Rationale
This unit has been created for teaching a class of 24 12-13 year old students within grade 7. There is a wide range of abilities in class, with a few students exhibiting diagnosed mental disabilities. This unit follows the TGfU model, of teaching games through a series of smaller games that culminate into a course end festival. Within these mini games different skills are exaggerated, or simplified in order to specifically target said skill. Through teaching these skills within a game type environment, students learn through Darwinian association how to use skills and improve their game type. These students will learn the "why" ideal, as opposed to the contemporary "how". This is a fundamental switch that creates a stronger game appreciation that translates into longer commitment to sport (fan or athlete) and thus forms a larger active health community. This then fits right into British Columbia's new curricular understandings of "Physical literacy and fitness contribute to our success in and enjoyment of physical activity".
Scope for Pickle ball Unit
Content Analysis for Pickle Ball
Target Game for Unit
Pickle ball Festival:
Incorporating all skills students obtained throughout the unit into a final festival. Within the roles designated to each teammate, multiple levels of engagement are created beyond the mere scope of pickle ball itself. Having a team name, flag, and cheer all go towards overall points in able to create a community within sport that fosters a more sports education model.
The final iteration of pickle ball that the students will be playing within the festival is singles pickle ball.
Aim: Score points by hitting ball in opponent's side of the court, or forcing through skill and execution, your opponent to make a mistake.
- Ball is allowed one bounce
- Players cannot volley in front of the T-Line
- Game is scored like tennis. Winner moves up ladder, towards Monarch. Loser goes down ladder.
Target Game for Unit
Sequence of Activities
The two buttons below list the sequence of proposed introductory games and culminating games. The focus in the introductory games is to teach off-the-ball movements associated with...
The second button refers to the series of culminating games that develop from...skill-focused exaggeration games associated with the Culminating games content analysis.
Block Plan
Task Progressions
Using a task progression model within our pickle ball course that ends with a culminating activity we seek to develop not only the campers skills within pickle ball, but the community within the classroom. This community will grow through multiple roles of students within separate "houses" as these "houses" are rewarded points due to participation and teamwork activities throughout the course. Students are given the means to communicate with one another, and develop personal social skills with their peers through these roles. Once the final class occurs there is not only emphasis on the final pickle balls games, but an opening ceremonies that celebrates the team moral that truly creates life long appreciation of sport.
Skill Analysis
The skill analysis sections suggestions criteria cues and refinements that can be used to teach students effectively motor-skill execution. The bio-mechanical analysis offers general outline of mechanical principles and how they can be applied to a motor skill. The other sections offer some key cues in relation to key manipulative skills.