In an effort to help students develop the necessary skills to play any striking and fielding game, I had them participate in three lead up games in yesterday's PE class. The lead up games were designed to:
A) Get them to work on and concentrate on fielding (Rapid Fire)
B) Teach the proper way to run around bases (Run the Bases Dodgeball)
C) To have a go at striking the ball from a tee (Opposite Corner T-Ball)
I will post a video very soon of these three activities to give you a better idea of how they work, but in this blog, I will briefly describe each and also include examples of student assessment.
Aim- to field as many balls as possible, keeping track of how many points earned (10 points for fly ball and 5 points for grounders)
Equipment Needed: as many soft balls as possible, a barrel or box to hold them, and cones to mark off running area
Teacher strikes, throws, kicks, or rolls out, in rapid succession, as many balls as possible (placing balls all over gym)
Students field as many as they can and once they are in possession of a ball, they must run to the outside of gym,along wall, and return balls to the barrel or box
They then run along opposite wall back into the playing area (not allowed to run straight up middle to return balls)
It is amazing how many balls they can actually field in a short time provided teacher is rapid firing balls into play
Run the Bases Dodgeball
Aim: To run from base to base trying not to get hit by dodge balls
Each corner of gym represents a base.
Students spread out evenly, so each base has approximately the same number of students.
Whatever base they start at is their 'Home Base'
On 'Go' command, students start to run around the bases. They are allowed to pause for up to 10-15 seconds at each base.
Teacher designates students to be throwers (about 3-4), but they must throw from behind a specified line so they are not too close to the runners
If a runner is hit by the ball, they immediately put their arm up and return to their home base (they are allowed to commence running again at this point)
Students earn a point for every successful run of all the bases back to their home plate
Opposite Corner T-Ball (a very active game for all!)
Aim: to run bases the same way as the previous game, but only when a team mate strikes a ball
Students are divided into 2 equal teams
Designate a hitting and fielding team
2 T-balls set up in opposite corners of gym
2 students hit simultaneously (they get 5 strikes in a row)
Hitters do not run
Non-hitters on the striking team, run bases, but only when a ball is hit
Hitters are out if a ball is caught in the air
Otherwise, all grounders fielded are then thrown at any of the runners
If a runner is hit, hand goes up as in last game and they return to home plate to start again
Every person on team gets 5 hits of the ball
Switch teams once everyone has a go at striking
Points awarded for each successive run of all the bases
I often post examples of how I recognize students who display one of the learner profile attributes in my PE class. There was a very special one the other day that I would like to share with you. We have a very kind and caring boy in grade 3 who has Downs Syndrome. Although in grade 3, he was participating in PE in the kindergarten classes as there were specific goals that we were working on with him. However, as inclusion is most important, he began attending PE classes with peers in his own class for the first time last week. Maxine, one of Alan's classmates, showed that she was super 'caring' and very deserving of being recognized. Please see picture and description below.
Today I took part in a job-a-like sharing with other PYP PE teachers from around the Shanghai/Nanjing area.
As we are working in Net Games in grade 4, the major focus right now is hitting the ball with control. It has taken a few classes for the students to tone down and coordinate how hard they hit the ball. After several warm up activities in pairs or on their own, the students played 'Tennis Benchball' with their partner. The idea was to use a bench in the gym as a net and hit it softly enough over that they could do a succession of shots back and forth. It wasn't about scoring points against your partner, but to cooperate in stroking the ball back and forth with control as many times as possible. Most students could complete the task by the end of the class. Those that struggled or became frustrated, could opt out of Tennis Benchball and work on individual skills once again to help built up their skills and confidence. All in all, a very successful class. Try this out if you are doing Net Games.....Please see slide show below.
My central idea, lines of inquiry, and teacher questions for the grade 2 Net Games unit are as follows:
Central Idea: We can become more proficient at net games when we improve upon the techniques we use.
An inquiry into:
*the many different shots we play in net games
*how to stroke the ball/shuttlecock with control
*finding out what we do well and what needs to be improved upon
1. What are the different ways we can hit a ball/shuttlecock in net games
2. How can we best control the ball/shuttlecock in net games
3. In what ways can we determine what we are best at and what we need to improve upon?
Formative Assessment Task:
In yesterday's PE class, the grade 2 students continued to practice simple control of the ball using a ping pong or tennis racket. The idea at each station was to see how many successive hits they could make while controlling the ball. I tried to steer away from too much instruction as I really needed to observe the different levels of hand-eye coordination amongst my students. Differentiated and individual instruction will be the emphasis over the next few weeks. After completing each station, the students would run over, quickly record the number of successive hits then move on to the next station.
A Bit of Maths!
Presently in Maths, the students are working on coordinates using grids. They have been identifying intersecting points on a grid and marking these points off. To integrate a wee bit, once the students were done rotating through all 4 stations (recording data as they finished each station), I had the students find a partner and locate a small playing area with boundaries using the different colored lines on the gym floor. They had to locate intersecting points and use these connecting lines as corners of their own mini-court in which to play either ping pong or tennis. They then had to draw their mini-court using colored pencils to match up the actual color of lines on their court. Their court needed to include a midway line that would act as the net. They had to play shots over this line into their partner's playing area. Most students completed the task with relative ease. See slide show below of example student work.
KAUST Faculty, Pedagogical Coach. Presenter & Workshop Leader.IB Educator. #RunYourLife podcast host.