1. Ongoing development of the skills in Matthews
Teacher in control with some student input
After final input from the teacher, students have full responsibility
T and SS discuss feinting skill in soccer and the T demonstrates “Matthews” feinting skills.
Teacher has strong responsibility initially with some minor student input
Learning SC
T takes SS to the football pitch where they will be practising their Matthews. SC
T identifies the three stages of the Matthews. IC
With the rules and skills explained, SS practise their Matthews skills under T’s supervision and ongoing guidance
M&D
T now explains and demonstrates when and where to do the Matthews. IC
SS in groups repeat the 3 stages on their own.
M&D and GC
SS form groups and T models how to do the Matthews :
Stage 1: run with the ball
Stage 2: Plant the left foot and drop your left shoulder
Stage 3: Push off sharply from left foot and take the ball past the marker
With T’s strong guidance, SS compare the effectiveness of movement in each stage to determine which movement facilitates an effective feinting. T recaps the 3 stages of an effective feinting.
Assessment GC
SS practise in groups and then are guided in their analyses of those classmates who construct more effective Matthews.
Ongoing development of the skills in Matthews
Ongoing development
Independent
construction
Modelling
and
deconstruction
Students take on more and more responsibility IC
SS practise an effective Matthews's stages. SC
T asks SS to identify the stages of the Matthews.
Joint
construction GC
SS work in groups under T’s guidance to analyse their own actions by comparing the effectiveness of the Matthews.
M&D
T now models the Matthews's stages while also explaining what is done with eyes and shoulder.
Adapted from work by Mr Chan Bit Leung(St. Louis School)