Learning team roles through padder tennis
This resource unit from the Sport Studies collection explores a range of roles in competitive sport through padder tennis.
About this resource
This planning and teaching resource unit (years 5–8) is part of the Sport Studies collection, which is one of the key areas of learning in health and physical education. It contains ideas to plan for teaching, learning, and assessment, with related resources and activities, to meet the identified learning needs of ākonga. See the resource carousel below for more.
Learning team roles through padder tennis
Experience and explore a range of roles in competitive sport through padder tennis.
Sport studies collection
This resource is part of the Sport studies resource collection.
Context
Learning about roles in sport through padder tennis.
Unit aim
To experience and explore a range of roles within competitive sports.
General overview
In this unit ākonga will experience different roles within a sporting competition. They will learn the skills to play the game of padder tennis and assertiveness skills by modifying the rules of the game to suit all team members, organising the draw, and playing in the competition.
Key area(s) of learning
Sport studies and physical activity.
Underlying concepts
This unit will enable ākonga to develop respect for the rights of other people through an acceptance of a range of abilities (attitudes and values) and develop personal skills to take collective action to improve personal well-being and the environment (health promotion).
AO |
Learning Outcome |
Learning experiences |
Assessment opportunities |
|---|---|---|---|
4B2 |
Ākonga will demonstrate the skills and rules to play a game of padder tennis. Ākonga take on roles in a padder tennis competition (players, referees and coaches). |
In groups of four devise a game based on padder tennis equipment. Teach this game to another set of four. Discuss, as a class, the most effective rules and agree on modified rules for the class game. Children learn and practise skills involved in padder tennis. Peer coaching to ensure that all ākonga have an adequate skill level. Teacher arranges the children into teams of four. Children define and experience a range of roles for the modified game. |
Ākonga discuss their experiences in each of their roles. Ākonga record the rules for their modified game. Assess the skill level of ākonga and then divide them into teams of equal ability. Use the peer evaluation form. Self-assessment of their experiences in the roles. |
4C3 |
Explore the attitudes, values and roles surrounding a team competition. Describe and demonstrate assertive strategies for dealing with conflict situations. |
Highlight examples of assertive/aggressive behaviour in a team game. Discuss strategies for dealing with player conflict. Develop a team chant, name, uniform. Discuss how to give appropriate feedback to team members. Ākonga administer the padder tennis competition. Discuss positives, negatives, and associated feelings about the competition. |
Recording of assertive strategies eg T-chart. Teacher observation of players' effectiveness and contribution to their team. |
Possible teaching approaches
- Experiential learning cycle - Enhancing personal growth through effective participation and experiences.
- The sport education model - The sport education model has several distinctive characteristics.
Possible lesson sequence
See Materials that come with this resource to download Padder tennis - Learning sequence (.doc).
Ākonga resources
See Materials that come with this resource to download Padder tennis - Ākonga resource (.doc).
Heading
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