G7booklet2013final web by Bowie

G7 MYP

Physical Education

Name: ................................................................................................... Teachers Name: ....................................................................................

INDEX P2. Introduction to Grade 7 MYP PE P3. Touch Rugby P6. Softball P10. Gymnastics P14. Handball P16. Badminton P19. Volleyball P22. Track and Field P24. Fitness P28. Jump Rope P31. Assessment information P32. Criterion D: Social Skills & Personal Engagement Rubric P33. Use Of Knowledge Summary GENERAL PE INFORMATION PE KIT You must change into PE clothes for every class. Sports shoes (clean non marking soles for use in the gyms) Dark shorts, White T-shirt or homeroom color: A-Red, B-Green, C-Yellow, D-Blue, E Black (No kit means no participation. This will be recorded ‘K’ in the register and the PE teacher will set you some work)

NON PARTICIPATION If for some reason you are not able to participate in PE: (Illness, short term injury) You must bring an excuse note from your parents on the day of your PE lesson explaining the reason why. (No excuse note will result in you being set work to do by your PE teacher a ‘K’ in the register unless a note is provided the next morning) (long term illness or injury) You must provide a doctors certificate. Special arrangements can be made for long term circumstances The PE department would like to avoid having a situation where you are simply ‘sitting around’ during a PE lesson and will therefore make every effort to ensure that whether actively or passively you are involved in a meaningful activity.

INTRODUCTION Welcome to grade 7 MYP PE programme. In PE this year you will participate in the following units: • Touch Rugby • Softball • Gymnastics • Badminton • Volleyball • Handball • Track and Field • Fitness

This booklet contains important details and resources about this year’s topics, how you will be assessed and sections for you to take notes, reflect and plan. It is important to take care of this booklet and present your work well. Good luck and have fun in your second year of MYP PE !

TOUCH RUGBY Significant Concept Everyone can learn a new skill Unit Question How do we learn a new skill? Area of Interaction

VIS MYP Rubrics:

Grade 7

Physical Education

Touch

Rubric

Criteria

Criterion C-Performance

Points In all skills practise and game situations you can Always:

9-10 Highly Competent

• Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

In all skills practise and game situations you can Usually

7-8 Competent

• Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

In most skills practise and game situations you can Usually

5-6 Reasonably Competent

• Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules

In some practise and game situations you can Sometimes

3-4 Basic Level

• • •

Pass and catch the ball correctly React according to the backward passing rule Apply the basic rules

You find it difficult in skills practise and game situations to:

1-2 Very Basic

• Pass and catch the ball correctly • React according to the backward passing rule • Apply the basic rules You do not reach a standard described by any of the descriptors listed above

No Standard Student Self Assessment

Comments:

Teacher Assessment

Comments:

Start of unit Self-Assessment

Grade 7 Rugby Self-Assessment and End of Unit Reflection

End of unit Self-Assessment and Reflection

I can pass the ball accurately to hit a target

I can catch the ball in a specified zone From both sides standing side on Did I improve my touch rugby skills ? Yes / No

With difficulty

Sometimes

Usually

Always

Why? Or Why not?

How can Skill Acquisition ( breaking a skill down into smaller parts to learn the whole skill) help me in other school situations ?

SOFTBALL Significant Concept Everyone can make a difference Unit Question How can I make a positive contribution to the game? Area of Interaction

G7 Softball

Reflection Now that you have finished your softball unit take a little time to think about the things you have learnt and complete questions below

Reflection Questions

Answers and comments

How are softball tactics different to invasion sports (soccer, basketball) ?

How did you positively contribute to your teams performance ?

Do you think that you know the rules for playing a softball game? Were they easy to learn or did you find them complicated?

Skill Acquisition Think about the following questions: - Why do we need to learn new skills? - How do we learn to do a new physical skill? - Can we learn to coach ourselves? Physical skills are technically known as motor skills. A motor skill is “the ability to coordinate bodily movements that enable you to execute a particular task efficiently”. A motor skill involves: Input to our senses ⇒ processing that information ⇒ Carrying out a response A very simple example is: Touch ball flying towards us ⇒ Judging where it is going to go ⇒ Catching the touch ball. When we learn a new skill there are two basic ways to learn a skill, whole and part learning. Whole learning is when the whole skill is learnt in one go. Part learning is when the skill is broken into parts and each part is taught. If we break down a skill it looks like this: Lateral Pass in Touch

EXECUTIVE PROGRAMME Y

SUBROUTINES Grip

Look at receiver

Outside leg forward

Swing the ball

Release

Direct the ball

- GRIP the ball with two hands firmly - LOOK AT RECEIVER towards the receiver - OUTSIDE LEG FORWARD, body turns towards the receiver (when passing left right leg goes forward and visa versa) - SWING THE BALL across the front of the body in two hands - RELEASE the ball as the upper body turns and the arms extend - DIRECT THE BALL to the catcher’s hands in front of the receiver’s body Technique description taken from “Coaching Touch – The Basic Manual” 2003 by the Australian Touch Association. 8

Batting in Softball

EXECUTIVE PROGRAMME Y

SUBROUTINES Grip

Stance

Back swing

Forward swing

Point of contact

Follow through

Grip (For right-handed hitters) Wrap the fingers of both hands around the bat with your left hand closest to the end. Your hands should be barely touching. Lay the heavy end of the bat on your right shoulder and line up the second knuckles of both hands. Stance Stand at home plate with your left shoulder pointing to the pitcher and your right shoulder aimed back at the catcher. Slide your feet shoulder-width apart, slightly bend your knees, and then bend slightly forward from the waist. Hold the bat straight up in front of your right shoulder. Slightly lift your elbows, but keep them lower than your hands. Back Swing When the pitcher begins to pitch, shift your weight slightly to your right (back) foot. Keep your eyes on the ball coming toward the plate. Forward Swing Move your weight forward as you begin to swing the bat in an arc, using your straight left arm as the radius of the arc. Many players take a small step toward the ball at this point to help shift their weight and add power to their swing. Watch the ball's flight and use your left arm to guide the bat toward the ball. Point of Contact As the bat moves over the plate, roll your right hand on top with a twisting motion of your arm, causing the end of the bat to swing through at a faster pace. For the hardest, longest hit, practice making this movement just as the bat makes contact with the ball. Follow Through After the bat makes contact with the ball, follow through with your swing, turning your body along with your arms. Your right arm should wind up under your chin, with the bat all the way to your left. Photoâ&#x20AC;&#x2122;s and technique description taken from http://responsiblesports.com Â 9

GYMNASTICS Significant Concept Trust and support is an important part of life Unit Question How can we generate trust for our gymnastics performance? Area of Interaction

VIS MYP Student Rubric:

Grade 7

Physical Education

Gymnastic

5-6 Highly Creative

3-4 Reasonably Creative

1-2 Basic Level of Creativity

Rubric

Criteria

Criterion B: Movement Composition

Your composition shows: • A lot of creativity • A very good use of space • Many appropriate aesthetic (pleasing to the eye) gymnastic moves • A clear start and finish • 3 weight bearing balances • Connecting moves that flow one into the other Your composition shows: • Some creativity. • A good use of space • Some appropriate aesthetic (pleasing to the eye) gymnastic moves • A clear start and finish • 3 weight bearing balances • Connecting moves that flow one into the other with the occasional pause Your composition shows: • Limited creativity. • Simple use of space • Few appropriate aesthetic (pleasing to the eye) gymnastic moves • The start and finish is not clear • Too few weight bearing balances • Many pauses You do not reach a standard described by any of the descriptors listed above

No Standard

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Routine Planning Sheet

Sketch

Element Written Description

Start

Element 1

Element 2

Element 3

Element 4

Element 5

Element 6

Element 7

Finish

Required elements: Clear Starting Position At least 3 Weight bearing balances ,3 connecting elements (eg roll, cartwheel ,half turn jump ) and a Clear Finishing Position Equipment for performance: mats and trampette (optional depending on the teacher) Work in groups of 2-4

Names:

G7 MYP Gymnastics

VIS MYP Student Rubric:

Grade 7

Physical Education Subject(s) Gymnastics

Rubric

Points

Criteria

Criterion C: Performance

Gymnastics

During my gymnastics routine I was able to show • Excellent balance (good body tension, pointed toes etc ALL of the time) 9-10 • Excellent coordination of all the connecting moves Highly • Excellent synchronization with my group members Competent • Excellent knowledge of the routine (no mistakes) During my gymnastics routine I was able to show • Very Good balance (quite good body tension, pointed toes etc MOST of 7-8 the time ) Competent • Very Good coordination of almost all of the connecting moves • Very Good synchronization with my group members • Very Good knowledge of the routine ( no mistakes) During my gymnastics routine I was able to show • Good balance (some body tension, pointed toes etc) 5-6 • Good coordination of most of the connecting moves Reasonably • Good synchronization with my group members Competent • Good knowledge of the routine ( 1or 2 mistakes) During my gymnastics routine I was able to show • Satisfactory balance (almost hold a still position with some body tension) 3-4 • Satisfactory coordination of one or two of the connecting moves Basic Level • Satisfactory synchronization with my group members • Satisfactory knowledge of the routine ( more than 2 mistakes ) During my routine I found it difficult to • Hold a balance 1-2 • Join the moves together Very • Synchronise with the other members of my group Rudimentary • And I did not really know the routine very well I did not reach a standard described by any of the descriptors listed above 0 No Standard Student Self Assessment

Comments:

Teacher Assessment

Comments:

HANDBALL Significant Concept Cooperation is an important part of life Unit Question Working together how can we break the defensive wall ? Area of Interaction

VIS MYP Rubrics:

Grade 7

Physical Education

Handball

Rubric

Criteria

Criterion C-Performance

Points In all skills practise and game situations you Always

9-10 Highly Competent

• • • •

Catch and Throw the ball effectively Dribble the ball with the 3 bounce rule Move into position to attack the goal area Move into position to defend the goal area

In all skills practise and game situations you Usually

7-8 Competent

• • • •

Catch and Throw the ball effectively Dribble the ball with the 3 bounce rule Move into position to attack the goal area Move into position to defend the goal area

In most skills practise and game situations you Usually

5-6 Reasonably Competent

• • • •

Catch and Throw the ball quite effectively Dribble the ball with the 3 bounce rule Move into position to attack the goal area Move into position to defend the goal area

In some practise and game situations you can Sometimes

3-4 Basic Level

• • • •

Catch and Throw the ball Dribble the ball Move into position to attack the goal area Move into position to defend the goal area

You find it difficult in skills practise and game situations to: • Catch and Throw the ball • Dribble the ball Very • Move into position to attack the goal area Rudimentary • Move into position to defend the goal area You do not reach a standard described by any of the descriptors listed above 0

1-2

No Standard

Student Self Assessment

Comments:

Teacher Assessment

Comments:

BADMINTON Significant Concept Some sports lend themselves to leisure activities more than others Unit Question Why could badminton be considered a popular leisure sport? Area of Interaction

VIS MYP Rubrics:

Grade 7

Physical Education

Badminton

Rubric

Criteria

Criterion C-Performance

Points During All drills and game situations you Always demonstrate the ability to: • Perform a correct underarm service (according to the rules of service) 9-10 • Perform the correct technique for an overhead shot Highly You Always: Competent • Play a game effectively using the basic rules and scoring system During All drills and game situations you Usually demonstrate the ability to: • Perform a correct underarm service (according to the rules of service) 7-8 • Perform the correct technique for an overhead shot Competent You Usually: • Play a game using the basic rules and scoring system During Most drills and game situations you Usually demonstrate the ability to: • Perform a correct underarm service (according to the rules of service) 5-6 • Perform the correct technique for an overhead shot Reasonably You Usually: Competent • Play a game using the correct scoring system During Some drills and game situations you Sometimes demonstrate the ability to • Perform an underarm service 3-4 • Perform an overhead shot Basic Level You Sometimes: • Play a game using the correct scoring system You find it difficult to perform any of the following skills during driils and game situations: 1-2 • A correct underarm service Very • An overhead shot Rudimentary You have difficulty • Playing a game and scoring You do not reach a standard described by any of the descriptors listed above 0 No Standard

Student Self Assessment

Comments:

Teacher Assessment

Comments:

G7 Badminton

Please complete the reflection below, answer all the questions Reflection Why do you think badminton is a popular leisure activity?

Could badminton become part of your leisure time?

How would you judge the atmosphere in your PE class during the tournaments. Did you enjoy playing ?

Did you enjoy playing ? Why or why not?

VOLLEYBALL Significant Concept Keep it up ! Unit Question Why is it specifically important to have a good technique in Volleyball in order to enjoy the game?

Area of Interaction

VIS MYP Rubrics:

Grade 7

Physical Education

Volleyball

Rubric

Criteria

Criterion C-Performance

Points During All drills and game situations you Always demonstrate the ability to: • Perform a dig and a set 9-10 • Serve underarm over the net on a small court Highly • Keep the ball moving in a small game situation (with a bounce if applicable) Competent • Apply basic rules and rotations During All drills and game situations you Usually demonstrate the ability to: • Perform a dig and a set 7-8 • Serve underarm over the net on a small court Competent • Keep the ball moving in a small game situation (with a bounce if applicable) • Apply basic rules and rotations During Most drills and game situations you Usually demonstrate the ability to: • Perform a dig and a set 5-6 • Serve underarm over the net on a small court Reasonably • Keep the ball moving in a small game situation (with a bounce if applicable) Competent • Apply basic rules and rotations During Some drills & game situations you Sometimes demonstrate the ability to: • Perform a dig and a set 3-4 • Serve underarm but not often over the net Basic Level • Keep the ball moving in a small game situation (with a bounce if applicable) • Apply basic rules and rotations You find it difficult to perform any of the following skills during the driils: • Perform a dig and a set 1-2 • Serve underarm Very • Keep the ball moving in a small game situation (with a bounce if applicable) Rudimentary • Apply basic rules and rotations You do not reach a standard described by any of the descriptors listed above 0 No Standard

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Grade 7 Volleyball Self Evaluation

Reflect upon the unit question written below in your own words. ( Minimum 50 words) â&#x20AC;&#x153;Why is it specifically important to have a good technique in Volleyball in order to enjoy the game?â&#x20AC;?

TRACK AND FIELD Significant Concept Practice makes Perfect Unit Question How can I apply my skill acquisition knowledge to improve my Track and Field performance? Area of Interaction

VIS MYP Student Rubric: Physical Education

Track&Field

Rubric

Criteria

Grade 7

Criterion C: Performance

Points Track and Field Skills

9-10 Highly Competent

7-8 Competent

5-6 Reasonably Competent

You Consistently demonstrate the correct technique in All the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) You Usually demonstrate the correct technique in All the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) You Usually demonstrate the correct technique in Most of the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane)

You Sometimes demonstrate the correct technique in Some of the following events: Basic Level • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) 3-4

1-2 Very Basic

You find the techniques for the following events difficult to perfrom • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) You do not reach a standard described by any of the descriptors listed above

No Standard

Student Self Assesment

Comments:

Teacher Assessment

Comments:

FITNESS Significant Concept A healthy body and a healthy mind Unit Question Why is it important to be fit?

Area of Interaction

Fitness

Throughout the year you will have regular fitness sessions. You will be working on the different components of fitness like stamina, strength, agility, coordination, speed or flexibility. You will be graded on the following Criterion: A: Knowledge- a written quiz regarding the factors of fitness B: Movement composition - A Jump Rope Routine D: Social skills and Personal Engagement. You will also participate in two fitness runs Beep Test The multi-stage fitness test, also known beep test, is used by many sports coaches and trainers as an accurate test of Cardiovascular fitness, one of the all-important "Components of Fitness". The test involves running continuously between two points that are 20 m apart. These runs are synchronized with a CD, which plays beeps at set intervals. As the test proceeds, the interval between each successive beep reduces, forcing the athlete run faster, until it is impossible to keep up any longer. Excellent Very Good Good Satisfactory Needs Imp Boys

9.6 & 

8.6 & 

7 & 

5.5 & 

 5.5

Girls

8.6 & 

7 & 

6 & 

5 & 

 5

12 minute Run The Cooper test is a test of physical fitness. In the original form, the point of the test is to run as far as possible within 12 minutes.The test is meant to measure the condition of the person taking it and therefore it is supposed to be run at a steady pace instead of sprints and fast running. The outcome is based on the distance the test person ran, their age and gender. We will always use the outdoor 300m track to run this test. See also: Wikipedia: “multistage fitness test” and “Cooper test” Excellent Very Good Good Satisfactory Needs Imp Boys

7.5 &

7.25 - 7

6.75 - 6

5.75 - 5

4.75 &

Girls

6.75 &

6.5-6

5.75-5.25

5 - 4.5

4.25 &

Heart Rate and Training What is the heart rate?

Why would we measure our heart rates?

How do we measure our heart rate?

Different types of HR o Resting HR: When you sit calmly for 5 minutes or when you wake up before getting up. o Maximum HR: The highest HR you should achieve = • 220 – your age o Training/Target HR is a desired range of heart rate reached during aerobic exercise which enables one's heart and lungs to receive the most benefit from a workout. This can vary depending on one's physical condition, sex, and previous training. The THR can be calculated by using a range of 50%–85% intensity. • 50-85 % of your Max HR: This is called your Training Zone. • Calculation: (220-age) X 0.5= lower end (220-age) X 0.85= top end o o o o

11yrs 12yrs 13yrs 56yrs

104.5 – 157.5bpm 104 – 156bpm 103.5 – 155.2bpm 82– 123bpm

A Trained Heart  • An average persons RHR: 72 / min 4,320 / hr 103,680 / day • A trained persons RHR: 40 / min 2,400 / hr 57,600 / day • This means that a trained heart will economize 46,080 pumps per day! •

Miguel Indurain, a Spanish cyclist and five times Tour de France winner, had a resting heart rate of 28 beats per minute, one of the lowest ever recorded in a healthy human.