Bounce Back Skills

Overview

In this final lesson of the unit, students analyse short video clips of basketball gameplay to identify what is going well and what to practise next. They use a simple strength-and-improvement reflection routine with a partner to guide their next steps.

Learning intentions

• WALT analyse gameplay from video to spot patterns in decision-making and movement.
• WALT use evidence from clips to describe one strength and one improvement goal.
• WALT communicate feedback respectfully with a partner using prompts.

Success criteria

• I can name one specific strength I noticed in the clip (e.g., space created, passing choice, defence stance).
• I can name one specific area to improve and explain what I would do differently next time.
• I can link my reflection to observable actions in the video (not just feelings).
• I can share ideas with a partner and listen to their feedback.

Curriculum links

• Physical activity that builds movement skills, strategies, and personal responsibility.
• Developing social skills for cooperation and feedback during physical activity.
• Using thinking skills to analyse and refine performance (planning, monitoring, reflecting).
• Participating safely and appropriately in a sport context.

Lesson structure (60 minutes)

1. 5 min – Welcome & video focus Gather students, remind them this is lesson 6 of 6, and introduce the reflection routine. Open with the introduction slides and watch one short “highlight” clip (30–45 seconds) as a class, pausing once to prompt: “What do you notice about players’ choices?”

2. 8 min – Teach analysis language Use the introduction slides to model the difference between vague comments (“good pass”) and evidence-based comments (“passed to open space before defender arrived”). Students repeat two sentence starters:

• “One strength I noticed was…”
• “One improvement I want is… because in the clip…”

3. 10 min – Quick partner check (first clip) Put students into pairs. Distribute the photosynthesis labelling worksheet? (Note: for this lesson use the provided basketball reflection worksheet below.) Use the correct resource: Distribute the basketball reflection worksheet to pairs. Show Clip A on the introduction slides (1–2 minutes). Students independently fill in: one strength and one improvement, then share with their partner.

4. 10 min – Feedback with guided questions The teacher plays Clip B and circulates with guided prompts. Use the introduction slides to display question supports at three levels:

• If you are not sure: “Where was space? Who was moving? What decision happened?”
• If you are confident: “What caused the success or the problem?”
• If you are ready: “What would you change in the next 5 seconds?”

5. 8 min – Whole class pattern spotting Bring students together. Use the introduction slides to lead a quick discussion: “What patterns did you notice across clips?” Capture two common strengths and two common improvement themes on the board (e.g., “passing earlier” or “defending with active arms”).

6. 14 min – Action plan mini-rehearsal Set up a small, low-pressure practice zone (e.g., 3-on-3 or 2-on-2 with constraints) for students to practise their improvement idea right away. Students choose ONE improvement from their worksheet and rehearse it for short rounds (coach cues only). The teacher emphasises: practise the change, not everything at once.

7. 5 min – Reflection close & exit statement Students return to seats and complete a final box on the basketball reflection worksheet: “Next practice I will…” Use the introduction slides for the closing prompt. Exit by sharing one sentence with a partner.

Resources

• the introduction slides (hook, clip playback, sentence starters, guided-question levels, plenary prompt)
• the basketball reflection worksheet (strength + improvement, evidence prompts, next practice box)
• Video clips of basketball play (Clip A and Clip B, age-appropriate length)
• Pair grouping cards or simple seating plan for 19 students (keep consistent pairs)
• Basketballs and cones (for mini-rehearsal activity)
• Optional: teacher clipboard for quick observation notes
• Safe space boundaries and clear equipment set-up plan
• Dyslexia-friendly reflection support strip (short sentence starters printed large)

Assessment

• Formative assessment through worksheet responses: evidence-based strength and improvement statements.

• Observation during mini-rehearsal: whether students attempt the chosen improvement within short rounds.

• Partner talk quality: students use prompts and listen respectfully (teacher checks in during pair sharing).

• Practical Activities to Demonstrate Bounce Back Skills:

  1. Scenario Role-Play Station: Students select and demonstrate an appropriate bounce-back skill in a given scenario.

     • Success Criteria: Student chooses a relevant skill and demonstrates it clearly.
     • Differentiation: Audio/read-aloud scenario cards; icons support understanding.
     • Extension: Students create a new scenario and map a bounce-back skill.

  2. Coping-Strategy Charades/Gesture Game: Students act out coping strategies prompted by the teacher.

     • Success Criteria: Student uses gestures to represent a coping skill accurately.
     • Differentiation: Visual supports and scaffolded word bank.
     • Extension: Students invent new coping gestures and explain them.

  3. Traffic Light Self-Regulation Check-In Card: After a short challenge (e.g., timed circuit), students select a colour (red, amber, green) to indicate their regulation and justify their choice.

     • Success Criteria: Student articulates which bounce-back skill they used and why.
     • Differentiation: Sentence starters and icons on cards.
     • Extension: Students suggest strategies to move from red/amber to green.

  4. Paired ‘Try Again’ Mini-Lesson: Students attempt a skill, reflect on performance, adjust, and try again.

     • Success Criteria: Student reflects constructively and applies feedback.
     • Differentiation: Guided reflection prompts; peer support.
     • Extension: Students lead reflection discussions and suggest improvements.

  5. Exit Ticket Performance: Students model one bounce-back skill and give a 1-sentence explanation.

     • Success Criteria: Clear demonstration and concise explanation.
     • Differentiation: Use of word bank and visual cues.
     • Extension: Students write or record a short video explaining the skill.

These activities provide observable evidence of understanding and application of Bounce Back Skills in PE for Years 4-6.

Differentiation

• Support for all skill levels: provide the guided-question tiered prompts on the introduction slides and a “word bank” on the worksheet (space, choice, time, defender, open).

• Support for dyslexia and reading difficulties: include large-font sentence starters, fewer words per box, and allow verbal responses first (teacher or TA scribe on the worksheet).

• Challenge/extension for advanced learners: ask for an “evidence + cause” reflection (“Because…, the result was…”), and an extra target (“If X happens, I will do Y”).

• EAL learners: allow sentence starters with icons (strength = ✓, improvement = →) and encourage partner clarification before writing.

• Additional Differentiation for Bounce Back Skills Activities:

  • Scenario role-play cards available in audio/read-aloud format with icons.
  • Scaffolded word banks and visual supports for charades and reflection activities.
  • Reduced language demands with sentence starters and gesture prompts.
  • Peer support during paired ‘try again’ mini-lessons.
  • Use of traffic light cards with clear colour coding and icons.

These adjustments ensure accessibility and engagement for diverse learners during Bounce Back Skills practical activities.

Extension (optional)

• Not included (this is the final unit lesson focusing on reflection and next steps).

• Extension Activities for Bounce Back Skills:

  • Students create new scenarios and map appropriate bounce-back skills.
  • Invent new coping strategy gestures and explain their use.
  • Suggest strategies to improve self-regulation from red/amber to green in the traffic light activity.
  • Lead reflection discussions and suggest improvements in paired mini-lessons.
  • Write or record short videos explaining bounce-back skills demonstrated in exit tickets.

These extensions provide opportunities for advanced learners to deepen understanding and leadership in Bounce Back Skills.