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PHE UNIT - Fielding the Future
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Discover the world of badminton with our complete unit that's designed to inspire your teaching. It's full of helpful details for every aspect of your lessons.
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PHE UNIT - Momentum Matters (Badminton)
Teacher: Mohammad Wassim
Unit title: Momentum Matters
Key concept: Development: to play an individual game you have to develop your skills and confidence through practice.
Related concept(s): Function and choice Functioning skills effectively requires a good choice and making an appropriate decision at the right time.
Global context: Identities and relationships: identity formation; self-esteem; status; roles and role models
Statement of inquiry:Developing our ability to choose and function support our identity formation and self-esteem
Inquiry questions:
Factual:
- What is the function of movement?
- What development impacts identity formation; self-esteem?
- what impact does the choice have on our life?
Conceptual:
- How does choice impact function?
- How can we develop functional strategies in our life?
- Why it is important to consider our choice to develop our identity formation and self-esteem
Objectives
C. Applying and performing:
i. demonstrates and applies a range of skills and techniques effectively.
ii. demonstrate and apply a range of strategies and movement concepts effectively.
iii. analyze and apply a range information to perform effectively
D: Reflecting and improving performance;
i. explain and demonstrate strategies to enhance interpersonal skills.
ii. analyze and evaluate the effectiveness of plan based on the outcomes
iii. analyse and evaluate performance
Summative assessment
G: Goal: Show how Developing our ability to choose and function support our identity formation and self-esteem
R: Role: You are a badminton coach at AKA Academy and you are also a client for someone
A: Audience: Your clients are grade 9 students
S: Situation: You are a coach and your client wants to enhance self-esteem and identity but they are struggling to choose their skills and function effectively during the play. Your aim is to work on their own capacity to develop their skills within strategies in the game. You want to get them to work with peers to apply some strategies in the game gradually and they will have the opportunity to analyze videos, give their observations, and reflect.
P: Products: Your client will play a badminton game where he will be asked to perform a range of skills and strategies he learned during the unit, you will record his game and reflect on his performance taking into consideration everything he learned during the unit.
S: Standards: Your work will be judge by Criteria C and D all strands and D all strands
Relationship between summative assessment task(s) and statement of inquiry:
Developing our ability to choose and function our skills supports our identity and self-esteem
The assessment requires students to work closely with their clients, assess skills, and how to choose and function these skills within the context of competition with the mate. Then make an analysis and comparison of this recording performance with another video. Both assessments will be covered by Criteria C and B the development will be an inevitable result of the confidence that the students gain from cooperating with the teacher and partner through the effective use of skills, and good choices of appropriate playing strategies. The students will have a good opportunity to evaluate their performance by observing and evaluating the other’s performance.
Approaches to learning (ATL)
ATL Skill:: thinking skills, ATL Cluster: critical thinking, Specific ATL Skills: identify a problem or issue. - collect information or data on the issue through research. - Develop and execute solution. - analyse which solution work or did not. - identify ways to improve the solution. - Create inferences on why the problem exists and how it can be solved.
ATL statement to build: In order for students to analyze and evaluate performance, students must Create inference on why the problem exists and how it can be solved.
Action: Teaching and learning through inquiry
Content:
1-Introduce the unit , Performative assessment (the rules of the Games).
2. (Theory) Performance factor technical(movement skills) - performance in badminton - factor affecting badminton performance. - stage of player development (requirement and challenges)
Formative assessment ( ATL self-assessment)
2. 3- ( Practical) compoenent of badminton movement -split-step – approach and recovery -movement and associated hitting
Formative assessment
3. 4-Performance factors: basic strokes (serve) (Forehand and backhand serve) -Introduction to forecourt stocks. - shot net strokes
• Introduction to Midcourt Strokes. A.Block Off the Body. B. Backhand Drive. C.Forehand Drive.
• Introduction to Rearcourt Strokes - A. Forehand Clear, b. Forehand Smash, c. Forehand Drops hot.
Formative assessment 3.
4- performance factor (physical) A. Warm-up, B. Pulse Raising Exercises. D. Mobility exercises. F. cool down
Formative assessment 4.
5- performance of factor (tactic). - Watching video A. Badminton “Situations” B.. Importance of ‘Early’ to Badminton Performance, C. Tactics Defined, D. Related Coaching Skills, F. Base Position, G. Singles Tactics, H double tactic
Formative assessment 5.
6. Analysing performance, Peers – videos
Learning process:
Learning experiences and teaching strategies
1-Students will be introduced to the badminton unit in the classroom. Ask students questions by performative assessment to check their prior understanding of the rules of badminton
2-introduce the ATL skills of thinking to students about what factor affects badminton performance and analyze video and give observation? Students will think about the meaning of development. What is the stage of development in sport?
3-Students will search about the basic requirements of badminton in physical, technical, and Tactical aspects.
4- students will get an opportunity to observe peers and analyze performance by using (The observing and analyzing sheet) 5- the students will think critically about how to identify the problem and how to find some good solutions
Formative Assessment
1. Performative assessment by " question paper about the rules The Students will recall their prior information about the game. Teacher provides oral feedback on students’ answers and will provide additional information for a better understanding of the game. “demonstrates and applies a range of skills and techniques effectively” Criteria C
2. Group discussion and will answer the question about the factor affecting performance and stages of development ( challenges and requirements) Teacher feedback and comments during the discussion.
3. Students will present the component of movement and students give feedback to peer. Students will identify strengths and weaknesses and how to improve by using the analyzing sheet - analyze and evaluate the performance. criteria D
4- same the last formative to assess the foreword – mid- rear court stocks. Peer assessment and teacher assessment
5- the students will reflect on the peer performance by analysing the performance and explaining and demonstrating the applied strategies. Teacher assessment
Differentiation
1. The assessments can be done on any support the student feels comfortable with: video presentation, written document, oral audio, etc
2. Students will use different ways to express their ideas about the performance
3. Students will be provided individualized instructions during the lesson in order to help with their understanding.
4. Students will research and will have their own explanation of their understanding in the video that was presented to them.
They will be free to use different support depending on their preference (video presentation, written document, oral audio, etc.)
The level of difficulty will be adjusted according to the level of the student.
• The assessments can be done on any support the student feels comfortable with: video presentation, written document, oral audio, etc.
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