The ultimate participant
Through this resource unit from the Sport Studies collection, learn about sport participation and teamwork through ultimate frisbee.
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.
The ultimate participant
Sports studies collection
This resource is part of the Sports studies collection. Visit Understanding sports studies to explore background information and view resources in this collection.
Context
To learn about sport participation and teamwork through ultimate frisbee.
Unit aim
To develop the skills and knowledge required to participate tactically and socially in a physical activity.
General overview
This unit involves ākonga working as a team to develop tactics, strategies and a sense of self worth when confronted with a new game. They will realise the importance of rules and total involvement as being key ingredients to a successful team game.
Key area(s) of learning
Sport studies and physical activity.
Underlying concepts
This unit will enable ākonga to develop an understanding of how the environment in which they live affects their personal wellbeing and that of society (health promotion); and develop respect for the rights of others through accepting other's abilities and demonstrating tolerance (attitudes and values).
AO |
Learning Outcome |
Learning experiences |
Assessment opportunities |
|---|---|---|---|
3B4 |
Ākonga will participate in a class ultimate competition and describe how participating in ultimate, affects their ability to behave cooperatively with others. |
Ākonga discuss the rules and strategies for ultimate. Ākonga list the advantages and disadvantages of working cooperatively as a team in a team sport. Ākonga discuss how competition affects their ability to behave cooperatively. |
Ākonga provide peer feedback on the use of cooperative team strategies. |
4C3 |
Ākonga will describe and demonstrate different types of on-field communication and devise team calls, which will assist their team to work efficiently and supportively. |
Ākonga compare and categorise different phrases, which are used on-field. Ākonga create and practise their own calls to help inform and support fellow players in a game situation. |
Ākonga demonstrate what their "calls" are. Ākonga record the team calls used in the game. |
3C2 |
Ākonga will recognise instances of discrimination during ultimate games and act responsibly to support their rights and feelings and those of others. |
Ākonga discuss and record examples of discrimination. Ākonga list their rights and responsibilities in playing ultimate. Ākonga devise a code of fair play and enforce this code. |
Formalise the code of fair play. Ākonga provide peer feedback on the use of cooperative team strategies. |
Possible lesson sequence
See Materials that come with this resource to download The ultimate participant - Learning sequence (.doc).
Ākonga resources
See Materials that come with this resource to download The ultimate participant - Ākonga resources (.doc).
Heading
Understanding sport studies
The four underlying concepts of health and physical education can be explored through sport studies.
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