Michael Allen 110045956
Unit Plan
Class: Year 10 Boys (COED campus) (Regular teacher: Jamie Annese)
Topic/Sport: Basketball
Assessment Category: C Practical Performance (from Roma Mitchell SC assessment requirements)
Part 1: Nature of learner and influence on teaching and learning
The Learner(s)
-Year 10 boys from the COED campus
-aged between 15-16 years
-diverse cultural backgrounds, close to half of
students have English as a second language
-small number of students who willingly take
leadership roles, two students who are
regularly reluctant to participate
-minimal previous exposure, handful of
students have played with some consistency
but not at a high level
-majority of class are willing to engage and put
in effort
-class formed at start of year, taught by various
PE teachers since year 8
-reasonable connection with regular teacher,
emerging and growing connection with myself
-some competitive personalities who have
previously challenged umpire calls in the past
Influence on Learning and Teaching
-begin unit with game to assess prior
knowledge and ability, use this to guide
decision making for team activities
-ensure consistency of language used to
support ESL students, support verbal
communication with exaggerated non-verbal
communication
-utilise a range of weighted number games,
simplified games, ensure game context is there
-build to culminating event (tournament) for
added enthusiasm and motivation
-group students to balance ability level with
existing friendship groups to ensure fairness
and encourage participation
-start unit with basics and pace progressions
based upon observation of class
-call upon students familiar with basketball to
help with demonstrations initially
-feedback will be differentiated and challenges
set to suit individuals
-teacher maintain high energy levels and
enthusiasm, speak to and provide
praise/feedback to each student every lesson
(achievable with small class)
-regular focus on fair play and sportsmanship,
respect of teachers and peers
Michael Allen 110045956
Part 2: Context and constraints
Context and Constraints
-2 lessons per week for a four week period
-105 minutes per lesson
-singular indoor basketball court, including two
additional rings along the side wall (4 rings
total)
-Rack of 16 balls (reasonable quality), some
additional balls if necessary
-students learn through game play with current
teacher, not from Play Practice perspective
though, therefore terminology will be different
-I have some experience playing basketball (low
level) and experience coaching young players
-all most all boys in this class embrace PE and
sport, want to be in the class
Influence on Learning and Teaching
-will call upon previous playing and coaching
experience along with Play Practice for learning
episode planning
-teach through the game and game contexts
-single court space will be split for weighted
number/go for goal games, simplified and full
games will use full court
-given the permanent rings being in place all
most all learning tasks will utilise them, keeps
the tasks contextual
-progression to tournament towards end of
unit
-roles like umpire, scorer, and time keeper will
be assigned to non-playing team during
tournament, management of this process will
be student responsibility
-aim to close off learning episodes with group
discussion, definitely bring each lesson to a
close with reflection of lesson and outline of
expectations/goals for next lesson
Michael Allen 110045956

Part 3: Activity analysis

Basketball Analysis and Implication for Teaching and Learning

Basketball is a fast paced court invasion game that is played with two teams of five on the court.
There are a range of techniques utilised in basketball, most of which appear in some capacity in
other court invasion games such as netball and handball. For this class, with limited previous
exposure to basketball, the most essential elements of skilled play that need to be learnt are
Technical Ability, Game Sense (rules and tactics), Reading the Play, Fair Play, and Resilience.
Technical Ability and Game Sense will be focussed on because they are principle features of the
sport that make it the exciting and athletic sport that it is. Fair Play and Resilience have been
included because there are individual students within the group who are argumentative and need to
work on adjusting their approach to sport, furthermore being fair and resilient are attributes that are
so valuable in life outside of sport and school for all people to have.

At the most basic level players need to have the technical ability to make them capable of throwing
and catching the ball (enabling them to pass and receive), dribble the ball (only way to move while in
possession of the ball besides pivoting), and shooting goals (how points are scored). Given this unit is
for a class of year 10 students it is anticipated that the fundamentals of these techniques will be
present to varying degrees, for this reason technical ability will be a focal point throughout the unit.
Technical ability will be taught using various learning experiences. Some individual, partner, and
group challenges will be implemented. Examples of challenges that will be used are heavy traffic and
dribbling tag. Most technical ability development will occur through the use of weighted number
games, small sided/simplified games and full game play. The reason for this is that it allows the
techniques to be taught in a more contextual way, ensuring teaching occurs through the game.
Initially these tasks will be in the form of 3v1 go-for-goal activities, these will progress to 3v2, then to
even numbers half court and full court games. This progression ensures that techniques are being
used in an increasingly complex context to better capture the context of a full game while remaining
success oriented. The rate of progression with these activities will be based upon my initial
assessment of students abilities at the start of the unit and the pace at which they achieve learning
outcomes within a learning episode. These learning episode activities also enable two other focal
elements of skilled play to be taught through the game, those elements are Game Sense (rules),
Game Sense (tactics), and reading the play. There are specific rules that apply to basketball that are
quite unique, travel and double dribble. These two rules along with no-contact are the most
important to teach straight away for game play and safety, hence they will be taught in parallel to
fundamental techniques. Teaching these rules effectively requires a strong game context. For this
reason rules will be taught through weighted number game and small-sided and simplified games.
Similarly, Game Sense (tactics) requires a contextual element to enable to students learn about
attacking and defending principles, and the only way to learn about reading the play is to work in a
situation where the play must be read. This reinforces the decision to primarily utilise a range of
weighted number games and small-sided/simplified games for the majority of learning episodes.
Teaching techniques and various elements of Game Sense separately is not authentic, it does not
reflect the sport of basketball, and therefore the logical approach is to integrate teaching these
three key features in conjunction with each other.

Underpinning the decision to mostly use varied weighted number and small-sided/simplified games
is that they support my aspirations of ensuring MIP is achieved, they are more closely aligned to
basketball as a complete sport than simply using drills, and they are also engaging for students
because it enables them to be immersed in a range of game like scenarios.
Michael Allen 110045956

Summary of Planned Learning Experiences (examples)

Individual Challenges: dribble tag, bounce-one-two layup

Partner Challenges: mirrored dribbling

Group Challenges: dribbling lanes, heavy traffic, 21s

Weighted Number Games: 3v1, 3v2, 2v1

Small-Sided/Simplified Games: 1v1, 2v2, 3v3, 4v4 (half-court); 3v3, 4v4, 5v5 (full-court)

Specific Analysis

Game Sense: Rules

Launder and Piltz (2013, p. 20) describe the rules as being the feature of the game that defines its
fundamental nature while simultaneously influencing the tactics, strategies and techniques. The key
rules for basketball are

- Travel
- Double dribble
- Three second key violation
- Carry
- Over and back
- Contact infringements
- And offensive charge

Initially only the most essential rules will be explicitly taught, travel and double dribble, with the
three second key violation introduced quite early too. The reason for this is that mastering these
rules are the most important for student learning and success. Contact rules will be strict early, with
a non-contact rule being applied, this will allow students to feel physically and emotionally safe in
the learning environment. Other rules will be introduced as required. For example if an over and
back occurs during game play freeze replay will be used to take advantage of that teachable
moment. The reason that all the rules will not be explicitly stated from the outset is to avoid
overwhelming the learner and dragging out instructional time longer than required. Should there be
any confusion about specific rules there is the opportunity to address the confusion as a group when
closing off a learning episode, asking students what their understanding of a rule is allows me as the
teacher to assess whether they do understand it.

Game Sense: Tactics

Launder and Piltz (2013, p. 20) elude to that fact that tactics are often misunderstood, they are in
fact present at all levels of game play, whether or not players are consciously aware of it. Essentially
tactics are the ways in which the attacking team work together to retain possession and score, and
defensively how players manoeuvre themselves to regain possession and stop attackers from
scoring (Launder & Piltz 2013, p. 20). The following are tactical principles of play that feature in
basketball that should be learnt and observed throughout the unit.

Attack with the ball: protect the ball when dribbling and passing, use penetration to attack the
basket and cut through the defence, open up space for team mates, draw the defender, pick shots
effectively
Michael Allen 110045956

Attack without the ball: support ball carrier with width and depth, move into and create space,
provide passing options using cutting/multiple cuts, showing a target, screening

Defence: work goal-side and make yourself low and large, defend with your feet (fast break into
defence), cover your opponent or cover the space (depends on defensive set up), avoid over
committing, pressure pressure pressure

Game Sense (tactics) will be learnt through weighted number games and small-sided/simplified
games. When introducing a learning episode specific attention will be directed to what I want to see
throughout the activity, for example the ball carrier protecting possession or defenders working
goal-side. The extent to which this focus was achieved will be discussed during learning episode
closures, as a class we will then establish future expectations and strategies for achievement. Freeze
replays will also be used during these activities as a means of focusing students attention to a
specific moment that high lights some tactical element of the game, for example if a student makes
multiple cuts to create space and provide a passing option, identifying this quality display will allow
other students to learn from it.

Reading the Play

Players need to be capable of reading the play, using this sensory information to inform their
decision making, and then executing their decision (Launder & Piltz 2013, p. 23). Being able to read
the play allows players to pre-empt situations and scenarios, providing them with the necessary
information to play effectively. For students in this class getting them to read the play will increase
their ability to be successful and greatly enhance the quality of their game play.

Placing an emphasis on scanning when learning dribbling techniques will be the first step towards
enabling students to learn how to read the play (take heavy traffic as an example). During weighted
number games and small-sided/simplified games in the moment feedback will be provided to
prompt students to keep their eyes up. Freeze replays will be used on occasions to draw attention to
missed opportunities or errors that came from not reading the play, this will be done in a way that
emphasizes improvement not focussing on the error.

Technical Ability

Technical ability in basketball refers to the ability of a player to control and manipulate the ball their
and their teams advantage, this relates to dribbling, throwing, catching, and shooting the
basketball. For this age group of students, operating at their ability level the main techniques that
will be focussed on for development are; protecting the ball effectively while dribbling, passing to a
moving target, short and mid-range shots (including jump shot), and the lay-up. Techniques more
advanced than this are not essential to be successful in the sport at this level but may be introduced
if students can demonstrate high levels of success with the fundamental techniques (opportunity for
extension and differentiation).
Michael Allen 110045956

Dribbling and Protecting the Ball:

- Ball in the hand away from defender

- Low stance
- Ball controlled low to the ground
- Ball close to the body
- Body between defender and the ball
- Free arm providing additional protection
- Eyes up and scanning the play
- Cues: the ball is your friend so keep it close, get low and use your body, look out your
ears (keep your eyes up and scan the court)

Targeted Learning Experiences: dribbling lanes, heavy traffic

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Passing to a Moving Target

- Step towards target

- Extend through the arms
- Pass to where the target will be not to where they are
- Cues: search for your target, throw in front of them

Targeted Learning Experiences: weighted number games (3v1, 2v1, 3v2)

Short and Mid-Range Shot

- Balance yourself
- Bent knees and elbow
- Ball primarily in one hand, other hand to balance
- Elevate (into jump if more advanced) and extend elbow
- Follow through with the guiding hand
- Cues: BEEF (bend, elevate, extend, and follow through)

Targeted Learning Experiences: 21s, weighted number games (3v1, 2v1, 3v2)
Michael Allen 110045956

Lay-Up

- Drive to the basket

- 1 step, 2 jump
- Outside hand shoots towards top corner of the square
- Body between ball and defender
- Cues: bounce, one, two, layup

Target Learning Experiences: bounce-one-two layup, weighted number games (3v1, 2v1, 3v2)

Extending and Differentiating Technical Ability

Should there be students who pick up techniques at a faster rate than the rest of the class they will
encouraged to push themselves to achieve new things. For example, if a student is consistently able
to perform a layup while other struggle they could instead perform a pump, fake, jump shot.
Additionally they will be given a support role for the teacher by helping with demonstrations and
analysing their peers to provide constructive feedback (mediated by myself).

In the case of students struggling to progress at the same rate as their peers content will be
differentiated to support their needs. This may come in the form of additional feedback, regularly
refreshing key cues, allowing them to team up with the more technically able students and repeated
demosntrations. Rules may need to be introduced into game play to provide these students with
greater chances of being successful. Taking out blocking and stripping when in possession of the ball
early on will reduce the demands of techniques and thus increase likelihood of success. Learning
episodes involving teams will be balanced according to ability levels.
Michael Allen 110045956

Resilience

Athletes demonstrate resilience when they are able to quickly move past an error or mistake and re-
focus their attention to the task at hands (Launder & Piltz 2013, p. 24). Learning to be resilient will
result in the development of positive attributes that apply well beyond sport and physical education.

Planning lessons so that activities not only achieve learning outcomes but are also enjoyable for
students will support their resilience, swimming with the tide so to speak. Setting achievable yet
challenging expectations for students will also be a feature of my teaching basketball. Too
challenging and students will not want to persist, too easy and students will quickly become bored.
Building towards a basketball tournament (culminating event), in which students will generate their
own team names and identity, will be used to enhance students desire to participate and commit
their full effort. Frequently providing specific acknowledgement and praise will be a key element of
each lesson, hearing positive things about yourself or peers can be quite powerful. When giving
constructive feedback I will ensure it is done with a degree of discretion if being given to an
individual, otherwise it will be provided as a more broad comment to the whole group so that the
feelings of the individual are protected and they feel free from judgement. Having a positive and
safe learning environment is absolutely essential for sustaining student resilience.

Fair Play

To truly encapsulate what it means to be a good player, one must also be a fair player as this enables
the player to focus on what needs to be done to perform well without distraction by external factors
(Launder & Piltz 2013, p. 24). Ensuring students know the rules is one thing, calling them up on it
when they step beyond those rules is another. Rules will be enforced with consistency, students will
be expected to respect and accept the teacher/umpires call. Having students themselves play the
role of umpire, scorer, and time keeper will give them insight into what is required of these roles,
which should influence them to be respectful of these individuals when they are competing in a
game or activity. Moments that demonstrate good sportsmanship will be positively highlighted, this
may equate to bonus points across the tournament. On the other hand moments of poor
sportsmanship will likely have consequences, perhaps loss of points.
Michael Allen 110045956

Part 4: Scope of learning unit (Musts, Shoulds, Coulds)

Starting the first lesson

What MUST be taught What SHOULD be taught What COULD be taught
Technique: dribble and scan Technique: foul shot, jump Technique: long range shot
while protecting the ball, pivot shot, mid-range shot Game Sense (tactics): pick and
and shoot, step 1-2 lay-up Game Sense (tactics): roll movement
Game Sense (rules): travel, continual refinement of Game Sense (strategy): team
double dribble, fouls, 3 MUSTs, fast break into attack, devised game plans for attack
seconds in key fast break into defence, zone and defence (e.g. use of
Game Sense (tactics) defence screen, drawing fouls)
Attack with ball read the play Game Sense (strategy) man-
(scan + pass, or scan + go for on-man vs zone defence
goal), penetrate open space, Communication: drawing out
scan and pick your target, passing options, directing
maintain possession defenders to players (Help on
Attack without ball read the the right!, Ive got)
play, create space and passing Fair Play: umpire, run scoring
options, support with width and timing
and depth, low posts (on the
45)
Defence read the play, goal-
side, footwork (defend with
your feet)
Communication: use voice,
show target
Fair Play: respect umpires and
their decisions, respect
opposition, support team
mates
Resilience: accept errors (part
of the game), persistence
Michael Allen 110045956

Part 5: Australian curriculum Health and Physical Education

Strand: Movement and Physical Activity Band Level: 9-10

Sub-strand(s)
Sub-strand 1: Moving our body
Provide and apply feedback
to develop and refine specialised movement
skills in a range of challenging movement
situations (ACPMP099)
Demonstrate techniques of dribbling, throwing,
catching, and shooting in weighted number and
simplified games, refine and adapt techniques
in response to feedback from teacher, peers,
and internal feedback
Demonstrate game sense (tactics) by tailoring
play and responding effectively to challenging
moments in weighted number and simplified
games, students will reflect personally and
evaluate peers to solve challenges in game
contexts
Sub-strand 3: Learning through movement
Devise, implement and refine strategies
demonstrating leadership and collaboration
skills when working in groups or
teams (ACPMP105)
Demonstrate cooperative, fair play by working
towards collective objectives, reflect and
evaluate in groups and devise strategies for
improvement, students will take responsibility
for various roles that support the team and
class
Specific evidence of student learning
-demonstrate dribbling technique, including
ball protection in challenge
-utilise effective dribbling to retain possession
and transition ball in weighted number and
simplified games
-demonstrate technical ability by making and
receiving passes when stationary and on the
move
-demonstrate technical ability by shooting the
ball effectively when the opportunity presents
itself
-demonstrate game sense (tactics) by
implementing principles of attack and defence
-observe during learning episodes and evaluate
peers and provide them with feedback
afterwards to support them in refining
techniques
-demonstrate attacking and defending
principles of play in weighted number and
simplified games
-reflect upon performance and adapt tactics in
subsequent activities to improve performance
-demonstrate cooperation skills by
collaborating with team mates throughout
tournament games
-evaluate outcomes with team mates and
devise strategies for continued improvement
-demonstrate responsibility and fair play by
taking control of non-playing roles (umpire,
scorer, time keeper)

Achievement Standard

By the end of Year 10, students critically analyse contextual factors that influence identities,
relationships, decisions and behaviours. They analyse the impact attitudes and beliefs
about diversity have on community connection and wellbeing. They evaluate the outcomes of
emotional responses to different situations.
Students access, synthesise and apply health information from credible sources to propose
and justify responses to health situations. Students propose and evaluate interventions to
improve fitness and physical activity levels in their communities. They examine the role physical
activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement
and health contexts. They apply decision-making and problem-solving skills when taking action
to enhance their own and others health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make
Michael Allen 110045956

judgements about and refine their own and others specialised movement skills and movement
performances. They work collaboratively to design and apply solutions to movement challenges.
Michael Allen 110045956

Part 6: Authentic Assessment

Roma Mitchell Secondary College is an IB MYP (International Baccalaureate Middle Years Program)
school, this means that their summative assessments are made in line with criteria established by IB.
This basketball unit will be assessed using Criterion C: Students develop and apply practical skills,
techniques, strategies and movement concepts through their participation in a variety of physical
activities. This means the assessment will be made based on what students are able to do in games,
the elements of skilled play they are able to demonstrate, and the thinking behind their actions.
Although assessment and reporting is done in accordance with IB stipulations all topics and content
are appropriately aligned to fit within the scope and structure of the Australian Curriculum.

(IB MYP 2017)

Michael Allen 110045956

Critique of Assessment Rubric

The above marking rubric is criteria C as presented by the IB. Probably the biggest shortcoming of
the rubric is the relative lack of specificity provided with in each grade band, it is quite vague. By that
I mean it does not really provide any insight into what constitutes the difference between one grade
to the next, the key descriptor words could be quite subjective and therefore open to interpretation.
Roma Mitchell SC regularly moderate units of work and make comparisons between different
teachers assessments of the same units of work, it is my understanding that this process is largely
driven by the desire to clear up any ambiguity. If there were greater detail presented in the rubric
initially this process would be less necessary, however being an IB school means doing things the IB
way, so it is my understanding they (the PE faculty) are doing the best they can within the
constraints of their situation.

Specifically in relation to me there are some issues with this particular marking rubric as the
language and terminology deviates from that in the Play Practice model. There are some consistent
terms between the two perspectives, for example skill and technique, but the context in which they
are used varies slightly. This element of cross-over is helpful for the fact that it makes it relatively
straight forward for me to adapt what I am formally planning (writing in my lesson plans will
exclusively use Play Practice terminology) and what I say in class in supporting students to achieve in
accordance with the rubric.

Types of Assessment

Diagnostic/Prior Knowledge Assessment: A simplified game will be used as the first major learning
experience of the unit. The purpose of this is to allow me, as the teacher, to observe and assess the
existing level of skilfulness of students in the class. Doing this will allow me to best establish an
appropriate progression of learning episodes across the unit that will result in student learning. From
this diagnostic assessment I will be able to identify students who may need differentiated challenges
and differentiated support.

Formative Assessment: Challenges, weighted number games, and simplified games will be used as
opportunities to observe students progression and learning. These present as opportunities to
identify strengths and give praise, most importantly it will enable me to provide constructive
feedback and prompting questions to facilitate learning. The intention is that these moments of
dialogue combined with learning tasks will enable students to progress and reach desired learning
outcomes.

Summative Assessment: Tournament (culminating event) game play will be used to make summative
assessments. This will be achieved through observation, conversations, and note taking on students.
Students will be supported to achieve outcomes by discussing criteria and expectations prior to
making summative assessments. The tournament itself will be given ample time to play out to make
it a rich and enjoyable experience, this will also provide students with a number of opportunities to
achieve in accordance with the marking rubric.
Michael Allen 110045956

Part 7: Unit Evaluation

Evaluation Points Evidence Future Adaptations

Student Voice
 Michael Allen 110045956

Appendix 1: Risk Management Plan

Activity: Basketball Location: RMSC Gymnasium Date:21/8/2017-15/9/2017

Possible risk of injury Risk 1: Emotional stress Risk 2: Collision or fall Risk 3: Ball impact
injury

Risk 1: Emotional Stress What will you do to minimise risk?

Causal Factors People: Judging/commenting -Positioning of pairs/ groups will allow

negatively on other students, feeling
People on display. Strive for MIP and class
Equipment
appropriate class organization
Environment
Environment: if learning space is not
safe students will feel vulnerable, if
class norms are not respectful then
students will be vulnerable. Role
model good behaviours, outline
expectations, address poor behaviour
swiftly.
Risk 2: Collision or fall
Causal Factors People: not paying attention or being
aggressive. Reinforce need to keep
People eyes up and protect yourself and
Equipment others. Aggression will require teacher
Environment intervention and consequences.
students to work with our feeling judged or
on display
-Teaching progression will be paced to enable
all students to be successful, degree of
challenge will be from low difficulty to high so
as not to overwhelm students
-Emphasis given to giving your personal best,
keeping your eyes up, and being respectful
-Appropriate clothing & footwear (PE uniform)
-Class rules relating to individual rights &
responsibilities for safe, inclusive participation
(outlined in lesson one)
-Focus directed to safe practices, and
maintaining awareness and attention

Environment: inadequate space or

poor layout of activities. Consider
ahead of time when planning, adjust if
required.

Risk 3: Ball impact injury

Causal Factors People: not paying attention or being

People aggressive. Reinforce need to keep
Equipment eyes up and protect yourself and
others. Aggression will require teacher
Environment
intervention and consequences.

Equipment: excessively worn or poorly

inflated balls. Check equipment before
distribution to class

Response Plan
Non Urgent Response Immediate contact first aid: Front Office (send student requiring first aid with trusted student, call office to prepare
them)

Urgent Emergency Response Ambulance: 000 (call ambulance then immediately notify school office) Closest Hospital: Modbury Hospital