Copyright © 2025 Elves Tembe. all rights reserved.
x
E
L
V
E
S
T
E
M
B
E
About Me
Buy an eBook now
https://ibpheteachers.org/ebooks/
PHE UNIT - Fielding the Future
Hello, teachers!
Today, we're diving into striking and fielding. I'm introducing the first part, "Inquiry," where we figure out what this unit is all about. Let's share it with other teachers to help our students learn better. If we reach 1000 views in a week, I'll reveal the next part, "Action: Teaching and Learning through Inquiry."
Also, don't miss our eBooks to improve your teaching. They'll help you improve your teaching practices and become a better teacher.
PHE UNIT - Fielding the Future (Striking and fielding)
Inquiry: Establishing the purpose of the unit
Key concept
Development -of the student's fundamental movement skills, both the locomotor and object throwing,catching and striking the ball.
Related concept(s)
Environment -Creating an inclusive and safe environment to enable long-term improvements in physical activity levels of learners, which may facilitate healthy behavior change.
Space - Help learners to understand where and when to move on a Field/court in a game-like situation. Enhancing learner's spatial awareness to improve basic movement pattern of striking and fielding positioning when trying to prevent opponents from scoring. Using games to help learners understand how to create space, move to open space, and advance towards the team goal.
Global context
Identities and Relationships -Exploration: competition and cooperation
Statement of inquiry
Competitive and cooperative environments are developed through the use of space
Factual:
What is the difference between environment and space?
What can we develop to succeed in cooperation and competition?
Conceptual:
How does the environment impact the space in Cooperation and competition contexts?
How is it possible to develop competition and cooperation through the use of space?
Debatable:
To what extent can we develop our ability to use space and impact the environment?
Objectives
B: Planning for performance:
- outline goals to enhance performance
- design and explain a plan for improving physical performance and health.
D: Reflecting and improving performance;
- describe and demonstrate strategies to enhance interpersonal skills
- explain the effectiveness of a plan based on the outcome
- explain and evaluate performance.
Summative assessment
G - Competitive and cooperative environments are developed
through the use of space
R - You are a High school Cricket coach
A - The target audience is your student-athletes (Varsity Cricket Team)
S - Your student-athletes are finding it hard to find a balance between competitiveness and cooperation on the field. You are expected to create developmental activities where your students-athletes experience that working as a team will not only introduce them to the benefits of cooperation, including the notion of strength in numbers but also to the importance of being positively competitive. As a Coach, make sure that your activities are enjoyable and create a learning environment that
supports inclusion and gives students space to make mistakes
as they learn.
P - Plan and Design two developmental activities played on a cricket field, which will assist in motivating students to be more cooperative and competitive on the field (Criterion B :
Planning for performance).
Respond to the following questions in detail and provide a range of examples to support your response. (Criterion D:
Reflecting and improving performance ) Explain how your activities effectively contributed to
motivating students to be competitive and cooperative?
Explain how competitiveness and cooperation made an
impact on your team during the planned activities?
Explain and evaluate the effectiveness of your role while delivering these activities?
S - Your work will be assessed against criteria B and D.
Relationship between summative assessmenttask(s) and statement of inquiry:
The assessment task requires my students to
plan and design two developmental activities
on a cricket field to motivate their team to find
the right balance between cooperation and
competitiveness. The activities are expected to
be enjoyable and in an inclusive environment
that provides a student-athlete space to make
mistakes while he/she learns.
For Criterion B students will create two enjoyable games to motivate their peers and find the right balance between cooperation
and competitiveness.
Approaches to learning (ATL)
ATL Skill: Communication
ATL Cluster: Communication
Specific ATL Skills:
- Take effective notes in class
- Give and receive meaningful feedback
- Use a variety of speaking techniques to communicate with a variety of audiences.
- Interpret and use effectively modes of nonverbal communication
- Negotiate ideas and knowledge with peers and teachers
- Make inferences and draw conclusions
- Collaborate with peers and experts using a variety of digital environments and media
- Use and interpret a range of discipline-specific terms and symbols
- Find information for disciplinary and interdisciplinary inquiries, using a variety of media
Structure information in summaries, essays and reports
Explore