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Health and Physical Education The Curriculum In Action Teaching For Effective Learning Years 3-8 Introduction This book supports the implementation of Health and Physical Education in the New Zealand Curriculum by providing teachers with ideas for planning units of work to meet the identified needs of students. Teaching Games for Understanding (TGFU) suggests ways in which teachers can foster tactical awareness and skill instruction within the Physical Activity key are of learning. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book and may also select activities from other resources. Why provide opportunity for Teaching Games for Understanding? Games are a physical activity in which the underlying concept of tactics and strategies can be taught.

Through the medium of games people are introduced to new ideas and skills for instance, in education, sport, and whanau and in everyday life. TGFU emphasizes game appreciation and tactical awareness as a basis for making game play decisions, thus learners discover when and why skills are needed in a game context. Teaching games for understanding (TGFU) focuses on student-centered and game-centered to help develop and execute a required skills in order to participate in that particular sport. It provides students with the opportunity to take responsibility for their learning.

It allows the students to transfer those experiences in to others and apply them to areas such as cognitive development to movement. Teaching games for understanding provides the opportunity for students to explore and learn in movement by developing physical skills in a range of physical activity context and through movement to develop knowledge of themselves and other people, social skills and positive attitudes and values. Technique focused games teaching dominates most physical education programmes. How ever many students do not improve enough to find enjoyment to make games a part of a healthy lifestyle. Teaching games centered games is an approach associated with the teaching games for understanding movement. TGFU suggest a way of enabling learners to appreciate the joy of game playing that leads to a desire to learn techniques to improve games.

Linking Teaching Games For Understanding to Health and Physical Education in the New Zealand Curriculum Strands Planning considerations Teaching games for understanding allows the learner to become aware of the need for certain skills. Because TGFU requires students to interact physically with the environment, it enables the students to make appropriate decisions and improve skills in a practice situation then apply these to the modified game and later utilize their refined skills. When planning TGFU experiences, teachers may wish to consider the following: Learning will be more effective and meaningful for students if learning experiences are fun. TGFU teaches the WHY of game playing before the HOW of skills to play the game.

Games are modified or simplified for the learner's physical, social and mental development. It focuses on certain tactical complexity to allow children to become more active decision makers in their own learning. Movement skills are inherent in TGFU and encourage students to explore a range of movements appropriate to their individuals needs Consideration must be given to how different rules are for the size of the playing area, scoring systems, number of players, restarts, violations, penalties, objects and equipment between games within the same games category. Teachers can promote an inclusive curriculum by incorporating a range of experiences that are relevant to the knowledge, skills and aspirations of the students in their class by using games, resource materials and illustrative examples that can promote inclusiveness. For example, they can provide opportunities Learning Outcomes Learning outcomes provide a clear focus for teachers and students and describe the learning that is expected to occur as a result of particular activities. In this book, learning outcomes are linked to the objectives as follows: A learning need is identified.

For example, your students may need to evaluate and develop their own performance within the game playing situations. This learning outcome can be linked to level 3, strand B, achievement objective 1 and is therefore identified as related to achievement objective 3 B 1 (students will develop more complex movements sequences in a range of situations) Factors affecting learning Research into key factors that have a positive effect on students' learning Hattie (cited in Curriculum in Action, 2003) indicates that innovative, response teachers can make a real difference to the achievement of their students. The single most significant factor is feedback. Feedback is an essential skill for all teachers. For learners to grow and improve their skills, they need to know what they " re doing well, and they need guidance on how they can improve.

Effective teachers give feedback; they also set specific, appropriate, and challenging goals for their students. Students who are involved in setting these learning goals and who then receive feedback while working towards them are more committed to achieving the goals and do in fact achieve better results. Reflection is important. Teachers who consistently review their practices and who try new models, methods and processes are likely to improve the quality of learning for their students. Learning Outcomes What do your students need to learn?

Gathering and analyzing a range of information about Teaching Games for Understanding will help you to identify the knowledge, skills, and attitudes that they need to develop in their classroom programmes. Possible learning outcomes that are related to the physical activity and sports study experiences in this book are listed below. You can draw on these outcomes to set goals with your students and to provide them with feedback about their progress. The outcomes are listed below here are relevant key concepts, but most of the activities will help student to meet outcomes for more than one concept. The learning outcomes in bold are the focus outcome for each key concept, and assessment opportunities have been identified for them. Other learning outcomes are also developed within the activities.

Here are some examples: Target Game /'s which can be classified under this category: Ten pin bowling Golf Net / Wall Students will: Level Strand AO Volleyball Demonstrate skills of passing, 3 B 1 serving, setting, spiking and blocking 3 B 2 for volleyball Demonstrate an understanding of basic offensive and defensive game strategies of volleyball. Participate in decision making related to solving tactical problems of net / wall games. Demonstrate taking responsibility for 3 B 4 Setting their own skill learning goals, and working towards reaching them. Game /'s which can be classified under this category: Tennis Badminton Squash Striking / Fielding Students will: Level Strand AO Cricket Demonstrate skills of catching, throwing 3 B 1 striking and fielding for cricket; 3 B 2 Demonstrate an understanding of basic Offensive and defensive game strategies of cricket; Demonstrate taking responsibility for 3 B 4 setting their own skill learning goals, and working towards reaching them.

Game /'s which can be classified under this category: Softball Territory / Invasion Students will: Level Strand AO Netball Demonstrate skills of foot work, passing 3 B 1 catching, shooting and defending for 3 B 2 netball; Demonstrate an understanding of basic offensive and defensive game strategies of netball; Participate in decision making related to solving tactical problems of invasion games. Game /'s which can be classified under this category: Basketball Soccer Building Positive Relationships: Recognise how helping others enhance 3 C 1 Relationships between individuals and within groups Take part in group activities that 3 C 1 Encourage participation Underlying Concepts: Attitudes and Values and Sport Studies Sports studies provide a context through which students can develop an understanding of how personal identity and life-skills, that promotes independence, autonomy, and feelings of self-worth, are important to well-being. Sport studies provides opportunities for students to: Self-challenge and achieve mastery, thereby enhancing feelings of competence and self-worth; develop self-determination, thereby enhancing responsibility for participation and achievement; give appropriate encouragement and technical feedback, thereby enhancing honest social support systems; experience fun and excitement, thereby enhancing attitudes of pleasure and stimulation; Reflect on competition and comparison that, for some students, can have negative consequences (web). Health Promotion and Sport Studies The concept of health promotion implies positive action towards health as opposed to treatment of illness (web). Health promotion incorporates principles of: o affirming diversity, o social justice, and o Supportive environments. Sport studies provide opportunities for students to reflect on their attitudes and behaviours toward these three principles, and take action to establish supportive practices, policies, programmes, and environments.

Sport studies provides opportunities for students to: understand how the environments in which they learn and play can affect their own personal well-being and that of society; develop skills that empower them to take action to improve personal and societal well-being; help to develop supportive links between the school and the wider community; help to develop supportive practices to ensure physical and emotional safety for those they play with. Hau ora - Well being The concept of well-being encompasses the physical, mental and emotional, social and spiritual dimensions of health. Possible Learning Activities A range of learning experiences is suggested below. Teachers should select those that best meet the learning needs for their students. Target Games Target games such as golf, lawn-bowls and ten-pin bowling.

The essential body management skill which is the focus for target game is balancing and the essential equipment handling (EH) skill involved through this medium is sending-away (throwing or striking). The Castle Purpose: To explore how to use movement skills to target and knock over the castle Links to the Curriculum: students will play minor games, using modified equipment to extend their personal movement capabilities (2 B 3) Equipment: Bat Tennis balls (5) or larger balls How to Play: The castle game is played between two or three players. The aim of the game is to get a tossed or struck tennis-size ball to hit a pile of four tennis-sized balls (the castle) Three essential rules are needed: (1) the ball must be hit up above waist height (2) the ball must bounce, and (3) the ball must be hit alternatively. The children can decide how to start and re-start the game, what happens when the castle is hit and what happens when any of the three essential rules are broken. To help the students play, a teacher may need to modify the equipment or object. For example, players may need a larger ball and work on tossing and catching if striking a ball is too difficult.

Or a teacher may need to work on the refinements for striking a ball and keeping it going after one bounce, with the students working individually first using their hands, then a light paddle bat and then playing against a wall hitting the ball high. Safety: Ensure the ball is thrown above the waist Use a grass area Encourage children to be aware of others around them Frisbee Golf Purpose: To explore passing options that will move the ball down the field to set up scoring opportunities To determine what options are available to make passing, receiving an scoring difficult for an opponent Link /'s to the curriculum: Develop movement skills and demonstrate confidence in challenging situations (3 B 2) Equipment: Cones / Markers Frisbee How to Play: Frisbee golf is played just as golf is played. The holes are replaced with cones and there are no clubs or golf balls. A frisbee is thrown to score. Begin at designated line and throw frisbee. Try to have the least number of throws per cone.

To be considered "in the hole" the frisbee must touch any portion of the hole cone. Each player counts the number of tosses per cone. Once the entire group has completed "a hole" the group advances to the next tee box cone and begins chances at another hole cone. Rules: Players must stay behind the tee-off line or tee box cone or a stroke is counted.

No out of bounds area, but every throw can be counted as a stroke if frisbee strikes an obstacle. Every toss counts as one stroke. The lowest score per team or individual wins. The longer the course is, the better the game will be. It can be played inside or outside.

Score cards can help. Safety: Use a grass area Ensure the Frisbee is not thrown at players Discourage contact between players Net / Wall Net / wall games include such games as tennis, volleyball, badminton, squash and racquetball. Essential body management skills include teaching children how run, stop, turn, jump and guard. Essential equipment skills require the children to learn to sending away and preparing to receive it. Net / Wall games focus on developing their understanding of the tactics, and recognizing the importance of, and improving the techniques required to play more effectively and consistently.

In games activities, players use their knowledge, skills and understanding with the express intention of outwitting an opponent. In net games, players achieve this by sending a ball or other implement towards a court or target area, which the opponent is defending. The aim is to get the ball to land in the target area so that the opponent cannot return it. Mini Volleyball Purpose: To explore how movement and passing skills can be used to your teams advantage To learn how to communicate and work together to score points Link /'s to the Curriculum: Demonstrate skills of passing, serving, setting, spiking and blocking for volleyball (3 B 1) Demonstrate an understanding of basic offensive and defensive game strategies of volleyball (3 B 2) Equipment: Small bean bags Net How to Play: Two even teams of six to eight players The game involves one team catching and passing the bean bag between themselves three times before hitting / passing the ball over the net to the other team The aim is to pass the bean bag three times between the team before hitting the ball over the net The bean bag is not allowed to touch the ground The bean bag is thrown from anywhere in court Possession changes the rules are broken o an person hits the ball twice in a row o it touches the ground o if the ball is hit more than four times in a row by one team o goes out of the designated area Safety Check to see the playing area and surface safe to use Is the space organized so that pupils are safe Are pupils comfortable in their clothing and footwear and are these suitable for the activity Is there adequate space for all students to participate Variations Use bigger balls Introduce the use of rackets When using a ball allow the ball to bounce once before catching the ball Depending on different ability levels allow some children to catch the ball, or pass (bump or set) the ball Using the same rules as stated change the layout of the court and make a cross. The game is played like four square but each square is occupied by different teams Use a balloon instead of a ball Striking / Fielding The aim of striking and fielding games is to score runs, accuracy and distance of hitting the ball and avoid getting out when batting. In the opposite spectrum of striking and fielding games when fielding stop your opponents scoring runs, make hitting the ball difficult and getting the batter out.

Striking / Fielding games are active and provide opportunities to develop a variety of movement skills including Locomotor movements, e.g. running, jumping, changing direction disposing of ball using hands, feet or other objects such as rackets, sticks, bats hand-eye co-ordination Communication with team members and decision making is important and vital for success. Batting and fielding games include cricket, softball and baseball. Essential body management skills include run, jump, stop, turn and guard. Essential equipment handling skills such as sending away (throwing and striking) and receiving (collecting and catching). One vs. Three Purpose: To explore how hit the ball accurately in to space to score runs and avoid getting out To explore how to make the hitting of the ball difficult and to get the batter out To develop an understanding of why they need certain skills like throwing accuracy and distance of batting grip, swing follow through for accuracy and power to play effectively. Link /'s to the curriculum: Demonstrate consistency and control of movement in a range of situations (4 B 1) Equipment: A rectangle area Cones / Markers A bat e.g. cricket, racket A sponge ball Bat stand How to Play: Two even teams The game involves on team batting and the other team fielding.

The aim is to get the opposing team out and restricting the amount of runs scored The batter can score a run by hitting the ball off a ball stand in to space and run to the marker and back before the fielding team gets the ball back to the bat stand The batter is out if the ball is placed on the stand before the batter get back Safety: Use grass area Ensure the ball is not thrown at players Ensure players hold the bat correctly and take responsibility for themselves and people around them Ensure space is adequate for the number of players Variations: Using mats mark hot spots for students to aim the ball at if the students hit the hot spot a given bonus point /'s (5) is given Use the same rules for the game but add in bases (adaptation of softball: T-ball) Lords Game Purpose: To work with team-mates and apply tactics when batting bowling and fielding to outwit opposition pairs Link /'s to the curriculum: Demonstrate willingness to accept challenges, learn new skills and extended their abilities in movement related activities (4 B 2) Equipment: Bat Ball Wickets A large playing area Cones / Markers How to Play: 2 even teams of players Each team has 10 minutes of batting time. Fielding team select who will bowl underarm. A ball hit between 2 markers scores 1 run. Bonus runs can be scored as follows: 1 run for running to line 1 and back, 2 runs for running to line 2 and back, 4 runs if ball goes over boundary line. Each batter faces 6 balls and scores are recorded.

Batters are out if they are bowled, hit wicket, caught or if a run is attempted and the fielder throws the ball to the WK (who catches it) before the batter returns to the popping crease. All remaining balls for that batter are forfeited once the batter is out. Safety: Ensure space is adequate for the number of players Variations: Play off a tee or drop feed Decrease / increase distance / targets Award an extra run if the ball touches the ground before crossing the second line and 2 runs if it touches before the first line. Invasion Games The aim of invasion games is to score more points than your opponents within a given time limit, while endeavoring to keep their score to a minimum.

The main tactics used are controlling the play to maintain possession, limiting opposition attempts to take possession and attempting to gain possession including blocking access to scoring zones. Invasions games are generally active and provide opportunities to develop a variety of movement skills including: Locomotor movements, e.g. running, jumping, changing direction Disposing of ball using hands, feet or other objects (throwing, hitting, kicking etc) Hand eye co-ordination Receiving a ball (catch, trapping) Challenging another player in possession of the ball (tackling, grabbing) Communication with team members and decision making is important and vital for success Modifications to suit specific needs of players include: Weight, size and shape of equipment Adjust scoring targets and points system Games rules eg, time allowed in possession, area allowed n, types of passes and movements Size and dimensions of playing areas Role and number of team mates / opponents Invasion games allow participants to develop skills vital for all team games and encourage communication in sporting environment. Territory games are games such as soccer, ice hockey, basketball, rugby and football. Essential body management skills include run, stop, turn, jump and guard.

Essential equipment handling skills sending away, receiving (catching and trapping) and retaining (dribbling and carrying). TAG BALL Purpose: To explore how movement and passing skills can be used to your team's advantage To learn how to communicate and work together to score points To explore how to use movement skills and court space to avoid being tagged Link /'s to the Curriculum: Develop movement skills and demonstrate confidence in challenging situations (3 B 2) Equipment: A rectangular playing area e. g., netball court Coloured bibs A ball (volleyball or soccer ball size) How to Play: Two even teams of six to eight people The game involves one team passing the ball among themselves while chasing the opposing players The aim is to tag / touch the opponent with the ball The chasing team cannot run while in possession of the ball Opponents are allowed to run anywhere in the marked area while trying to avoid being tagged Possession changes after a tag or if an opponent runs outside the marked area while trying to avoid being tagged Safety: Use a grass area Ensure the ball /'s is not thrown at players Discourage contact between players Focus Questions: Attacks How can you work with your team mates to try and tag a player? Where is a good position on the court to try to force a tag? What type of passes will help you score tags?

Defenders Where on court should you run to avoid being tagged? What movement skills can you use to avoid being tagged? Variations: 1. One team is allowed to keep possession for a set time limit (e.g. 3 minutes). The opposition tries to score as many tags as possible within this time. A player remains on the field and can be tagged again but only after another person has been tagged.

2. Allow players in the team being chased to intercept the ball. Each intercept scores a point. The first team to score a set number of tags or intercepts (e.g. 10) wins 3.

Vary skills / rules that may be allowed during a game e.g. Players are allowed up to three steps while in possession of the ball Players can dribble the ball as well as pass A player can keep possession for a set time only (3 sec) whether passing, dribbling or running etc. Dribblers and Robbers Purpose: To explore ways of keeping possession of a ball being dribbled To explore way of gaining possession Link /'s to the Curriculum: Develop move complex movements sequences in a range of situations (3 B 1) Equipment: Appropriate five basketballs, soccer balls, netball or hockey balls and sticks or similar for a group of eight players A rectangle playing area large enough for the players to participate safely Markers / Cones How to Play: Each dribbler (D) is given a ball- the number of balls you have will determine the number of dribblers in the game The dribblers must try to keep possession of the ball while staying within the marked area They can dribble the ball with one or two hands, dribble with their foot or dribble with the hockey sticks Two extra players (R) (known also as the robbers) try to steal a ball without making body contact with the dribbler If the ball is stolen, dribblers then become the robbers and take on a defensive role trying to regain possession from another of the dribblers left with a ball Safety: Ensure an adequate space for the number of players Encourage players to be aware of others around them Focus Questions: Dribblers What did you do to keep control of the ball? How were you able to keep the ball away from the robbers? If the ball was stolen, can you do something different next time to protect the ball?

Robbers When was a good time to try to steal the ball? What did dribblers do to try to stop you getting the ball? If it worked, are there other things you can do to get the ball? Variations: Have less balls, e.g. one per pair of dribblers and allow dribblers to pass the ball as well as dribble Have all dribblers with the ball at one end and the two robbers on court.

The dribblers have to get to the other end without having their ball stolen. Netball: 3 vs. 1 Tag Game. Link /'s to the Curriculum: Demonstrate taking responsibility for setting their own skill learning goals, and working towards reaching them (3 B 4) Equipment: Cones / Markers Ball Bibs How to play: The game is played within specified boundaries (for example one half of a badminton court). Three students with a ball try to tag (touch only) a fourth player with the ball. Players cannot run with the ball or throw the ball at the fourth player. The runner tries to avoid being tagged by dodging, changing speed, etc.

The game can be also played in larger groups (for example 4 vs. 1, 5 vs. 1). The team in possession tries to make as many successful passes as possible in one minute Dropping the ball reduces the score to zero The runner changes after one minute. Concepts of the game form highlighted. o Awareness of position of others in a game; o Maximising possession; o Developing co-operative skills. Tactical decisions to be made Team in possession - player with the ball Team in possession - players without the ball Fourth player (runner) without the ball How do you keep possession? Accurate, well-timed passing. Safe pass, safe hands.

How do you help keep possession of the ball? Track runner and signal for pass. How do you avoid being tagged by the ball? Anticipate direction of pass. Which player is in the best position to pass to? Free player nearest runner.

How do you deny space? Watch both ball and runner. Move into runner's path. Always know where ball is.

What type of pass is most appropriate? Fast, accurate passes. How do you signal for a pass? By calling, pointing to a space, or presenting target. Fake, move the other way. When do you pass?

When receiver is watching. When passing lane is open. When can you expect a pass? When you run to a free spot close to the runner. Change direction & speed. Assessment Assessment is the process that helps us to focus on teaching, learning and student achievement at classroom, school, and system levels.

The primary purpose of assessment is to improve students' learning and the quality of learning programmes. Assessment information is also used for reporting students' progress at certain points in time, and to provide assurance about the quality of education. In this book there are many opportunities to assess your students listed below are some possible assessment tools: Student Self-Assessment Involving students in the assessment of their own learning is central to the development of higher order meta cognitive skills. Students get involved in goal setting, developing action plans, and keeping track of progress using a log, diary, or chart.

Students pose specific questions to guide their own assessment and become actively engaged in the learning and assessment process. One of the enormous benefits of student self-assessment is that it permits a sharing of accountability for student learning. In this book self assessment can be used for all areas of activities ref to appendix A, B and C for examples. Teacher Observation Teacher observation, long a favorite assessment measure of the physical education teacher, is an informal method of noting student progress. This method is only valid, however, if the teacher is knowledgeable and uses appropriate criteria. Detailed observations should be written in a daily log or tape-recorded.

An electronic clipboard or message pad can enhance the teacher's ability to transmit classroom observations to standardized student progress forms. Written anecdotal comments can be an effective assessment tool if based on established criteria that has meaning for instruction. Students need to know the evaluative criteria used by the teacher during formal and informal observations. Teachers need to provide students with feedback to improve performance. This tool of assessment can be used as the children are playing games, talking in groups or when working on an individual skill. Performance Tasks Performance tasks require the student to actively accomplish complex tasks using prior knowledge and recent learning and skills.

These tasks demonstrate a deeper understanding of the content and skills and increase student engagement. Performance assessment involves students in situations where they must construct responses that clearly illustrate that they can apply the knowledge. Authentic assessment involves students in "real-life" activities that tap higher-order thinking skills. These tasks invoke real-world applications and require time and effort on the part of the teacher and student. This assessment tool can be applied whilst observing children play games by applying skills, tactics and prior knowledge in a tournament at the end of a unit.

Resources & Contacts Websites: web web web web Books: Bunker, D., & Thorpe, R. (1986). Issues that arise when preparing to teach for understanding. Loughborough: University of Technology. Appendix A: Netball Invasion Student worksheet Self Assessment form for skills to play netball Criteria for assessment Assessment scale at lesson two of the unit 1-2-3-4-5 Level of skill you would like to achieve by the end of this unit 1-2-3-4-5 What do you need to do to achieve these levels of skill?

Assessment scale at the end of the unit 1-2-3-4-5 Physical skills Passing / catching Footwork Shooting Tactical skills Getting free from a defender Defending a player who has the ball Defending a player who doesn't have the ball Reading the game - being in the right place. Social skills Communicate effectively with team mates Demonstrate care towards others Able to be both a leader and a follower at the right times Emotional skills Being positive when winning and losing Able to keep my cool during netball games Appendix B: Cricket One vs. Three Student worksheet Self Assessment form for skills to play netball Criteria for assessment Assessment scale at lesson two of the unit 1-2-3-4-5 Level of skill you would like to achieve by the end of this unit 1-2-3-4-5 What do you need to do to achieve these levels of skill? Assessment scale at the end of the unit 1-2-3-4-5 Physical skills Throwing / catching Batting Bowling Tactical skills Hitting the ball in the correct space Knowing when to run Where to place the ball when bowling Fielding Social skills Communicate effectively with team mates Demonstrate care towards others Able to be both a leader and a follower at the right times Emotional skills Being positive when winning and losing Able to keep my cool during cricket games Appendix C: Frisbee Golf Student worksheet Self Assessment form for skills to play netball Criteria for assessment Assessment scale at lesson two of the unit 1-2-3-4-5 Level of skill you would like to achieve by the end of this unit 1-2-3-4-5 What do you need to do to achieve these levels of skill? Assessment scale at the end of the unit 1-2-3-4-5 Physical skills Passing Catching Tactical skills Getting free from a defender Defending a player who has the frisbee Defending a player who doesn't have the frisbee Reading the game - being in the right place. Hitting the target to score Social skills Communicate effectively with team mates Demonstrate care towards others Able to be both a leader and a follower at the right times Emotional skills Being positive when winning and losing Able to keep my cool during the games Teaching Games For Understanding Chart Game Category Primary Rule / Goal Tactical Play within Category: Principles of Play Examples Target o Score by getting the object closer to a target than opponents get theirs, while avoiding any obstacles. o Aim to target. o Choose placement in relation to target and other obstacles. o Spin and / or turn. o Curling o Bowling o Golf Net / Wall o Score by getting the object into the opponents' areas of play more often than they can return the object. o Aim for consistency. o Choose placement and positioning. o Use power and / or spin (for control and disguise). o Tennis o Volleyball o Squash o Racquetball Striking / Fielding o Score by striking the ball / object and running within safe areas. o Prevent opponents from scoring by catching the ball in the air or getting it to a safe area before the batter reaches the safe area. o Make it difficult for opponents to hit the ball. Batting: o Score runs. o Hit ball / object for accuracy and distance. o Avoid "getting" out.

Fielding: o Stop scoring run. o Make it difficult to hit ball. o Put batter out. o Baseball o Softball o Cricket Territory / Invasion o Score by getting the object into the opponents' goal. o Attempt to prevent opponents from scoring. With object: o Score. o Invade. o Keep possession. Without object: o Prevent scoring. o Prevent invasion. o Gain possession. o Soccer o Basketball o Hockey o Rugby o Football o Netball

Bibliography

Books: Bunker, D., & Thorpe, R. (1986).
Ministry of Education. 2003.
Curriculum in action: creative play. Wellington: Learning Media Ministry of Education, 1999.
Health and physical education in the new zealand curriculum. Wellington: Learning Media Websites: (April, 2003) web (April, 2003) web (April, 2003) web (April, 2003) web (April, 2003) web Health And Physical Education Unit Plan Context / Title: Teaching Games For Understanding - Netball Key Learning Area: Physical Activity and Sport Studies Teacher: Angela Armstrong Level: 3 Other Curricular Links: Learning Outcome: What the students need to learn: Sports skills and strategies for netball / invasions games Achievement Objectives: Strand A: Personal Health and Physical Development Students will: Maintain regular, enjoyable physical activity with an increasing understanding of it's role in self-care and well being (3 A 2) Strand B: Movement & Motor Skills Students will: Develop more complex movement sequences in a range of situation (3 B 1) Strand C: Relationship with Other People Students will: Identify and compare ways of establishing relationships and managing relationships (3 C 1) Strand D: Healthy Communities and Environments Underlying Concepts: Attitude and Values Health Promotion Essential Skills: Physical Self Management Communication Problem Solving Social & Co-operative Brief evaluation of Unit Learning Activities: 1.