Introduction
The teaching unit will taught over 6 sessions (Introductory session, 1st game, 2nd game, 3rd game, assessment game, and feedback concluder session). All the sessions will be taught outdoors unless, the weather is not suitable. The teaching unit will taught at Vela Private High School in South Africa, Eastern Cape Province, in Mthatha. The teaching unit is designed for 10th grade students with the intention of improving their physical activity participation amongst their peers and themselves.
The 10th grade demography is 6 boys and 10 girls. The majority of the students (85%) are from middle class homes.
Task
The task is to improve the following cognitive skills:
•Multi-Simultaneous Attention
•Response inhibition
•Speed of Information
•Sustained Attention
•Working Memory
Process
There are 6 sessions to make up the teaching unit. All teaching units are to be taught from 29th January and conclude on 5th March 2020.
|
Teaching Unit (sessions) |
Summarized Session Description |
|
Attention Span Focus |
Sustaining focus on command |
|
Response Inhibition |
Sustaining focus even with distraction |
|
Speed of Information |
The speed at which information is understood. |
|
Cognitive Flexibility |
The ability to change a chosen decision. |
|
Multiple Simultaneous Attention |
Multi-tasking; doing more than one activity at once. |
|
Working Memory |
Recalling information |
|
NB: The order of the sessions is according to their level of difficulty; Session is least difficult and last session is the most difficult. |
Evaluation
The content is to be evaluated in two perspectives: student and teacher i.e., teaching learning process.
The evaluation criteria is quantitative; score rating system. The evaluation is going to evaluate the students’ perception towards the task. For example the level of difficulty to complete the task, the rate of their own ability to complete the task etc…
The assessment procedure is based on feedback after the completion of the session. The students will be given a short questionnaire to evaluate themselves and share their experience with the sessions’ tasks with the rest of the class during feedback. The last session will be used to assess the overall students’ performance from the first session until presently.
The assessments will take place per session; this is to track the students’ perceptual performance and how much they have progressed since the very first session to the last session.
The questionnaire assesses the students’ perception with regard to their own abilities.
Conclusion
The entire didactic unit is based on a dynamic teaching-learning process. This means that the session structure is not the main part that enables the class to flow or have a sense of positivity, but rather the interactions between students and the teacher himself elevate the atmosphere of the environment in which the sessions take place. The use of sporting materials in modified games also enables the students feel comfortable using the materials because they are not seeing and/or using the materials for the first time. Hence, the students are comfortable with using the materials transversally. The use of materials they are familiar with makes the games more exciting and more engaging which results in a greater participation if the same games would have used unknown objects, also this would take away the supposed objective of the tasks, because the student would spend more time trying to understand the material rather than use it to complete their task.