Grade 10 Movement (Games)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

apply movement skills and concepts to perform and create a variety of game activities
demonstrate with efficiency and form ways to send, receive, project, and retain possession of an object
analyse and demonstrate basic offensive and defensive strategies
adapt and improve activity-specific motor skills in game activities
apply the principles of mechanics to improve performance in game skills

To view the prescribed learning outcomes for Movement (Games) in other grades click on an icon below.

Suggested Instructional Strategies

Students develop a variety of motor skills, strategies, and techniques that may be applied to game activities. Activity-specific motor skills taught in progression provide the basis for skill development in all game activities. Inherent in playing all games are co-operation, respect for self and others, fair-play behaviours, and etiquette.

Strategies

Discuss the importance of safe handling of bats, sticks, racquets, and so on.
Have students practise footwork while moving in different directions and pathways without colliding, keeping their heads up, and maintaining control.
Adding equipment, have students work individually and with others to perform activity-specific motor skills related to an activity (e.g., cricket, volleyball, badminton).
Have students work in small groups to apply activity-specific motor skills to modified and co-operative game situations (e.g., side-line basketball, six-a-side soccer, soft lacrosse).
Have students demonstrate offensive and defensive strategies such as one-on-one, two-on-two.
Have students explore and research various cultures' games such as netball (England), hurling (Ireland), and lacrosse (First Nations).
Discuss ways in which various skills are transferred from game to game.
Have students, working in pairs or small groups, analyse each other's performance based on predetermined mechanical criteria for specific skills.
Have students create a co-operative game or challenge with a partner or small group, selecting specific skills (e.g., throwing and catching using scoops and whiffle balls, striking skills using feet or hands).
Students with physical disabilities may use adapted equipment (or specific skills and rules may be modified).

Suggested Assessment Strategies

As students play games they have focussed on in class, the teacher and peer observers look for and document evidence of specific behaviours and skills such as the following:
- efficiency and form in sending, passing, receiving, projecting, shooting, and retaining possession of the ball, puck, or other object.
- footwork
- teamwork
- offensive strategies (e.g., moving into positions, passing)
- defensive strategies (e.g., anticipating, adjusting, reacting, maintaining position or territory, checking)
- concentration and anticipation
Observers rate or comment on each aspect of the player's performance, and then give the recording sheet to the player, who can add comments or explanations before submitting it to the teacher as evidence of skill development. Teachers may spot check the observations to ensure that all students are applying similar standards.
At the beginning of each class, all students identify a skill they wish to improve or extend. At the end of the class, students rate or comment on their level of success and effort, using a three- to five-point scale. Each day the teacher chooses four or five students to demonstrate their chosen skills, and adds his or her rating to the student sheets. These records may be kept as part of other fitness or activity files students may be keeping.

Recommended Learning Resources

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Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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