We need to know how to stay safe in this lesson.

First, a parent or trusted adult should be with you throughout the lesson.

The lesson should take place outdoors, ensure there is space for you to work safely, including overhead, wear trainers, and please make sure they are laced up, or the Velcro is attached properly.

Make sure the ground, the floor, is not slippery.

Wear comfortable clothing, tie your hair up if needed and remove any jewellery.

Pause the video now, if there is anything you need to get ready.

The equipment required this lesson is PE kit, so t-shirt, shorts, tracksuit bottom or leggins, trainers for outside, if it is a little cold, then a long sleeve top, and if it is a zip top please ensure the zip is done up and not flailing about.

You'll also require a ball and a wall if possible, and cones or similar.

Hello, my name is Mr. Frapwell, and you will have already seen me up in the top right hand corner of your screen.

I'm here to work with you today on answering the question, how do I develop positive attitudes and learning behaviours when passing and receiving? And we will explore how attitudes and behaviours link to each other.

I mean, we'll look at a physical education super power, the super learning behaviours of plan, perform, and evaluate.

And we will apply that superpower, those super learning behaviours to learning about footwork and the pivot in netball and basketball context, obviously when passing and receiving.

I look forward to working with you and I'll see you outside when I'm changed, after the next couple of slides.

The lesson is structured in four parts.

The first part is the warm-up.

The second part I've called, Talking the talk and walking the walk, and we will look at attitudes and behaviours.

The third part I've called, Faking it, and we will look at the feint.

And the fourth and final part is the cool-down.

In this lesson there are three keywords.

And in each section of the lesson we will introduce the words and explain their meaning in a physical education context.

The first keyword is attitude.

And basically attitude is a way of thinking and feeling about something, whether it's positive or negative.

So you could have a positive or negative attitude.

The second key word is behaviour, and in a physical education context it just refers to your learning habits, how you act, and how you motivate yourself.

The final key word is feint, and that just means that you make a brief movement in a different direction from the one you intend to follow, and you do that because you want to confuse or outwit your opponent and send them in the wrong direction.

In the warm-up, we will get our bodies ready for activity, and particularly we will focus on ball manipulation, which we know helps develop our superpowers: agility, balance, and coordination.

But I also want you to think of a sports personality.

And when you've thought of a sports personality I want you to pretend that you are that sports personality and warm-up in a positive way.

Just remember before we're doing our warm-up, I want you to think of a sports personality and in thinking of them, in thinking of their character, I want you to imagine you're being that person.

The warm-up, you're going to move around the area carrying the ball.

You can move in different directions but just keep that ball under control.

So we're just going to raise our heart rate, raise our breathing rate.

When you've done that, and you can do this with me, I want you to leap, leap, leap in different directions.

So one foot to the other foot, just leap in different directions using different feet, left to right, and then right to left.

What I now want you to do is to hop and then step, hop and step.

Keep your balance.

Hop, step, hop, step.

And that's just reminding us of that landing foot being the pivot foot.

Hop, step, hop, step.

Now we're still going to do our ball manipulation practises.

Why, because they are so important for controlling the ball.

And this is an old favourite but we're going to add movement to it.

Rolling the ball up and down our bodies, but we're adding movement and walking in different directions.

Next activity, you're going to move the ball around your body.

And I want you to move around the area this time.

Move the ball around your body in different directions, and moving yourself in different directions.

When you've done that one, you practise that one, I want you to move the ball around your head and again move that in different directions.

So that's a, that's a new one.

Remember, keep your fingers spread, which gives you good control to help you manipulate the ball.

The next activity, between your fingers go from your head height down to your chest height, head down to chest.

Keep the ball moving backwards and forwards between your fingers.

Next activity is a figure of eight, we've done it before, but this is going to get us ready for the next activity of the warm-up.

Figure of eight, change directions.

Now I want you to go around one leg, and we can just practise that in isolation, then 'round two legs, and working on the other side, one leg, and then two legs.

For this activity you're now going to move the ball around the right leg once and then both legs.

So right leg, both legs, right leg, both legs, right leg, both legs.

And we can reverse that to go around the left leg once, left leg, both legs, left leg, both legs, left leg, both legs.

And that really is challenging your coordination of your hands, your eyes, and the ball, and coordinating it with the movement of your leg.

So for the next part of the warm-up I just want you to do some pass and move combos using different passes each time.

So I'm going to start with the shoulder pass.

I step into the pass, extend, ready position, step into the pass, ready position.

I'm going to do an overhead pass.

Ready position, chest, and so on.

Try your different passes, but that will warm-up your agility, boost your speed up, slow down, and stop and then your balance to get ready, your coordination and all of that.

Pause the video now, work through that for four or five minutes.

So the sports person I was thinking about was Ama Agbeze.

And Ama was the captain of the England Netball Team who won the European Championships in 2016.

And she captained the England Netball Team to a gold medal in the Commonwealth Games in 2018.

And I picked her because she's a really good leader.

She was motivational and inspirational to her team.

And I was thinking of those qualities when I was doing my warm-up.

And the media kind of help influence us on participating in sport.

And I had some knee surgery before 2016 and it was her captaincy and her leadership that inspired me to make decisions about my healthy, active lifestyle choices.

And I really worked on my knee to come back to fitness.

What personality did you choose, I wonder? Well done on working through that warm-up.

Let's feel even better about ourselves.

I will say two with Mr. F, ready, ready? And you respond with two claps.

Let's go for it.

Two with Mr. F, ready, ready? My recap question for you is how can the media influence you to participate in sport or physical activity? And only one of the following options is correct.

Option one, by showing how sports people cheat, option two, by showing only males participating, option three, by creating a positive image of a sports person by showing them, for example, training, and option four, by showing sports people demonstrating bad behaviour.

Pause the video now if you need some thinking time.

And if you answered option three, by creating a positive image of a sports person by showing them training, that is correct.

And the media know from research that that can influence you and so you see a lot of insight into sports people, and their lives, and their home, and their training, and that can influence you to participate.

In this section of the lesson, we will introduce our first and second keywords: attitudes and behaviour.

And attitudes, remember, is just how we think or feel about something, and behaviour is what we do as a result of that thinking and feeling.

And that's why I've called this section, Talking the talk and walking the walk.

You might be able to say to people that there are lots of positive benefits of being physically active, but you might not actually do any activity yourself.

You're talking the talk but you're not, in terms of your behaviours, walking the walk.

Let's talk and walk.

So it doesn't have to be a sports personality or the media that can influence you.

It can be a friend, it can be a teacher, it can be your parents.

It can be another adult.

It can be a brother or sister, but what people who influence you can do is give you a positive attitude, help you to feel good about something, help you feel good about yourself and then feel good about doing some physical activity, for example.

So the attitudes and how you feel and how you think can help influence the behaviours you decide to follow.

And in physical education we have got three behaviours that really do help our learning: plan, perform, and evaluate.

We can think through our movements before we do them.

When we perform them, we can be thinking that through as well.

And at the end we can evaluate the performance and think about things and then implement those things to improve the performance.

And that's what I want you to do in this section.

I want you to plan, perform, evaluate with some pass and move combos, which I'll show you, and I'll demonstrate.

The first activity we're going to do is some landing shuttles.

We're going to land with two feet which means we can then pivot off both feet if we want to because both feet have landed at the same time, there's not one landing foot to say, right, that's your pivot foot.

We're going to pass the ball at an angle to the wall, and try and land with both feet.

And we're going to shuttle left and right.

Pass.

So when I'm planning that through, I'm thinking about where I'm going to put the ball on the wall to give me time to shuttle across to the side.

I'm thinking as I receive the ball I want to be in a ready position, but I want to be in the air so that when I catch the ball, I land.

So you're going to have to think that through in terms of your planning, and possibly thinking through even when you're performing it.

But by more practise, the movement will get more fluency, it will get more precise.

And at the end of say, five shuttles, you can then evaluate what you need to do to improve.

And it might just be the timing of it and you need more practise.

And what I want you to do now is make up your own challenges.

This was one from last week where I had wheelie bins to act as a target for my pass.

So we'll pass, catch, pivot, and I can pass to black wheelie bin, or I can pass to the green wheelie bin.

So pass, catch, pivot, and pass is a challenge but you can make up your own challenges.

You can put like a target on the wall.

You can make a target on the floor.

You could pass, catch, pivot, pass, catch, pivot, pass, catch, then pivot and shoot.

And when you have planned those activities, when you've performed those activities, you can evaluate them, and change them slightly to improve the flow, to help improve your precision and get consistency in your movement.

Pause the video now, plan, perform, evaluate.

Off you go.

Well done on making up your own challenges and well done on a real superpower, a super behaviour in physical education: plan, perform, and evaluate, improve and then plan, perform, evaluate again.

And that super behaviour helps make you physically educated.

Three with Mr. F, ready, ready, ready? Well done.

The question I'm going to ask you, there is no right or wrong answer.

It's right if you answer it honestly.

What is your attitude to learning in physical education? Option one, is it poor? Option two, is it just, okay? Option three, is it good? Option four, is it I love learning in physical education? For me, I love learning in physical education.

What is it for you? So now I have a true or false statement for you.

Attitudes and learning behaviours in physical education can be improved.

Is that true, or is it false? Pause the video now if you need some thinking time, and if you answered true, that is correct, because no matter what your attitude or your behaviours are, to, or in physical education, they can change, and they can change over time.

And yes, that can be influenced by the teacher, yes, that can be influenced by the activity you're doing, but it can also be influenced by you.

In this section of the lesson, which I've called, Faking it, I'm going to teach you how to feint.

Not faint spelt with an a where you have a lack of oxygen to the brain and you might fall over, but feint as in, we are going to pretend to go one way and we are going to go the other So as we learned in the recap, both attitudes and behaviours can be improved.

So if we look at our learning behaviours in PE, or plan, perform, evaluate, we can improve at our planning, thinking about things.

We can improve in our performing, and we can improve in our evaluating, which leads into improved planning, performing, evaluating, again.

And if we were planning, performing, and evaluating a skill our skill can be improved.

So those learning behaviours in PE can help you feel more successful, can help you feel good about yourself, they can help you start thinking that you're good and better at PE, and that, by definition, means that you improve your attitude, and by improving your attitude, that can influence your behaviours.

They all work into one.

So the skill we're looking to introduce and improve now is called the feint.

And basically, when we've received the ball, it means if I had a defender on me, I'm going to drop my shoulder and I can even make a step.

While keeping my pivot foot, I can drop my shoulder, and then go the other way.

So feint just means that you pretend to go one way and make the defender think you're going to pass that way, and you reverse the direction, and go the other.

So you pretend or you feint.

So we're going to practise the feint.

First of all without a ball.

And I want you to move between your markers.

Stop, I want you to drop the shoulder as though you're going to go one way, and then go the other.

Stop, drop your shoulders, you're going to go one way, and go the other.

And you can do that for two or three minutes.

So now we can do the feint with a ball.

I want you to use in any pass, pass the ball towards the wall, move to it, and then drop in a shoulder, as if we're going to go one way.

Orientate your body by pivoting to the other and then pass the other way.

Again, I'll do a shoulder pass this time.

Move towards the ball, drop your shoulder one way, and you can even feint using the ball, pivot the other, pass, in the other direction.

I'll speed that up.

So I've had to plan it, I've thought about it and done it quite slow when I'm performing it, and then I'll perform it, and now I want to make it more fluid.

Pass, feint one way, go the other.

Pass, feint one way, go the other.

Pass, feint one way, go the other.

Pass, feint one way, go the other.

At first that movement might be slow, as I was demonstrating, but the more you practise, the more you plan, perform, and evaluate, in terms of your learning behaviours, that feint will become fluid and more precise.

So by the time you've worked through different passes, practise that for six or seven minutes.

Come on, you can do this.

Well done on working on the feint.

Well done on working on your learning behaviours.

And well done if that's improved the way you think and improved the way you feel in terms of your attitude.

Three with Mr. F, ready, ready, ready? So I have a recap question for you.

Learning how to learn in physical education involves what main behaviours? And only one of these is correct.

Option one, not thinking about improving learning, option two, thinking about planning, performing, and evaluating, option three, focusing on the end result, or option four, giving up easily.

Pause the video now if you need some thinking time.

And if you answered option two, thinking about planning, performing, and evaluating, that is correct.

Well done.

In the cool-down, we're going to do some slower running to relax, and we're going to stretch out our muscles to help them relax.

Use your knowledge of stretches from your school PE before learning online with me to do some more stretches.

For the cool-down, yeah you could run then walk around your area, take the ball with you, keep it under control.

Perform any of the stretches that I've shown you in the previous two lessons, plus any of your own.

Well done on working through the cool-down yourself.

Well done on your attitude and learning behaviours this lesson.

Three with Mr. F, ready, ready, ready? So a very big thank you for working with me today to learn about how we develop positive attitudes and learning behaviours.

And no matter what your attitude to physical education is, it can be improved.

And if we improve our learning behaviours, we get better at physical education, that can improve our attitude.

And attitude and behaviours work together and they can spiral.

The superpower behaviours in physical education, are plan, perform, and evaluate.

And those learning behaviours, and a positive mindset from you, can help you improve, and you can work with friends, parents, brothers, sisters to take part in regular physical activity.

Carry on improving your attitudes.

Carry on improving your behaviours.

They all work together.

Keep it going.

Three with Mr. F, ready, ready, ready?.