Physical Education Plan Unit- Having a Ball in summer. Description – A multi-level unit using the Games-Centre Approach- Striking and Fielding games category.

Student Needs Teamwork Sportsmanship Enjoyment Throwing/catching Gameplay Running Positive participation in school and inter-school events

Underlying Concepts Hauora Socio-ecological Health promotion Attitudes and –well-being perspective Values

Lana Wolfgram Team Solutions University of Auckland - 1 - 1 Physical 2 Perseverance Learning new skills Whether the class 222222222222222 Mental & environment is 2 Support and Caring for self and Emotional safe enough to be feedback for others Inclusiveness able to make others Dealing with mistakes Acceptance of a competition 222222222222222 Learning that range of abilities Decision making 2222 improvement Social 222222222222222 comes from Fairness and Communicate, 22222 practice and Inclusive practices respond and make 22222222222 perseverance positive 222222222222222 contributions to 22222 222222222 2222 222222222 group 222222222222222 Spiritual Develop 222 Enjoyment of assertiveness 222222222222222 outdoors and skills. 222 being part of a 222222222222222 group. 222222222 Self Confidence 222222222222222 22222222 222222222222222 22222 2222222 222222222222222 2222222222 2222222 222222222222222 222 222222222222222 22222 222222222222222 222222 2222222222222 222222222222222 22222 222222222222222 222222222 2222222 22222222222222 2222222 Key Competencies Thinking Managing self Using language,symbols and texts

Relating to Others Participating & Contributing

Achievement Objectives B1 Students will.... C3 Students will ... Level 1 –develop a wide range of Level 1- express their own ideas, movement skills. needs, wants & feelings clearly & listen to other people. Level 2 –practise movement skills and Level 2 - express their ideas, needs, demonstrate the ability to link them. wants & feelings appropriately & listen sensitively to other people & affirm Level 3 –develop more complex them. movement sequences & strategies in a Level 3 –identify the pressures that can range of situations. influence interactions & demonstrate

Lana Wolfgram Team Solutions University of Auckland - 2 - 2 basic assertiveness strategies. Level 4- demonstrate consistency & Level 4 – describe & demonstrate a control of movement in a range of range of assertive communication skills situations. & processes that enable them to interact appropriately with other people.

Possible learning intentions and/or success criteria Students will be able to- Students will be able to- Participate in throwing and catching Share and take turns when using activities using a variety of equipment objects ie beanbags, Encourage their team mates different balls, quoits etc Give and receive feedback about team Throw objects in different directions. play. Adjust the style of throw to suit the Listen to their team mates. object and the distance. Identify the things that went well and Position themselves to be ready to not so well in a game. catch a pass. Discuss with the team some possible Identify the parts of games that they changes to the game. most enjoy. Suggest strategies for the team to use. Run in and around defined spaces Demonstrate safe and fairplay Explore two-handed striking with a practices. variety of bats off a Tee Give thoughtful feedback to others as Choose underarm or overarm throw as they practise techniques. appropriate Respond appropriately to constructive Run between wickets or around a feedback and the suggestions of others. diamond Use supportive language to encourage Position themselves to be ready to others in game play. catch/field a ball. Demonstrate leadership. Strike a moving or stationary ball Take part in striking/fielding games Main intention of striking/fielding Move to catch/field a ball. games- Explain the different roles of the team To place the ball away from fielders members. in order to run the bases/wickets Use a two handed strike to hit for and score more runs than the distance and accuracy. opposing team. Vary the direction of the hit when using a two handed strike. Main concepts and skills Perform the sequence of using a two - Placement of the ball in the handed strike, dropping the bat and field running to a base. - Decision making Position themselves appropriately to - Covering bases/wickets field a ball. - Base/wicket running Use decision making skills when participating in activities e.g where to send the ball when fielded, when to run Develop quick, accurate receiving and passing skills.

Lana Wolfgram Team Solutions University of Auckland - 3 - 3 Introduction – Setting the scene Level 1 – Explore using a variety of throwing objects and discuss how these can be used in games. Suggest times and places where games can be played. Levels 2, 3, 4 – Introduce pictures of softball/cricket players or equipment used in games. Brainstorm what they know about the games. Develop a vocabulary list that can be added to throughout the unit. Introduce some terms relating to teamwork and strategising (according to the level). Suggest that the students will learn and use these words over the next few lessons. Play modified games.

Some points to consider when using the Game-Centred Approach

 A positive, safe environment is necessary, where students feel safe to take risks and try new things.  Use strategies for grouping that ensure no-one is left feeling unwanted or excluded.  Try to have small teams, aiming for maximum participation and high levels of physical activity.  If students are on the sideline, make them involved eg. Give feedback to a player.  Try to avoid students being “out” for long periods – modify the rules so that they come back in quickly.  Don’t use 3 out side-away in modified games – go right through the team every time.  Consider using ability grouping sometimes. This allows a small group of students with a high level of skill to work together to modify activities and increase the challenge for themselves.  Try to include skills teaching within games. If you decide skills practice is needed, use the peer-coaching process and make sure the skill is applied within the context of a game.  Modify the games by changing the shape of the ball, or introducing sticks and ball.  Through discussion, have students apply their learning to a range of games eg. rounders, baseball, softball, cricket, T ball, Long ball.  All students participate in giving and receiving feedback, problem- solving and goal setting.  Suggested Lesson Sequence (using the Game – Centred Approach)

Lesson introduction. Recap of previous learning. Warm Up (Gradually build up to vigorous activity) Game Reflection and discussion (You might introduce peer coaching for technique here) Play the game again (probably modified after discussion) Reflection and discussion – students set learning goals. Warm down

Lana Wolfgram Team Solutions University of Auckland - 4 - 4 Teacher reflection – consider needs for next lesson – establish learning intentions

Possible Learning Experiences Warm-ups Games –Modified and suitable for (Try to make these fun – avoid the run re-modifying- around the field ) Remote Control Keep the Bucket Full (Kiwi-dex p 196) Move Like a.. (Kiwi-dex p 167) Rob the Nest (Kiwi-dex p 197) Cars (Kiwi-dex p 51,52) Underarm Golf (DFMS p 176) Here-There-Where (Kiwi-dex p 54) Throw/Kick and Run Vehicles (Kiwi-dex p 46) 3 Ball Throw Ball Walking Partner Tag (Kiwi-dex p 67) Scatter Ball (DFMS p 190) Follow the Leader (Kiwi-dex p 37,40) Scatter Ball Rounders Hug Tag (Kiwi-dex p 129) Rounders Traffic Lights Frisbee Rounders Numbers (Kiwi-dex p 49) Long Chase Ball (DFMS p 184) Pass & Sting (Landy & Landy p.12) Long ball Punting Rounders (DFMS p 245) Five catches (DFMS p 186) Rolling Rounders (DFMS p 188) Hitting off a Tee (DFMS p 259) Spot On (DFMS p 260) Another Go (DFMS p 265) Striking/Fielding Games French Cricket (DFMS p 266) Tee Ball Rocket range (DFMS p 267) Rounders Line Strike (DFMS p 268) Softball Caught Out (DFMS p 272) Baseball T Ball 1,2,3,4 Cricket Non-Stop Cricket Kilikiti Game Sense Cards Zones Hit 4 & Go Go for goal Up and back Beat the ball Continuous cricket

Gathering Evidence Self/Peer evaluations Brainstorms Teacher Observations Photo stories Video Replay

Resources Kiwi-Dex Developing Fundamental Movement Developing Fundamental Movement Skills and Kiwi-Dex are Skills downloadable from Game Sense cards www.sparc.org.nz

Lana Wolfgram Team Solutions University of Auckland - 5 - 5 T - Ball 1,2,3,4,5 Striking/Fielding Game

Purpose – To determine appropriate placement of the ball to increase some scoring opportunities. - To work as a team to cover the playing space to keep the batter’s score to a minimum.

Equipment- A rectangular playing field. A batting tee A bat and ball appropriate to the tee Two bases or wickets

How to play – - Two even teams of 5 players, one fielding and one batting. - The fielders are numbered 1,2,3,4,5 – No 1 has to touch the ball first and pass in order through the team to No,,5 who replaces the ball on the tee, - The batter hits the ball off the tee into the field of play, then runs between the bases/wickets as many times as possible before the ball is replaced on the tee. - Each team has a quick Team Talk between batters. - Each team member bats before teams swap roles. - The batting team keeps score.

Possible Questions – Batter- What type of shot will make the ball travel a long distance? - Will you always want the ball to go a long way? - How will you decide where is the best space to place the ball? Fielders- How can you make sure that the ball is quickly received by number one? - How will you decide who is going to field the ball first? - How can you help the person before you who has to throw the ball to you? - How can you work together to best cover the space available to the batter?

Lana Wolfgram Team Solutions University of Auckland - 6 - 6 Throw/Kick and Run- (variation of Soccer Rounders) Striking/Fielding Game

In groups of 4 with one ball and two bases/hoops/cones

Players take turns in each position  Thrower/Kicker  Fielder  Base 1 catcher  Home base catcher

Bases set out about 10 metres apart.

Thrower moves up to Home Base and throws into the field, then runs between the two bases as many times as possible before the ball is returned to one of the bases and the catcher calls Stop.

Fielder retrieves the ball and sends it to the closest catcher who calls Stop.

The aim is to score as many runs as possible.

This could be repeated varying the size of the ball or kicking instead of throwing etc.

Possible questions Thrower – what do you need to think about before deciding on which direction to send the ball? Fielder- How will you decide which base to send the ball to? How can you make yourself ready to catch/retrieve the ball? Catcher-How can you make yourself ready to catch the ball? -How can you help the fielder?

Lana Wolfgram Team Solutions University of Auckland - 7 - 7 Fa’a Samoa: The Samoan Way Kilikiti by Bronson Marcellin College Kilikiti is the Samoan form of cricket. It is very popular with Samoans in New Zealand. In Auckland the Secondary Schools Senior tournament is held at the Domain annually. It is the biggest kilikiti tournament in the world.

The rules of kilikiti are similar to those of cricket except that we have 21 players and all players must “Sulu ie lavalava” or wear a sarong. The key rule is “no lavalava no play.” The “Pate” is the Samoan design of the bat. It has 2 straight sides which meet at an angle like a triangle, and one curved side which is the side we hit the ball with. The pate can vary in length. Most people use the short pate, while the more skilled players prefer the longer ones. While the first two batters go to bat the rest of the team sit just outside the field with their many colourful pate and dance, sing and chant to encourage the batters. Every ‘au’ or team tries to come up with better cheers than the other. Their captain will make a great effort to do so and will sometimes take his lavalava off and wave it around, or even climb a tree and shake it vigorously. If you think the malae te’a or fielders are just going take that, then think again. They too have their leader who leads them into hilarious actions with a whistle. These actions can reflect people when they are drunk or even in the toilet. It can all get very earthy! Sometimes if the lape gets too offensive fights may start. But this is the exception rather than the rule. Mostly it’s just a lot of fun. Kilikiti evolved from the game of cricket which the English missionaries bought to Samoa many years ago. The Samoans adopted the game but gave it their own twist and renamed it as kirikiti. The change of name happened because Samoans couldn't pronounce the English word cricket properly so they called it kirikiti. Later on the pronunciation of the letter 'r' changed to 'l' in the Samoan language so then the name changed to kilikiti. We usually use the word kilikiti now but the older word kirikiti is still used during formal occasions. Over the years kilikiti has become a well-known sport in the Pacific and has spread to countries like Fiji, Tokelau, Tuvalu and Tonga. I’ll finish this story with how we Samoans say it: “Manuia le ta, manuia le Te’a. Luck to the bat, luck to the ball.

Lana Wolfgram Team Solutions University of Auckland - 8 - 8 Kilikiti. Living Heritage - Tikanga Tuku Iho (source-www.tki.otg.nz)

QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture.

Lana Wolfgram Team Solutions University of Auckland - 9 - 9