i) Knowledge, functions and relationships between the following:
Local Government Authorities (Hoyland Leisure Centre, Dot. Hyman)
Voluntary Organisations
Commercial Organisations.
ii) Activities provided by clubs, sports and recreation centres in the Barnsley area.
3) PARTICIPATION IN PHYSICAL ACTIVITIES
i) Growth in the numbers participating in sport and the factors affecting it. Eg. Age / Sex/ Socio-economic status / Distance to travel / Children in family etc.
ii) Attempts to increase participation in sport. Eg. "Sport for All" / "Ever Thought of Sport".
iii) Organisation of sport competitions: Leagues / Round Robins / Knock outs / Ladders etc.
4) ISSUES IN SPORT& PHYSICAL ACTIVITIES
MORAL ISSUES
i) Eg. Fair Play / Cheating / Violence / Use of Drugs / Elitism / Sport for All / Pursuit of Excellence / Conservation of environment.
5) AMATEURS AND PROFESSIONALS
i) Reasons for growth of professional sport.
ii) Finance in amateur and professional sport.
iii) Sponsorship and its purpose.
6) MEDIA AND SPORT
i) Media presentation of sport - Advantages and Disadvantages.
ii) Effects of sport coverage on TV and in newspapers.
7) SAFETY
i) Crowd safety - How safety can be improved
ii) Crowd behaviour - Social and Anti-social behaviour
iii) Recommendations to curb anti-social behaviour. Back to top
►Homework
In the P.E. Department, homework, as traditionally understood, is not set until pupils opt for a GCSE course. For those for whom it is set, it is conceived and implemented by Departmental staff as an important element in pupil learning. Its values are taken to be those outlined in the Homework Policy of the School: it reinforces, extends or complements work completed during school-time; it enables pupils to develop skills, attitudes and habits involved in independent study; it allows work during school-time to be focused on learning and activities where the presence of a teacher is essential; and it provides opportunities to further inform parents about the nature and standards of their children's P.E. activities and education.In Years 10 and 11, all pupils following the Department's GCSE courses will, in addition to completing any specific homework tasks, need to undertake work at home in order to fulfil the coursework requirements laid down by the Examination Board. The necessarily strict adherence to coursework deadlines means that pupils will be required to engage in research, collect/record information, and/or prepare, continue or evaluate work in their own time. ( Link here with Compact )
The nature of much of the work involved, together with the specialised resources and facilities frequently required, means that, for some pupils they may not always be able to complete homework at home. Accordingly, for all pupils, an area will be made available during most lunchtimes, Eg. Successmaker. Again, the nature of much of the work means that it is extremely difficult to be specific about the amount of time that pupils, generally, should devote to homework each week, although the minimum expected for each Year group is stipulated in the Homework Timetables.
Each teaching group has a homework timetable. The few days allocated for completion gives the pupil flexibility for research, planning his/her time or resolving any problems before the completion date.
It is expected that completed homework is given in on time. This gives pupils valuable experience of working to dead lines and facilitates staff with their marking schedules.
If homework is not given in appropriate action is taken:
a) Pupil given the opportunity to complete the homework by attending an 'express group' work session.
b) Departmental detention given and notification is given to the form tutor.
c) Member of staff will discuss matter with the pupil's Head of Year, a 30 minute school detention will be given and a department letter will also be sent home. This would be more appropriate if the letter were a standardised letter from the school containing a return slip which the parent can return to the department which can then be stored by the form tutor/Head of Year.
Homework missed due to absence on the set date has to be completed. However, sometimes the homework forms an important part of the pupil's notes. In these cases the pupils are individually told to complete the work by a mutually agreed time.
Marking homework forms an integral part of assessment - see the Assessment policy. If appropriate, staff aim to return marked homework to the pupils as soon as possible, for inclusion in that specific module of work and whilst the exercise is fresh in the pupil's mind. Back to top
►Oracy within Physical Education
In what ways can Physical Education help to develop speaking and listening skills?The Physical Education department at Willowgarth try to enhance their pupil's use of language in numerous ways. It is clear that the development of language skills is an entitlement of every pupil. It is important that the language used in PE makes a significant contribution to the whole school's policy on oracy. The planning and teaching of the various blocks in PE at Willowgarth do include opportunities for the pupil's to express themselves clearly in speech.
The pupils's are given opportunities to express themselves in all three aspects of the attainment target in PE, i.e. Planning, Performing and Evaluating. The fact that all three aspects are inter-related forms a cyclical process which the children follow. e.g. Good quality performances can't be achieved without careful planning, either alone or in groups. After the performance, self or group evaluation about the quality of all or some of the performance takes place. This allows modifications or changes to be made to the performance in the hope of improvement. The use of language in this process is helpful in the acquisition, modification, refinement and eventual (and hopeful) perfection of the practical skill. Pupil's at Willowgarth are encouraged by all members of the department to make informed comments about their own and others work using relevant terms accurately. The members of staff, in turn, use relevant terms when explaining or discussing any particular skill, tactic or rule within a particular sport. Differentiation is made by the member of staff regarding the depth of language used depending on the child's level of experience within that sport being taught.
Opportunities for pupils are made in any one of the following ways:
i) Talking about, describing, evaluating accurately and making judgements about their own and others performances.
ii) Planning a course of action, a movement sequence or an exercise programme.
iii) Using language and technical terms relevant to particular activities. Back to top
►The Gender Issue
Preface:The growing number of contemporary sportsmen and women from both genders achieving success in a variety of sports helps to present a positive role models to both boys and girls. The camaraderie and equality of sport at all levels is also used to further enhance the sense of equality of the sexes.
1. The Department rejects the view that any broad aspect of P.E. is the preserve of, or more suited to, either gender. Exceptions would be a few specific events .
2. The Department aims to provide equal opportunities for pupils within a broad, balanced curriculum, which does not discriminate against them because of gender.
Members of the Department, when devising and implementing their courses, strive to ensure:
· that what they teach and how they teach it promotes the conception of P.E. as an important and valued realm of human activity (potentially) of concern to all people;
· that, via sensible discussion and argument, they seek to counter any gender oriented bias towards or away from the subject or any aspect of it;
· that course content and its implementation, with all that this entails, take account of the gender (as well as the abilities, ethnicity and social circumstances) of the participating pupils. In most cases this means, at the very least, devising tasks and providing exemplary materials that have the potential to attract and sustain the interests of both male and female pupils;
· that, normally and overall, equal demands are made on all pupils (regarding, say, the
distribution of teachers' questions); and equal value is placed on the contributions of all pupils (regarding, say, their responses to teachers' questions or their comments within a discussion);
· that stereotyping or bias by any individual, regarding the expected achievements of a certain gender, are avoided;
· that, in the P.E. rooms, there is no other form of discrimination against any particular
individual or group.
3. Members of the Department, when choosing and developing their resources, strive to ensure that:
i. they portray a world view as seen from male and female perspectives;
ii. they are factually accurate and use up-to-date text and illustrations;
iii. they do not:
a) stereotype individuals or groups;
b) equate men with being the dominant gender or women the subservient gender. However, such views may be worthy of serious discussion;
iv. they show the achievements and attributes of both genders, both past and present;
v. they show children of both sexes involved in the activities described;
vi. they have illustrations that avoid caricature.
4. In order to appeal to all pupils teachers must:
i. emphasise that P.E. is concerned with healthy human activity, culture and achievement;
ii. provide opportunities for pupils to use personal, expressive language, in work such as
projects, reports and posters and of course classroom discussion;
iii. provide pupils with opportunities to discuss and explore opinions on sporting issues;
iv. demonstrate the importance of P.E. for everyone, showing its importance in a wide range of careers and a healthy lifestyle.
5. The timetable is constructed in such a way that allows two tutor groups to be taught P.E. by one male and one female member of the Department - effectively, the boys are taught by the male teacher and the girls by the female teacher. This allows for teaching and supervision before, during and after the activities to be appropriate to the pupils needs. On the odd occasions it may be advisable because of the high pupil numbers to split some half year groups into mixed gender P.E. Back to top
►Jewellery Policy
The jewellery policy followed by the P.E dept falls in line with the policy followed by the school as a whole. i.e. The only items allowed in school are a small signet ring, a watch and one pair of studs. Any other items worn are not allowed and if noticed by any members of staff, will be removed and passed on to form tutors or year head.During a P.E lesson all items of jewellery must be removed before the lesson begins. A system should be instituted where this becomes part of the regular routine of changing and the registration of attendance. Pupils should be constantly reminded of this requirement and checks should be carried out before the activities begin.
In the case of jewellery which can?t be removed, these items should be taped up.
Members of staff will not be held responsible for any items of jewellery which have not been handed in for safe keeping, they will also not be held responsible for items of jewellery which have been collected back at the end of the lesson and then misplaced afterwards by the pupil.
Staff are also worried about the fact that they would be held responsible for the replacement of items which may have been misplaced after they have been collected for safe keeping. This is because even though the rooms which the items are held would be locked, every member of staff does hold keys for these rooms as they are main master keys. This does allow for any member of staff to have their keys stolen, which could then be used to open the secure rooms in which the jewellery is being held. Back to top
►Cricket Teaching Ideas And Learning Context
Working in pairs ( bowler / batter ), introduce hitting the ball in certain directions : straight, on drive, off drive and extra cover drive. Use coloured markers to identify the field positions / scoring areas for the strokes to be played. Taking turns, the bowler ( underarm /overarm ) should feed good length balls so that the batter can practise moving the feet and body into appropriate positions to help direct the ball into the zones identified. A small hoop placed infront of the batter will aid the bowler's accuracy.Develop the practice into a 1v2 situation where the batter scores points once the ball has been hit in a specific direction / zone. Where does the batter move in order to meet the ball? What is the difference between a defensive stroke / attacking stroke? How can the batter achieve control of both their body ( leg / arm ) and their bat? Explore blocking the ball while all the time keeping the emphasis of the hit on drection / accuracy.
Extend the idea of scoring zones and set up small sided games ( 2v4 ). Modifications could include the defensive side having two bowlers / two fielders, the ball has to be fielded to the side of the striker's area ( eg to a hoop ), the fielding area could have a number of scoring zones, or strikers could use different sizes / widths of bat, taking two strikes from different bowlers. Get the players to create their own game and tactics for keeping scoring to a minimum. Include more fielding players if appropriate within the game and explore the techniques of bowling Reinforce the need for good line and length, introducing variations in pace where appropriate. How can the ball be bowled to vary the pace? How can the flight of the ball be varied? Get bowlers to consider these questions in their practise and game situations.
Create several competitive / modified games where players can develop their bowling and striking capability. Ensure all abilities are included using adapted equipment
(bigger/smaller/wider/narrower) areas etc. Extend pupils understanding using improved technique/ tactics to outwit opponents. Apply all appropriate terms/ tactics to bowling/ striking situations so that pupils can adapt/ refine their play. Back to top
►Hockey Scheme of work - Year 7
INVASION GAMES : HOCKEYA. Has to develop an understanding of the basic pitch markings and of the simple rules and regulations governing small sided games, building towards 6 v 6.
i) The use of feet iii) Obstruction
ii) The non-stick side iv) 1 v 1 Tackling
B. DRIBBLING
Developing the basic actions and techniques necessary in order to carry a ball under control using the appropriate
i) Grip
ii) Body positioning and movement
iii) Footwork
C. RECEIVING
Developing the basic actions and techniques necessary to receive a ball and bring it under control whilst stationary and on the move using the appropriate
i) Grip
ii) Body positioning and movement
iii) Footwork
D. SENDING
Developing the basic actions and techniques necessary to send the ball using the appropriate
i) Grip
ii) Body positioning and movement
iii) Footwork when performing
a) HIT and b) PUSH.
E. TACKLING
Developing the basic actions and techniques necessary to remove the ball from an opponent using the appropriate
i) Grip
ii) Body positioning and movement
iii) Footwork when performing a FRONT or FORWARD TACKLE, playing the ball not the stick
F. BEATING AN OPPONENT
Developing the basic actions and techniques necessary for beating an opponent by
i) Passing the ball at the appropriate time
ii) Beating an opponent on their non-stick side
G. SHOOTING
Developing the basic actions and techniques necessary for striking a target, not necessarily a goal
H. TACTICAL AWARENESS
Developing the basic understanding of small sided games building towards 6 v 6
i) The Basic Positions
What they
Where they go
How they operate and play within a team.
ii) Free hit / push
a) from the side line
b) on the pitch
iii) A push or hit out Back to top
