Grade 2 - Net Games

Central Idea:

• Feedback helps us to improve our skills and coordination

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Learner Outcomes:

• Interactions:

  • Value interacting, playing and learning with others​

  • Understand the impact of their actions on each other and the environment

• Identity:

  • Recognise others' ​perspectives and accommodate these to shape a broader view of the world

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Lesson 1: Pre-Assessment / Tuning In:

• Net Games can fall under Individual Pursuits but I like to keep it as its own entity since there is a lot you can do with this unit. It combines well with the transdisciplinary skills of Thinking (Analysis, Synthesis), Research (Collecting Data, Recording Data), Self-Management (Gross Motor Skills) to name a few.

•  Due to the limitations of the facilities available, I decided to only focus on two sports for this unit: Tennis and Volleyball. I conducted a pre-assessment of 2 different skills from the two sports:

  • Tennis Pop-Ups

  • Tennis Floor Bounces

  • Volleyball Bumps

  • Volleyball Sets

• The students got 3 minutes at each station to get as many successful shots as possible in a row. If they drop the ball or lose control of it then they have to start from zero. At the end of each rotation, they record their results on their iPads.

•  Since this unit fell close to the end of the year, the students have had some experience with word processing using Pages. In order to prepare them for grade 3 where they will need to start tabulating results, I introduced them to the Table feature on Pages. However, initially I just gave the students the information for the headers: the 4 skills and their best results. I wanted to see if they could inquire into the best way to arrange their data. Towards the end of the lesson I would introduce them to the table features on Pages.

•  I split the activity area into 4 stations, 1 for each skill. After each rotation, the students went to their iPads to record their results. Afterwards, they went to the next station. I gave minimal information at the start of the pre-assessment – just how to classify a successful contact with the ball, etc. It needed to be a raw attempt for their pre-assessment.

•  At the end of activity, the students gathered around to share their results. I connected my iPad to a projector and showed them what my table looked like using Pages. Without giving much information, I allowed them to experiment with the Table features. If they did not finish by the end of the lesson that was their homework. We reviewed the tables again next lesson.

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Lesson 2:

• After our warm-up (jogging a couple laps of the field as a team), I gathered the students around to discuss our central idea. Now to be quite honest, I do not like this Central Idea very much as it locks itself in to only being applicable to Net Games. Refer to 'Creating a Central Idea' in the Valuable Resources page. However, I only realized this after handing in everything to my coordinator. But it will be changed for the next school year.

•  As you may already know I thoroughly enjoy student-centered learning. It teaches students to be independent and plus it leaves me free to wander around and give personalized attention to those that need it most. For the next 5 lessons, we will focus on Volleyball and I will use progressions for most of this unit.

•  I wrote the progressions on the board and the kids partner up and follow the whiteboard. Once they complete a level, they demonstrate to me what they did and I can approve them to go to the next level. Progressions for today were:

1. Bump and catch

2. Bump, bump and catch

3. Bump, bump, bump and catch

4. Bump, bump, bump, bump and catch

• NB: Bump is the dig for those questioning what ‘bump’ means.

• After 10 minutes I gathered the kids around to give some pointers on the bump/dig:

  • Hands out and together

  • Knuckles point to the ground

  • Arms straight out in front like a dinner table

  • Bend the knees

  • When the ball touches your arms bend your knees and push from the ground

  • Arms stay straight

•  I found the dinner table comment worked quite well. ‘We do not want our food on the floor do we?” “That is why we keep the table flat!” Worked a charm.

•  As the kids were practicing together, I called each pair up and looked at their data tables on their iPads. This is where I started using the keyword of ‘feedback’ for the unit. “Can I give you some feedback on this?” I gave a few comments and they went back to their volleyball practice.

•  With about 10 minutes left of the lesson I gathered the kids around and discussed the data tables as a class. A few kids got it straight away and I encouraged them to help me to help the others. “Can you please give the other students your feedback please?”

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Lesson 3:

• We broke down the central idea a little bit further today and discussed how feedback can apply outside of PE. Making the students realize that the ideas and skills they are exposed to in PE can be applied to other parts of their lives is extremely important. It is imperative that we all make this explicit. In this unit alone students can use the concept of feedback, data tabulation, breaking down a skill (analysis), putting a skill together (synthesis), communicating ideas, sharing their perspective, etc. PE is such a powerful discipline since the kids are generally enthusiastic about being in the class – when the kids are excited the greatest learning experiences happen. But anyway, off my soap box now.

•  We moved onto refining the bump today. We warmed up with 10 minutes of progressions then we moved onto refinement. Rather then me teaching the students directly, the kids gave feedback to each other. They all have iPads therefore, they spent a little time researching the bump and finding some key points. Using my Team Shake app, students got into groups of 4. One pair did the progressions whilst the other filmed the working pair. After several minutes, they gave each other feedback and used the iPad to help explain what needed to be done. They then switched.

•  With about 5 minutes left of the lesson I gathered the students around and wrote down some of the feedback given and received: Arms need to be straight, dinner table, eyes on the ball, bend the knees, don’t do this (arms flailing in all directions).

•  This was a great lesson – students were constantly engaged, they were active and applying the big ideas.

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Lesson 4:

• We moved onto the sets today. This is a difficult skill to learn since there is a fine line between hitting the ball with your fingers and carrying the ball. But I am not looking for perfect skill execution but rather the process of learning the skills and applying the big ideas being brought forward in the unit. So again, using the progressions:

1. Set and catch

2. Set, set and catch

3. Set x3 and catch

4. Set x4 and catch

•  After 10 minutes of inquiry into the set. I gathered the students around for some pointers:

  • Always watch the ball

  • Make a triangle with your thumbs and fingers

  • Arms over your head

  • Soft fingers

  • Bend knees

•  The students then went back to their pairs and helped each other improve their sets. I wandered around giving points to whoever needed it.

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Lesson 5:

• Setting refinements today. We followed the same procedure as the bump refinement lesson. Students researched the set, found key points, went into groups of 4, filmed each other and gave each other feedback. With 5 minutes left, we discussed the feedback passed around in the class and reflected on ways we could improve.

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Lesson 6:

• Today we put everything together – we tried to at least. There is still a great deal to learn about volleyball but we only have a limited amount of time and I am not trying to make Olympians here. I am all about small-sided games (and this is why). I broke the class up into teams of 3-4 and had 3 games going at once. The game is a simple branch off from the progressions:

  • Serve by throwing the ball to the other side of the court,

  • Bump and then catch,

  • If that initial ‘bump and catch’ is successful then the next progression needs to occur,

  • Bump, bump and catch,

  • So on and so forth.

  • If the ball does not go to the other after a bump, teammates can save each other but it needs to be a bump to get to the other side.

• I did not have enough nets for all the class therefore, I just laid out benches across the court that were about a meter high. Not ideal but it did allow for more rallies to occur.

•  With 10 minutes left of the class, I gave the kids their formative assessment that was due next class.

• Formative: Using iBooks, being as creative as possible, answer the three questions:

1. Tell me everything you have learned about volleyball so far

2. What feedback did you give your friends?

3. What feedback did your friends give you?

• This formative assessment covers:

• Perspective: Feedback

• Reflection: What to improve upon

• Analysis: Breaking down a skill into manageable sections

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To learn about the second half of the unit, please click the link below:

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21PE - Grade 2 - Net Games - Second half