Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

UNIT PLAN – Daniel Barker

Topic: Basketball Curriculum Learning Area: PE Year Level: 9 Basketball
Specialist
Unit/Class description:
The following unit has been designed specifically for a year 9 basketball specialist class within a
physical education environment. Majority of the class regularly participate in basketball competitions
outside of schooling hours and the entirety of the class have had past experiences with the sport. This
unit will therefore be much more advanced than a typical year 9 basketball unit and focus more
heavily on advanced tactics and strategies used within the game at a higher level.
Curriculum Content to be explored:
Personal, Social and Community Health
Communicating and interacting for health and wellbeing
 Investigate how empathy and ethical decision making contribute to respectful relationships
(ACPPS093 - Scootle)
 Evaluate situations and propose appropriate emotional responses and then reflect on possible
outcomes of different responses (ACPPS094 - Scootle)
Movement and Physical Activity
Moving our body
 Provide and apply feedback to develop and refine specialised movement skills in a range of
challenging movement situations (ACPMP099 - Scootle)
 Develop, implement and evaluate movement concepts and strategies for successful outcomes with
and without equipment (ACPMP101 - Scootle)
Understanding movement
 Analyse the impact of effort, space, time, objects and people when composing and performing
movement sequences (ACPMP103 - Scootle)
Learning through movement
 Devise, implement and refine strategies demonstrating leadership and collaboration skills when
working in groups or teams (ACPMP105 - Scootle)
 Transfer understanding from previous movement experiences to create solutions to movement
challenges (ACPMP106 - Scootle)
 Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities
(ACPMP107 - Scootle)
Achievement standards/Performance Standards:
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 (ACARA, 2019).
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 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 (ACARA, 2019).
Unit Assessment

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Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

Pre assessment
The pre assessment of this unit will be in the form of a survey/quiz. This quiz will be almost
completely made up of the game sense pre-planned questions that the teacher will be using throughout
the unit (examples found below). By recording the student’s responses to these questions before the
unit starts the teacher can get an initial gauge of how advanced or limited the student’s prior
knowledge of the concepts they will be covering is. This can help to shape the rest of the unit
including aspects such as the degree of difficultly when designing specific drills and tactics as well as
the types of languages used when questioning the students throughout the process.
Ongoing assessment
The ongoing assessment used throughout this unit will be a combination of peer assessment, self-
reflection and teacher driven feedback. This will be shown to the students in the form of check sheets
which will display the student’s ability to complete specific focus tasks throughout the unit on a scale
of 1-10. The students will receive feedback in this form from both the teacher and a peer as well as
complete the checklist themselves. This will be done twice throughout the unit so that students can
enhance their own understanding with regards to what areas contain their strengths and which could
perhaps use some work. This will also give the students a clear indication of both their development
during the unit and their goals to aim for by its conclusion. (SEE APENDIX FOR EXAMPLE)
Summative/formative assessment
The summative assessment task used in conjunction with this basketball unit will be a modified form
of oral presentations along with a theory/research component. The students will be put into small
groups of 2-3 and tasked with two different objectives when creating their presentations. The first half
of their presentations will be based on the history of their selected NBA team (organised via teacher
so each group has a different team) and should include everything from club milestones such as
championships to the history behind the creation of the team and mascot, this can also include
significant past players and other interesting facts about the team. This half of the presentation is
designed to target a shared point of interest between the students, this being the NBA, and use this to
enhance motivation whilst developing positive relationships between the students and more
importantly their researching skills. This part of the presentation should only go for a few minutes.
The second half of this assessment will allow the students to demonstrate their improved knowledge
regarding spacing, on and off ball screens, offensive/defensive strategies and techniques by creating
and then teaching to their peers an offensive play of their own design.
Increased understanding can be shown by creating:
- An effective offence designed to counter a specific defensive strategy (e.g. Zone, man etc)
- An offence which can be replayed on a loop until an effective scoring opportunity is produced
- A unique offence which utilizes on ball and off ball screens
Students will be graded on their creativity, research, understanding, communication and
professionalism of the presentation as well as their ability to appropriately participate in the
presentations of their classmates.

By the completion of these assessment tasks:

• All students know their strengths, weaknesses and have a basic understanding of the key
strategies involved within the sport of basketball
- All students know how to respectfully participate and interact with their peers in a safe and
encouraging manor
• Most students know how to effectively perform specific basketball strategies such as on ball
screens and offensive plays.
• Some students know how to recognise specific defensive strategies and implement specific
offensive strategies in order to counter this

Student id:2186451
Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

Learning Objectives
As a result of engaging with the unit of work students will…
Understand that: There are specific offensive and defensive strategies that are used within a
basketball game in order to counter the other teams current tactics
Know: Why certain strategies are used at specific times within a game of basketball and how this can
be done effectively
- How to perform specific basketball skills and implement these into game sense scenarios
Be able to: Effectively demonstrate specific tactics, both offensively and defensively within a
basketball game

Guiding Questions: Question/s I will ask students to help them explore or uncover the big idea for
this unit:
- Why might certain offenses be more effective against a zone defence rather than a man to man?
- If you were coaching when would you implement a zone defence? Why?
- Offensively how could you force the defence into rotations and get them out of position?
- What type of shots would a good offence create?
- Are there any types of shots the defence should give up?
- What is the most effective way to draw a defender?
- How can we create a numbers advantage offensively?

These are just examples of questions that will be used within a game sense approach throughout the
unit and by all means not all of the questions that will be asked. Specific lesson focuses will
determine the questions selected to help guide students towards the higher-level thinking and
therefore answers the teacher is looking for.

Lesson development:
Unit duration: 5 weeks Lessons per week: 2 Lesson duration: 60 minutes

Lesson 1: Introduction to 3v3 basketball

Lesson 2: Focus on court spacing for a 3v3 environment
Lesson 3: Defensive positioning/rotations (Expanded) (SEE APPENDIX)
Lesson 4: Introduction to 5v5 basketball
Lesson 5: Defensive techniques
Lesson 6: Moving without the ball
Lesson 7: On ball screens/ defensive strategy against them
Lesson 8: Off ball screens/ defensive strategy against them
Lesson 9: Decision making
Lesson 10: Class presentations

Appendix

1.0 - Lesson 3 expanded

Student id:2186451
Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

Achievement standard /Performance Standard

As a result of participating in this lesson students are working towards:
Personal, Social and Community Health
Communicating and interacting for health and wellbeing
 Investigate how empathy and ethical decision making contribute to respectful relationships
(ACPPS093 - Scootle)
 Evaluate situations and propose appropriate emotional responses and then reflect on possible
outcomes of different responses (ACPPS094 - Scootle)
Movement and Physical Activity
Moving our body
 Provide and apply feedback to develop and refine specialised movement skills in a range of
challenging movement situations (ACPMP099 - Scootle)
 Develop, implement and evaluate movement concepts and strategies for successful outcomes with
and without equipment (ACPMP101 - Scootle)
Learning through movement
 Devise, implement and refine strategies demonstrating leadership and collaboration skills when
working in groups or teams (ACPMP105 - Scootle)
 Transfer understanding from previous movement experiences to create solutions to movement
challenges (ACPMP106 - Scootle)

Lesson Objectives:
As a result of actively engaging in this lesson students will
 Understand…
Basic defensive rotations and positioning
 Know…
How to implement these defensive rules/tactics in real game situations to increase the likelihood
their team can stop the offensive team
 Be able to…
Demonstrate this implementation and effectively communicate in order to be an active and positive
member of the team’s defensive scheme
Connections with CCP and GC:
General capabilities
- Literacy
Explanations, communication
- Information and communication technology capability
Research for summative assessment
- Critical and creative thinking
Tactics, strategy, problem solving
- Personal and social capability
Leadership/ communication
- Ethical understanding
Fair play, inclusion
- Intercultural understanding

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Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

Cultural understanding, sports value in certain cultures (summative assessment research)

LESSON OUTLINE
Introduction (10 mins)
Routine matters:
- Class gets changed into PE uniform
- Roll call
Statement of learning outcome:
- Teacher will explain the focus of the lesson with this being defensive positioning/rotations
- Teacher will outline lesson progression (summative assessment – defensive principles –
implementing these into a game scenario)
Connection to previous learning
- Prompt the students to remember the content that has been covered so far with questions
 What did we cover last week? (spacing on offence)
 What were some of the key principles to remember from that content?
 How do you think that will transfer to today’s content?

Teaching strategies to be used: Teacher driven, explicit instruction

Resources: NA
Main Learning Tasks
Theoretical component
Task 1: Working on summative assessment task (10 mins)
- Students will have 10 minutes to work on their summative assessment tasks (at this stage in the
process this will most likely just be researching)
- Teacher should survey the room to ensure students are participating appropriately on the intended
task
- Teacher should provide answers and help whenever students require it
Teaching strategies used: Student oriented, guided discovery
Resources: Students will need at least one laptop per group
Practical component
Task 2: 11 man break (8 mins)
- Students will participate in an activity referred to as 11 man break
- This activity will see students put into 3v2 scenarios where the offense outnumber the defence
- This is a full court continuous activity which will target the focus area of defensive rotations and
communication as these are essential in order to succeed when outnumbered
- As a warm up this will also give the teacher an opportunity to view the level at which the students
complete these targeted actions, and this could possibly result in modifications to the remainder of
the lesson if students are above or below the expected level
- Teacher should provide ongoing feedback during this activity with a specific focus on defensive
rotations
Game Sense Questioning:
- Why are rotations especially important in a 3v2 scenario?
- Why is it important that the help defender guards the recipient of the first pass?
- How could the offence make it more difficult to defend them?

Student id:2186451
Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

- Do you think moving quickly is important for the offence? Why?

Teaching strategy used: Game sense pedagogy, game sense questioning
Resources needed: 1 Basketball, 1 full basketball court
Task 3: 1v1 Lane defence (8 mins)
- Students will participate in a 1v1 activity where they are restricted to 1/3 the normal width of the
court
- In this lane create by limiting the width of the court students will play 1v1 to the other end of the
court where the lane will open and the offence will try to score
- The defender’s role is to use their defensive slide to stay in front of the offensive player
- The more times the defender can cut off the attacker and force them to change direction the better
- Once students reach the other end of the court the attacker and defender will switch roles and they
will play once again on the way back down the other side of the court
- The teacher should be moving around the space in the middle of the court providing feedback to
help both offensive and defensive players improve in their field
Game sense questioning:
- Was it hard to stay in front of the offensive player? Why?
- What could you do as a defender in order to make it easier for yourself to contain the attacker?
- Why do you think this is an important skill to develop?
- How would this help with your team defence and rotations?
Teaching strategy used: Game sense pedagogy, game sense questioning
Resources needed: 1 ball between each pair, if possible 2 basketball courts
Task 4: Continuous 3v3v3 (20 mins)
- Students will participate in a continuous 3v3v3 small sided game
- By limiting the numbers to three per team students have more time in contact with the ball and their
rotations become even more crucial
- If a team scores at one end they then maintain possession and progress back to the other end of the
court to face the 3 players awaiting them
- If the defence gets a stop they will then become the offensive team and progress to the other end of
the court to attempt to score
- The teacher should be reminding the students of their defensive rotations and responsibilities on
help defence
- The teacher should also seize opportunities when students perform something very well or when
there is something the teacher sees that they would like to improve and freeze play
- The freeze play can be a great tool in order to use the following game sense questions to enhance
student understanding and consequently performance
Game sense questioning:
- How could the defence have rotated more effectively on that play?
- What do you think the offence could have done then to better exploit the defences weaknesses?
- What scenarios do you think might alter the ways in which you defend a team?
Resources needed: 2 basketball courts, 2 basketballs

Lesson Closure (4 mins)

Key ideas to be summarised:
- Defensive rotations
- When they are required
- How to force the defence into being out of position
Homework:

Student id:2186451
Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

Find an example on YouTube where good defensive rotations have won a team a game (final play)

Contingencies and Consideration for students with special needs or abilities

As this is a basketball specialist class there are no students who are unable to participate because of
mental or physical disabilities. However, if there are students with pre-existing injuries, they can be
given the role of an umpire throughout the entirety of the class allowing them to call fouls and engage
with their peers. If the student is not comfortable with this role they can participate as a scorer.
Wet Weather Plan
This lesson is to be performed completely indoors

Risk management

Safety considerations and potential Strategies to minimize risk

hazards
1. Collisions Ensure students are participating in a safe, responsible and
spatially aware manner
2. Flying objects (basketballs) Ensure students are utilizing control when moving around
the court and passing/shooting basketballs so that other
students are not hit

2.0 - Ongoing assessment example

Student name: Peer Self-reflection Teacher
Defensive rotation 7 7 8
Ability to create an 7 9 8
advantage offensively
Defensive containment 6 7 6
Communication 9 10 8
Decision making 7 8 7

Unit Plan Part B: Rationale

The above unit plan that I have designed is directed towards a year nine basketball specialist class.
For this reason, many of the topics and sub topics that are being covered during the unit are far more
advanced than what would be reasonable for a standard PE class who would have a much higher
degree of variation with regards to past experiences with the sport. The main key points I will be
discussing with regards to my rationale behind the unit include the game sense pedagogy, the
Australian curriculum, the Australian Institute for Teaching and School Leadership documents and the
Teaching for Effective Learning framework.
Game sense pedagogy

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Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

The game sense pedagogy is an Australian designed teaching method which stemmed from the
Teaching Games for Understanding (TGfU) model designed in 1982 by Bunker, Thorpe and Almond
(Vollmer, 2016). While the game sense approach shares many similarities with that of the TGfU the
key difference is the non-linearity of the game sense approach. This allows learners to enter at
different stages and ability levels and makes the approach much more preferable when dealing with
students of varying skill levels when compared to TGfU (Duyn, 1997). With this said the game sense
approach is clearly the more ideal method in a school setting as there are always going to be a variety
of skill levels, even in a specialised class such as this one. Another reason the game sense pedagogy
was developed was because of the increasing number of Australian athletes who were highly skilled
and yet ineffective during real game scenarios. By taking on this small sided games pedagogy rather
than a more drill based focus we can create what are referred to as ‘thinking athletes’. These are
athletes who have the improved decision making ability and practical awareness to perform more
efficiently during real game scenarios therefore making them more effective and successful within
their sports (Pill, 2012). As this unit was designed for a basketball specialist class full of students who
are not only trying to be active but also to become the best basketball players they can be. Using this
approach would definitely allow me the best opportunities to help them achieve their goals in the
sport, by making them more effective decision makers in game like situations.
The Australian curriculum
The Australian curriculum was another large influencer when creating the unit as it is essential that
the students are targeting the indicated achievement standards for their age group (ACARA, 2019). I
made sure to target as many content descriptors as reasonable by including group work, a
communicative focus and of course the physical aspects involved with movement and physical
activity. Considering this year nine class falls under the 9-10 band it was also important to ensure the
students were working towards reaching the achievement standards. This was done by providing
opportunities for students to demonstrate aspects such as leadership, problem solving, fair play,
decision making and many more mainly through practical aspects of the unit.
Teaching for Effective Learning
The Teaching for Effective Learning (TfEL) initiative immediately presents you with three powerful
statements. These are ‘Create safe conditions for rigorous learning’, ‘Develop expert leaners’ and
‘Personalise and connect learning’. The last of these stands out the most to me and, in a way,
represents a solution to the other two. I am a strong believer in personalising learning to the students
you’re teaching and we know this is important as all students learn differently, so teaching two classes
the same way would not always be effective (Jinkens, 2009). This led me to include a lot of student
freedom within the unit and make use of the guided discovery teaching method where it fit to allow
students to gain some of the control over how they are learning.
Australian Institute for Teaching and School Leadership
The Australian Institute for Teaching and School leadership was another contributor towards the
decision making process while designing this unit. After revisiting the teaching standards as a
refresher, it became increasingly important for me to ensure I was targeting these in the back of my
mind while making design choices (AISTL, 2017). Aspects such as understanding how students learn
were key points for me as I recognised that interest often equals engagement and engagement is
crucial when seeking a comprehensive level of understanding within the students (Blasco-Arcas,
2013). This influence is shown through aspects such as the formative assessment task where whilst
developing the students research skills I chose a topic that would interest and therefore engage them,
being the NBA in this particular case.
Conclusion

Student id:2186451
Physical Education Curriculum Spec B1: Developing curriculum in context in the middle years

In conclusion there were many powerful influences that helped shape this unit of work whether it was
government resources or well respected theorists/professionals within the field. All of these aspects
combined with my own personal pedagogical beliefs have merged to form what would in my opinion
be a successful, engaging and enjoyable unit of work for this specific basketball specialist class.

References
Australian Institute for Teaching and School Leadership, (2017). Australian Professional Standards
for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards
Australian Curriculum. (2019). Health and Physical Education. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/?
year=12998&strand=Personal
%2C+Social+and+Community+Health&strand=Movement+and+Physical+Activity&capability=ignor
e&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Techn
ology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Cap
ability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore
&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Aus
tralia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=fa
lse&scotterms=false&isFirstPageLoad=false
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The
role of interactivity, active collaborative learning and engagement in learning performance.
Computers & Education, 62, 102-110.
Den Duyn, N. (1997). Game Sense: developing thinking players (Canberra, Australia, Australian
Sports Commission).
Jinkens, R. C. (2009). Nontraditional students: Who are they?. College Student Journal, 43(4).
Pill, S. (2009, July). Sport teaching in physical education: Considering sports literacy. In 26th
ACHPER International Conference, July (pp. 3-5).
Vollmer, C. E., & Curtner-Smith, M. D. (2016). Influence of Acculturation and Professional
Socialization on Preservice Teachers' Interpretation and Implementation of the Teaching Games for
Understanding Model. Physical Educator, 73(1), 74.

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