yr 7 unit pla for basketball

On average teenagers spend at least 3-4 hours on electronic leisure’s, such as TV, computer games and social media. This program is designed to increase the amount of time spent doing physical leisure such as sport. Once a week students would be teamed together in even ability teams. This may mean mixing age groups, ensuring a gender balance and placing teachers evenly across all teams. The competition would be playing to win a trophy at the end of the term. The students participating could earn points towards their house total in the Parry House Cup, with the students in the winning team, earning extra points. This would motivate students and teachers to win for their house. By participating in a team activity that allows for all fitness levels, we will be encouraging social interaction, team building skills, resilience and making friends. This will help staff and students with a positive emphasis on their emotion wellbeing and mental health. To accomplish this, we would only need access to

In “Children Need to Play, Not Compete”, Jessica Statsky talks about the different kinds of students and their approach and mental and physical ability and pressure towards Sports. Statsky differentiates between two sets of children who have physical and mental attributes and towards sports. She gives a few examples and changes that have taken place in the past decades in the sports scenario. When overzealous parents and coaches impose adult standards on children's sports, the result can be activities that are neither satisfying nor beneficial to children. She further states that children should not be pressurized or forced upon their performance and improvement rather they should first be given a chance to understand the sport, their potential and the way in which they develop

deficits. The FMS findings were applied to the skills needed to compete in basketball at the

The Sport Education model does not have a lot of disadvantages, especially when implemented with second year University students. When applied to Year 9 or 10 students, there are a few

There are a lot of aspects that should be taken into account when determining what makes an athlete successful. One could argue that natural ability is one of the determining factors which leads to success. For example, if an athlete has dreams of playing in the NBA then height makes a difference. There aren’t many successful players in the league under six feet tall. One could argue that level of competition plays a role in the development of an athlete. This could include the skill level of the opponent or outside factors such as playing conditions or game circumstances. These types of arguments play a role in athlete success, but will not be used in this paper because they are factors that are out of the athlete’s control. This paper

In basketball the ages of the day were eleven to fourteen. The athletes started with a dynamic warm-up and athletic work for ten to fifteen minutes. This helps to prevent injury, provides performance improvement and overall athletic ability. During this particular trainers warm-up they liked involving a basketball as much as possible. The next thing was teaching skills and using fun drills to improve the athlete’s skills. This part lasted about thirty to forty-five minutes. “The number one reason kids quit sports is because it just isn’t fun anymore. What we like to focus on here is how to teach the skills and make it an all around fun experience. We aren’t training high school, college, or professional athletes, so we try not to treat their practices like it is one,” commented one of the trainers. After this there were drills and games to

Many high school basketball players have very small range of skill other than the basics such as; catching the ball, being able to dribble, how to shoot and how to play defense. Most of them have a very limited amount of basketball IQ. Basketball

While organizing and presenting learning experience to children, the teacher can utilize different methods, ranging from a direct, teacher-centered approach to an indirect, more student-centered approach.Recently, the mode of teaching sport and PE has shifted from the teacher-centered style to towards the student-centered style, in which the teacher has less influence in the decision-making, and the student becomes the prime decision maker (Baker et al., 2009, pp. 77-89). This is important because it can help to develop a player having innate understanding of what is going on around them for instance, on a football field, and has the talent to influence the game. In a bid to reach the aim of this paper, an outline of academic theories of child development, learning theories and professional philosophies, roles played by generic teachers, PE specialists, and community sport coaches will be provided. In addition, key stages in the National Curriculum and steps set out in the Long-Term Athlete Development (LTAD) framework will be

Thesis: This paper argues that basketball is the most difficult sport, for a number of reasons that will be pointed out through the literature on the game, the coaches, and the players.

Playing team sports together also promotes bonding for the students. While doing so, students tend to build relationships and bonds with their classmates. In some sports, some student’s play well then they are in the same team. As well as they are in different team, playing against each other, it helps them improve in the sport and learn how to be competitive and play better. Imprinting teamwork in students, in addition to promoting bonding, also gives the students the option of studying together to do better in their classes. When students study together, each one can help the other in their weak points. This is another form of teamwork. Moreover, it is more fun for the students to play team sports while good sportsmanship and a good team spirit.

INTRODUCTION BACKGROUND: When a child actively participates in sports, they are able to learn life lessons in a fun and positive atmosphere.

The study uses a mixed methods research strategy to examine two hypotheses. The first hypothesis states that children (8-13 years) who play club basketball will have more accurate perceived skill competence than children (8-13 years) who play recreational basketball. While the second hypothesis states that children (8-13 years) who play club basketball will use peer comparison to evaluate perceived skill competence while children (8-13 years) who play recreational basketball will use adult feedback to evaluate perceived skill competence. The rationale for a mixed research method approach involves the criticality associated with actual skill competence accuracy. Previous research used observers that subjectively rated each child’s actual skill level. Instead, this study will triangulate data by using both objective and subjective collection methods to measure actual skill levels. Greene, Caracelli, and Graham (1989) identified data corroboration from different methods as a reason to use mixed methodologies.

Physical education (PE) is a course on the UK’s national curriculum that enhances a childs’ human performance, (Capel and Whitehead 2012) by improving a range of key movement skills to prepare children to either play sport, take part in an activity or just prepare them for life. Physical education is increasingly becoming a key academic subject, contributing to variety of educational benefits. School sports involves taking part in sports outside of the classroom environment (extra-curricular) to perform the skills learnt in PE lessons. The skills learnt can then be developed and practiced in a competitive environment. Both PE and school sport are contributing to providing children with many educational benefits. Educational benefits are seen as skills, characteristics and values that will improve a person’s ability to learn and achieve their maximum potential. As a main heading, the development of human performance is a great educational benefit of physical education and school sport (PESS), which then can be divided into smaller benefits. This essay will now outline the benefits of PESS by including physical, social and cognitive educational benefits of PESS. Followed by the benefits, arguments constructed against the benefits will then be outlined to reach a conclusion of the educational benefits of PESS.

The experiences of failing and trying again provide a learning process that can translate to greater achievement in school.  “A controlled longitudinal study found that adolescents who participated in sports showed improved grade point averages, had increased attachment to school, and were more likely to attend college” (Larson, Reed, and Sean Seepersad).  The persistence children learn while playing sports will carry on in other parts of life, such as learning in school, leading to continual success.  While playing basketball, I began to grow more mentally and socially.  I stayed more active in the games and reacted faster; I would be ready to block a sudden dash to our hoop.  In other activities, such as math, I began solving equations quicker and was more focused.  Also, as a child I was a quiet and shy.  When playing the game, I could not just stand back; I had to get into the action by challenging the ball or trying to get a pass.   As my confidence developed, I became more bold and outgoing in other parts of my life.

A lot of researchers have discussed skill-focused approaches to teaching sport as responsibility for a lack of proficiency in students’ ability to play games (Bunker & Thorpe, 1982; Mitchell et al., 2003; Rink et al., 1996). As a result, alternative approaches were proposed instead of the skill-focused teaching. The most notable alternative approach has been the teaching games for understanding (TGU) (Bunker & Thorpe, 1982; Mitchell et al., 2003).