Grade 9 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 a variety of game activities
demonstrate ways to send, receive, and retain an object with increased speed, accuracy, and distance
apply activity-specific motor skills in game activities
apply and demonstrate basic offensive and defensive strategies
apply the principles of mechanics to improve performance in game activities

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

Suggested Instructional Strategies

Through a variety of games, students develop individual skills, techniques, strategies, and space awareness. Motor skills and concepts taught in progression provide a basis for participation in a variety of game activities. Inherent in playing all games are co-operation, respect for self and others, fair play , and etiquette.

Strategies

Review equipment needs, safety rules, and responsibilities (e.g., proper handling of bats, sticks, racquets, and balls).
Have students participate in running games, drills, warm-up exercises, and modified game activities as a lead-up to complex game skills and strategies.
Use a variety of objects and implements (e.g., balls, racquets, quoits, hoops) to practise activity-specific motor skills such as dribbling, passing, catching, and serving.
Have students apply motor skills, game strategies, and body mechanics to small- and large-group game activities (e.g., modified, co-operative, or competitive games such as cricket, badminton, soft lacrosse, parachute games).
Have students create a competitive or co-operative game or challenge including selecting equipment and number of players, designing rules and strategies, and teaching the game to another group.
Have students practise offensive and defensive strategies.
Discuss ways in which various skills (e.g., dribbling, shooting, passing) are transferred from game to game.
Have students, in pairs or small groups, analyse each other's performance based on predetermined mechanical criteria for specific skills.
Have students research games from various cultures or the history of a selected game. Have them teach a game to others.
Discuss ways to adapt game activities for students who are physically or intellectually challenged.

Suggested Assessment Strategies

Students work with the teacher or in small groups to identify key criteria for assessing movement skills and concepts involved in basketball. For example:
- dribbling--control with both hands, head up, push ball to floor, controlled
- passing--accurate, index finger points to receiver, aims for chest, moderate pace, catchable
- shooting--arm position follow-through, ball flies in arc pattern, accurate
- offensive strategies--anticipates, quick adjustment from defence to offence, appropriate position, moves to open space, aware of teammates' positions
- defensive strategies--anticipates, quick adjustment from offence to defence, maintains position, checking stance
Students use a rating scale, based on these criteria, to assess demonstrations of skills.
Assign students to develop two or three questions (e.g., "What would you do if? . . .") that will challenge their classmates to apply the rules and strategies of a game they have learned in class.
Students are assigned a basic manipulative skill to demonstrate. They are instructed to extend or modify the task to make it appropriate for their skill level. For example, an overhand pass to a partner can be extended by using the other hand, increasing the distance, or adding speed; it can be modified by having students move closer together or use a larger ball. Notice students who can adjust the test to their skill level while still keeping it challenging.

Recommended Learning Resources

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Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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