JocelynTeggerth

StudentID:2165296
FLINDERSUNIVERSITY

HLPE1530 (B): PEDAGOGICAL CONSTRUCTIONS OF PHYSICAL

EDUCATION

MODULE 1 TEACHER DIRECTED PEDAGOGIES

ASSIGNMENT

B.

SKILL TEACHING SESSION PLAN

1. Conceptual & Organisational Framework:

Intro: Skill session title and Year level
Year 8 netball dodge
Aims:
Why are you teaching this skill?
This skill is being taught because footwork is a vital aspect to a netball
game, and this simple change of direction is an extremely effective
attacking movement to change direction and gain space ("Good netball
attacking moves make it easier to pass the ball," 2014)
What is the purpose?
The purpose of learning this skill is to be able to change direction with
speed and with sharp controlled footwork. This then leads to tricking the
defender into going a different way, as the attacker leads and changes
direction into open space. This is important when it comes to working the
ball down the court, creating better chances for a goal to be scored.
What are the potential benefits and value to the students?
The potential benefits and values for the students are being able to apply
the skill of the dodge effectively and confidently to change direction and
make space when playing netball. This skill will allow students to enhance
their agility and coordination. This skill then can be used in a whole range
of other sports.
Another potential benefit is developing players ability to use the dodge to
create space and create a clear run down the court.
Outcomes:
Skill, knowledge and attitude: what will the students achieve? be able to
do?;
The students will be able to achieve and perform the accurate technique,
movement and motion of a netball dodge. The students will be taught why
it is important and when it can be used in a netball game.
Coming away from learning this skill students should have a greater
knowledge and understanding of the technique and application of the vital

skill and would develop confidence in performing this skill in the right
sequence.
This activity should also provide enjoyment and positive attitude to the
sport of netball.

Pedagogies: What pedagogies will be used? How will the pedagogical

approach(es) help you achieve your intended student learning
aims and outcomes?
The teaching pedagogy that will be used throughout teaching the skill of the
netball dodge will be the command approach.
Throughout the command style, the decisions are made by the teacher such as
the location, starting time, speed, duration and stopping time. The goal of the
command approach is for the students to copy what was taught in a precise
manner during a measured time period (Command Style, 2012). This will help
the outcome of the students, as they dont need to worry about making decisions
about when to start and stop, it is all up to the teacher so the students have more
time on trying to perfect the skill.
A positive attribute of the command approach is that it is a quick and efficient
way to get through a certain task (description of teaching styles,2003). This is
great as only 15 minutes is allocated for the skill session.
To make sure students are appropriately engaged in activity, effective teachers
use a variety of pedagogical skills and strategies to create and maintain a
classroom that is supportive (Wuest & Fisette, 2014, p.345). This has proven that
by only teaching with one pedagogical approach, it needs to be an interactive and
fun lesson, so that attention and controlled behaviour is maintained.
This pedagogical approach will help in the success of the independent student
learning aims and outcomes by allowing the students to learn the skills accurately
within the short period of time, due to having all decisions made by the teacher
(Mosston, 1992). Demonstrations will also help the student see and understand
what is expected of them, as the skill is emphasised and explained specifically on
the chosen skill. The demonstration gives the students an opportunity to see the
skill performed accurately and, observe the important cues of the task. (Kumar
Singh, 2012)

Organisation:

Facilities - indoor /outdoor;

A gym space or a netball court is required to undertake this skill
session, can be inside or outside depending on weather and
facilities that are available.

Space - size, how will it be marked out? etc;

To focus on the skill of the netball dodge, a third of the netball
court is only required for the activities.
Drills will be marked out with cones, but the netball court is easy
to use due to there being lines marked out.
Equipment - what, type (modified), number, ratio;
10 x netballs
20 x cones or markers
1 x whistle
Time allocations (summary);

15-minute session
(Short but precise explanations of the skill is needed through out the
session as time is limited)
5 minutes on drill one
5 minutes on drill two
5 minutes on drill and debrief
Class arrangements - explanation, demonstration, activity;
An explanation, demonstration and discussion will occur
showing the skill, aims of the lesson and what the intended
outcome will be from learning the chosen skill.
The class will be brought in close and will be told to form a semi
circle. This is where the demonstration of the skill will be shown
allowing the students to see and hear clearly.
Distribution/ collection of equipment.
The teacher, one activity at a time, must set out markers.
Teacher distributes the class by numbering students into two
groups either 1 or 2. This will split the class up and it is not an
issue if there are more in one group. Students then line up
behind different markers.
The teacher will distribute netballs in the final activity.
Safety:

Facilities/space:
Make sure there are no tripping or potential safety hazards on
the surface of the space you are working in before you
commence the session.
Make sure there is enough space for all students to demonstrate
the skill successfully.
Equipment:
Must check if all equipment is in good condition
Make sure there is enough equipment for the students in the
session so the lesson goes to plan with out interruptions, as time
is limited.
Class formations activities:
The Class needs to be brought in close, so that they are all able
to hear and see demonstrations and verbal cues.
The class can be formed into a semi circle, making it easier for
the teacher to project their voice and control behaviour.

Student behaviour - expectations/rules;

- Students need to be kept occupied other wise they will lose
interest causing behavioural issues and disruptions to others in the
class.
Warm up:
Moderate cardio will be taking place before any netball is
undertaken. Followed by stretches to prepare the body for powerful
movements going to be commenced through out the session.
Pre-existing medical conditions/injuries considerations?;
Students must be asked if any of them have an injuries, if so
these injuries need to be
considered to wether or not
they are able to take part in the skill session or need to rest.
Asthma puffers need to be carried with students at all times.
Jewellery removed;
Jewellery needs to be removed. It is expressed that before the
start of a game players must remove all jewellery, this is to
avoid injury to you and the opposition. Failure to remove the

jewellery will result in that player not being allowed to play on

court (Netball Rules,2016)
Nails:
Nails need to be kept short, this is to protect other players from
injury, nails are checked before each game and players will not
be allowed to start the game with long nails (Netball Rules,
2016)
Appropriate clothing/footwear requirements?;
Supportive sports sneakers must be worn
Appropriate clothing wear that is comfortable and light is
required.

Outdoors - sun safe practices;

- If a gym space is not available and you are outside make sure all
students are wearing a hat and sunscreen.

2. Teaching Plan:
Provide a description of the teacher directed teaching session, clearly
listing the key features of the skill teaching, including the class
organisation details, key features of the skill, the learning activities in
sequence, the discussion points, the time allocations and the directed
teaching pedagogies, integrating :
Year 8- learning the skill of dodging in netball.
Aim: The aim of this teacher directed teaching session is to demonstrate
in a command approach, the correct technique and sequence of dodging,
which is a vital skill in netball.
Outcome: The outcome is for all students to become confident in
preforming a dodge and understanding the importance it has in a netball
game. Students should come away from this session with gaining further
knowledge on different ways that can improve the dodge making it more
effective to the sport. A positive attitude towards netball should be the
outcome of making a correct dodge and being able to use that skill in a
game situation.
Key features
Quick, strong drives when making a lead
Keep eyes up, keep body up right and slightly bend knees and

hips.
Students need to make a definite move when dodging

Wanting to place the outside foot strongly to the ground and

pushing off in the opposite direction turning your hips to face

towards the direction of travel.

Show change of direction not a curve

Three things to remember when completing the dodge:

- We must push off from our outside foot
When we land on our outside foot and push off this is absorption
of forces occurs as the hips, knees and ankles will bend gradually reducing the
kinetic energy of the landing, reducing the momentum. The feet must also be
spread slightly to create a larger area of base of support (Wuest & Fisette, 2014,
p.198).

Make sure eyes stay up, you always have to be alert for passes

or intercepts from defenders.

We need to also pump our arms so we can accelerate in a
forwards motion creating speed.

Teaching pedagogy: the directed teaching pedagogy strongly used throughout

activities is the Command approach
Class organisation: all students gathered in a semi circle around the activities
so they all can see and hear instructions.
Drill 1: 5 minutes
Drill one focuses on learning the correct method and technique to be able to achieve
a high quality dodge.

There will be two stations of 5 cones

Half of the class at each station

= Cone/marker
= Where you have to run with speed

The cones demonstrate where you must use your outside foot to push off and
make a sharp dodge.
You must then run with speed to the next cone and make a powerful dodge. This
involves bending the hips and knees slightly to gain more muscular power.

Once the first person gets to the 3rd cone the second person in the line can then
start.

Drill 2: 5 minutes
Drill two focuses on the attacker trying to use the dodge to make space and trick the
defenders into going one way but then leading to the other, creating a quick
change of direction.
Defenders can only move side to side through their cones
Defenders hands must be kept by their side
Attackers need to be on their toes at all times to be able to
maintain speed and agility.
You must stay inside the cones

= Cone/marker

= Defender

=Attackerwhomustworkdownthe
linetododgeawayfromthedefender

Drill 3: 5 minutes
This drill focuses on keeping the eyes up when making a dodge, which is important
as you may receive a pass in netball unexpectedly.
-

Eyes must always be looking up

Pushing off our outside foot
Using our arms as momentum for speed to get back to the cone in time.
Groups of 4
passing in the same direction every time

Players must throw to the person next to them in a clockwise direction, once they
pass to the next player they must run to the cone that they passed too, make a
quick dodge and then lead back to their original cone in time to receive another
pass. This drill is continuous, focusing on agility and speed. You want the students
to gain speed to achieve more space to lead into.

=Cone/marker

Whereplayermustrun

Passingtheball

Leadback

When teaching the dodge, emphasising on the skill and knowledge from personal
experience towards the skill, should make it more enjoyable for all students. This
is due to teaching something that many people are interested in and most
elements in netball are easily achievable with practise. Providing feedback is key
for students to progress and accomplish the skill precisely. Providing feedback on
what is being observed will help students to understand and to gradually get
better.
Session conclusion:
Coming away from learning the skill of the netball dodge a greater knowledge and
understanding of the technique and application of the vital skill should have been
made. Students should now be able to change direction and dodge into space
with speed and with sharp controlled footwork.
Are many of you feeling confident in performing this skill in the right sequence
now more than you did at the start of the lesson?
What are the three things to remember when making a dodge?
Quiz?
We have to push off of our ????? Answer= outside foot
Making sure we keep?????? Answer= our eyes up
We need to also pump our ???? Answer= arms
Answer= so we can accelerate with speed.

and why is that?????

Reference list:

Barham, P. (2008, January 19). Footwork" Know How" for Netball. Retrieved from
http://www.ucl.ac.uk/~uczcw11/drills/barhamft.htm
Command Style. (2012). Retrieved from
http://www.spectrumofteachingstyles.org/style-a-anatomy.php
Description of Teaching Styles. (2003). Retrieved from
http://web.uvic.ca/~thopper/Pe352/2003/Darrian%20Rob%20&%20Marcy
%20Squash/new_page_9.htm
Good netball attacking moves make it easier to pass the ball. (2014, April 22).
Retrieved from http://www.humankinetics.com/excerpts/excerpts/goodnetball-attacking-moves-make-it-easier-to-pass-the-ball
Kumar singh, M. (2012). Teaching methods in Physical Education. Retrieved from
http://www.ggu.ac.in/download/Dr.%20M.K.%20Singh%20-%20TEACHING
%20Methods%20in%20Phy.%20Edu..pdf

Mosston, M. (1992, January). Mosston's Spectrum of Teaching Styles. Retrieved

from
http://www.teachpe.com/A_level_skill_acq_files/mosston_ashworth_teachin
g_styles_information_sheet.php
Mosston, M., & Ashworth, S. (1994). Teaching physical education (4th ed.). New
York: Macmillan.
Netball - Rules & Positions. (2016). Retrieved from
http://www.teachpe.com/netball/rules.php
Netball Rules. (2016). Retrieved from http://www.simplenetball.co.uk/netballrules/#18
Sicilia-Camacho, A., & Brown, D. (2008). Revisiting the paradigm shift from the
versus to the non-versus notion of Mosston's Spectrum of teaching styles
in physical education pedagogy: a critical pedagogical perspective (PDF
Download Available). Retrieved from Routledge- Taylor & Francis Group
website:
https://www.researchgate.net/publication/233421644_Revisiting_the_para
digm_shift_from_the_versus_to_the_non-versus_notion_of_Mosston
%27s_Spectrum_of_teaching_styles_in_physical_education_pedagogy_a_cr
itical_pedagogical_perspective
Wuest, D. A., & Fisette, J. L. (2014). Foundations of Physical Education, Exercise
Science, and Sport (18th ed.). McGraw-Hill College.