School

Year Group: Year 10

Day

Time: 2hours

Topic Groups and Teams

Aims L.I.: To explore the difference between groups and teams and how it applies to sport psychology S.C.: I can follow instructions. -Define, describe and explain the negative aspects of working in groups. -Describe cohesion and performance. -Observe how individuals work within groups and teams to improve performance.

Location / Setting Outdoor: excursion.

Organisation / Student Groups Students are in one group of observation.

VELS: Strands, Domain, Foci and Standards Students learn and practise tactics and strategies relevant to the sports and activities in which they are participating, including the development of strategies to counter tactical challenges in game situations. They participate in peer teaching or coaching situations with a focus on skill development and improvement. They discuss sporting conduct, and implement fair play and good sporting behaviours. They undertake a variety of roles in team games (for example, player, coach, umpire and administrator) and assume responsibility for the organisation of aspects of a sporting competition. HEALTH AND PHYSICAL EDUCATION. Classroom management strategy Students will take notes while observing. However if they fail to do so they will be marked negatively for their final assessment task.

Key Vocabulary Co-ordination Motivation The Ringlemann effect Social loafing

Materials, Resources and Equipment Journals and other stationary for taking down notes during observation. Rubric provided for the observation of sport as this is a research and will be assessed by the educator.

References/Sources

INTRODUCTION Connecting, Engaging and Modelling Inquiry 23 MINS ENGAGE: Ask the students about the home learning and explain success criteria. (2mins) Get the students to be organised and explain to them that the class is an excursion. Make sure the students are aware of the consequences to misbehaviour. (3 mins) Students to go on an excursion to watch an A-league game. EXPLAIN: As students get outside discuss the previous class which was on Social factors in sporting performance.(3 mins) Explicit teaching of the negative aspects of working in groups (15 mins) Co-ordination problems Motivational problems The Ringlemann effect Social loafing

MAIN BODY Guiding Inquiry and Practise 90 MINS EXPLORE: Get the students to observe the soccer game. While watching the soccer game: 1. Students will observe tactics and strategies relevant to the sport. 2. Students will take down notes on how cohesion and performance are related. 3. They would also take down any observation of the psychological aspects of group behaviour. For instance, Co-ordination problems Motivational problems, The Ringlemann effect and Social loafing which were explicitly taught in the classroom. 4. Students also make a note of the multicultural aspects of the soccer game where relevant.

CONCLUSION Sharing, Explaining and Reviewing Inquiry 7 MINS ELABORATE: Students will come together as a class and share their observations with the class by using the Ipad application called padlet**. (5 mins) **Padlet is an application which allows students to bring together their observations in the form of virtual sticky notes which can be shared as a class. Evaluate: Check if success criteria is met and give out home learning for next class which consists in depicting the information recorded in any form that they would like (2 mins) For instance, PowerPoint, i-pad applications, essays etc.

HIGHER ORDER THINKING:

SUSTAINABILITY:

E5 INSTRUCTIONAL MODEL:

MULTI LITERACIES:

ICT:

Students work according to the cognitive domain of Blooms taxonomy throughout this lesson. The lesson is started off by the teacher getting the students knowledge together by revisiting the topics studied in the past. The students then understand the aspects of working in groups in the psychological aspect by the teacher explicitly teaching it to them. This forms the component of comprehension in relation to higher order thinking. Students then apply and analyse these group work aspects in relation to sport by observing a soccer game and taking notes about it. The synthesis and evaluation takes part when the students come together as a class and discuss the various factors of group behaviour in sporting performance. Sustainability is embedded in sport as a result of different combinations of individuals coming together and working in cooperation with each other. The E5 model structures the whole lesson plan. Students are engaged in the class by being introduced to it and bringing back memory from the previous class. The students are then explained the different psychological aspects of working in groups by the teacher. The excursion is the exploration that is conducted by the students wherein they observe what they have learnt about working in groups. Students elaborate on the observation by sharing to the class. Evaluation is conducted in the form of a home learning task. Students are meant to write what they have observed in any format they find suitable. The lesson is formed with different forms of literacies, which is outdoor education (excursion), different forms of ICT applications, collaborative learning styles and also a chance to use any form of presentation for their observations while at the excursion. Padlet is a form of an ICT I-pad application which is used by the

students. PowerPoint is also used by the teacher to engage the students. The students are given the opportunity to then present their information in any form of which they find suitable, which may include ICT.

Reflection

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