Team+Handball+Educational+Project

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Middle School Mid-Unit Game Lesson for Team Handball
As you can see, I chose the same game as my educational game review. This is because I feel it is one of the most valuable games when it comes to sports and education.

Principles of Learning

 * ** Practice Principle ** – //Learners get lots and lots of practice in a context where the practice is not boring (i.e. in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success//:
 * Since this was the training camp, there was nothing but practice tasks. There are 2 or 3 different levels within each task so there is a slight variation is tasks that keeps the game from getting boring but also allows the player to practice different situations as they apply to a skill. The player can choose to play a level or practice as often as they would like so the player gets a lot of practice at a given skill if they choose to.
 * ** Probing Principle ** – //Learning is a cycle of probing the world (doing something); reflecting in and on this action and, on this basis, forming a hypothesis; re-probing the world to test this hypothesis; and then accepting or rethinking the hypothesis://
 * This is the trial and error portion of the game. They keep the levels completely open ended so you can try to complete the task at your own pace and experiment with different tactics. With fast break drills, I am able to run anywhere on the court and shoot from wherever I want. Granted I only have 4 minutes to make as many goals as possible but this open environment gives me the ability to probe the environment and see what works well and what doesn't within a given context. In hotspot training, I found out what type of shot to use in the most ideal location on the court. After 30 minutes of playing, I knew what to do and when to do it to achieve the highest possible score. This translates into the real world game and how each shot is difficult for a goalie to block given the proper positioning.
 * ** Bottom-Up Basic Skills Principle ** – //Basic skills are not learned in isolation or out of context; rather, what counts as a basic skill is discovered bottom up by engaging in more and more of the game/domain or game/domains like it. Basic skills are genre elements of a given type of game/domain://
 * All the skills are learned in context during an activity, except for the tutorial but that is to be expected. But even in the tutorial, there is some context given when learning the skills, such as the juke. The game starts with the most basic skill and moves into tactics involving that skill. The prior knowledge and skills gained directly correlate to the new tasks and must be mastered before attempting to compete in the new training exercises.
 * ** Transfer Principle ** – //Learners are given ample opportunity to practice, and support for, transferring what they have learned earlier to later problems, including problems that require adapting and transforming that earlier learning://
 * Similar to the previous principle, the player is allowed infinite attempts at a training exercise and can practice any skill or tactic they desire. Basic skills transfer into the more advanced techniques and tactics and the base knowledge must be there for success in the new environment. These later training exercises require intimate knowledge with previously learned skills and tactics because not only do you need to know how to use them and when, the game state changes so often, you can't rely on the same tactic twice in a row. As a player, you must be able to make a critical decision in a short amount of time whether to pass, shoot, or juke. It is almost a guarantee that the same tactic won't work the same way again (though it can have a similar outcome) and being able to modify a skill or tactic on the fly is important. This is why the basic knowledge from early on must be applied.

Content Area Learning Objectives
This assignment will involve improving skills in the areas the student needs the most work. So the learning objectives are fairly simple for this game. The PE Standard that this falls under is the 2nd standard which is: **Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities**


 * Objective 1: Student will be able to (SWBAT) complete the designated practice task/s in the given amount of time
 * Objective 2: SWBAT prioritize practice tasks based upon rubric score
 * Objective 3: SWBAT analyze performance in practice task and determine what aspect/s can be adapted into real life game play
 * Objective 4: SWBAT show newly acquired skills or techniques in a game play setting and provide written feedback on real life performance
 * Objective 5: SWBAT improve in each area of the rubric by a minimum of 1 level to a max score of 4

These objectives are aimed at getting the student participating in the video game more as a learning tool than for fun. Though it will be fun, the student should be able to analyze themselves and improve their skills while going through the different practice tasks. As I mentioned above, there is a rubric. This rubric is simple in that it lays out each basic tactic and skill (fast break, shooting, defense, teamwork, footwork/fakes, offensive plays) and rate the student on a scale of 1-4: 1 is needs work, 2 is developing, 3 is satisfactory, 4 is exemplary. These levels should indicate to the student what they need to work on most and the rubric will be given to them prior to starting the video game lesson.

Supplemental Resources
The main resources are needed are the computers from the lab, the game fully unlocked on each computer which is free, and a controller that will work with the game which is about $15.

There are no supplemental resources to this except for the rubric, pencil, and paper. The rubric will help them determine what skills to work on and the pencil and paper is for their written analysis. The only instructions the teacher needs to give is for the students to use the rubric as a guide to choose practice tasks and complete those tasks during the class period.