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Years 6-7 units
The ultimate participant
Context
To learn about sport participation and teamwork through ultimate
frisbee.
Unit aim
To develop the skills and knowledge required to participate tactically
and socially in a physical activity.
General overview
This unit involves students working as a team to develop tactics,
strategies and a sense of self worth when confronted with a new
game. They will realise the importance of rules and total involvement
as being key ingredients to a successful team game.
Key area(s) of learning
Sport
Studies - 1st bullet,
Physical Activity - 1st bullet.
Underlying concepts
This unit will enable students to develop an understanding of how
the environment in which they live affects their personal well-being
and that of society (health
promotion); and develop respect for the rights of others through
accepting other's abilities and demonstrating tolerance (attitudes
and values).
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
| 3B4
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Students will participate in a class ultimate competition
and describe how participating in ultimate, affects their
ability to behave cooperatively with others.
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Students discuss the rules and strategies for ultimate.
Students list the advantages and disadvantages of working
cooperatively as a team in a team sport.
Students discuss how competition affects their ability to
behave cooperatively.
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Students provide peer feedback on the use of cooperative
team strategies.
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4C3
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Students will describe and demonstrate different types of
on-field communication and devise team calls, which will assist
their team to work efficiently and supportively.
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Students compare and categorise different phrases, which
are used on-field.
Students create and practise their own calls to help inform
and support fellow players in a game situation.
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Students demonstrate what their "calls" are.
Students record the team calls used in the game.
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| 3C2 |
Students will recognise instances
of discrimination during ultimate games and act responsibly
to support their rights and feelings and those of others. |
Students discuss and record examples of discrimination.
Student list their rights and responsibilities in playing
ultimate.
Students devise a code of fair play and enforce this code.
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Formalise the code of fair play.
Students provide peer feedback on the use of cooperative
team strategies.
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Format
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| Possible lesson sequence |
Word
(45k) |
Pdf
(13k) |
| Students worksheets |
Word
(35k) |
Pdf
(74k) |
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