HPE 2: A1 UNIT PLANNING – YEAR 10 ULTIMATE FRISBEE
SCHOOL: Valley View Secondary School
MENTOR: Claude Miller (Claude.Miller@valleyview.sa.edu.au)
YEAR LEVEL: Yr. 10
SPORT: Ultimate Frisbee
1. Nature of the learner(s) and influence on teaching & learning.
The learner(s )
Year 10: co-ed (20 boys, 12 girls) n=32
students. Some non-attenders in the
class, likely to have around 23-26
students each lesson.
Large Cultural Diversity in the class, as
with the context of the school.
This is the first time students have been
accessed to playing Ultimate Frisbee,
thus they are all considered to be at a
novice level.
1 student with NEP
The social dynamics of the group: 4
students in the group (3 boys, 1 girl) will
need to be managed appropriately.
Lucas, Bronson, Mohammed and Faith
No evidence of personal responsibility
in this group. Very diverse group of
students will do what they want to do.
Previous teacher quite firm on rules and
regulations prior to the lesson and unit.
Will need to go through rules at the
start.
2. General context /constraints and influence of teaching & learning.
Context & Constraints
Year 10: 4 Week Unit
2 practical lessons/ week – 100min &
50min
4 weeks: 4 x 100min, 4 x 50 min
Outside on Oval
Relatively large oval space, and backup
soccer oval if required. If raining, indoor
Influence on learning & teaching
 Use groups of 6v6 / 7v7 when playing various end zone games – (extra
player in various roles).
 Design co-ed teams, thus having approximately 2-3 girls and 3-4 boys in
each team and maintain these teams for mini-tournament at the end
of the unit.
 Begin in 3 modified end zone games – (4v4 or 5v5) using Ultimate rules
- include 3-4 passes before score is allowed
 Complete all challenges and work in ‘context’ of the game
 Simplify instructions and seek clarification. She owns a red card; if she
shows this red card it means she is close to having a break down and
she is allowed to leave the lesson to go to the chill out room.
 Careful consideration of groups/teams. Lucas, Faith, Bronson and
Mohammad in three different teams?
 Use small-sided go for goal games, either 3v1 with umpire or 3v2 to
allow students to work in friendship groups (to encourage
participation).
 Teacher must be positive and encouraging. Note achievements at
different levels. Provide opportunity to take ownership in games.
 Go through rules and regulations to set student with role and
responsibility to follow in classroom context.
Influence on teaching and learning.
 Include ‘Ultimate’ tournament games (5 or 6 in each team depending
on numbers) in each of the 100min double lessons. Give responsibility
to teams for roles
 Oval space, use cricket pitch to divide the setup space for gameplay.
Will need cones to setup passing and receiving challenges + activities to
build on defensive and attacking tactical principles.
 50 min lessons: focus on weighted number activities + go for goal
games to work on tactics taught during the 100min lesson. Include
game play to make sure the lesson is fun.
gym can be accessed but must be
shared with a Year 9 class of  If raining and must share the gym, the focus of the lesson will be on
approximately 15 students. something else due to small space. Might get groups into their teams
for the tournament and come up with a list of rules they must follow,
where they come up with a team name for tournament in final week.
Efficient numbers of cones and bibs to
setup playing fields and allocate teams.
Limited number of Frisbees and soft
balls to play other end zone games.

I have had small experience (3 lab
school lessons with year 7 class) of
teaching Ultimate Frisbee in a school
setting. Learned the game in year 10 for
PE class and learned at Uni for a
semester during Human Movement
HPE is a positive part of the school
culture, in year 10 it is a chosen subject.
 I will refer to GSTPP notes, Play Practice book + watch YouTube video
clips to gain full knowledge of the rules. Apply passing and receiving,
transition go for goal and weighted number learning experiences to
teach rules, tactical principles and allow students to develop the
element of game sense.
 Provide opportunity for responsibility and roles in game play and
analysis.

3. Activity/ Topic analysis:

Implications for teaching and learning. (See appendix)

Ultimate Frisbee is a non-contact, fast paced field invasion game played between two teams of 7.
The objective of the game is to throw a Frisbee (disc) up the field from teammate to teammate until
it is caught in the opponent’s end zone. The game combines elements from many sports such as
netball, soccer, American Football (NFL), and is played year-round all over the world. Players from
both teams can move all over the field and are in attack when the Frisbee is in their teams’
possession, and are in defense when the opposition has possession of the Frisbee.

The primary rules of Ultimate Frisbee include: no contact with players or the disc while in player
possession; 10-second carry limit, players are not allowed to step (or run) with the Frisbee in
possession. These rules must be introduced at the start of the unit as they ensure that the game is
safe and force the defending team to concentrate on their defensive positioning to try and enforce a
turnover. Like netball, defenders must stand at least 1 metre (approximately 3 feet) away from the
attacking player in possession, attempting to block their pass once it has left the throwers hand. The
attacking player in possession is allowed to pivot on their grounded foot and must pass the Frisbee
within 10 seconds, which forces attacking receivers (teammates) to move around and get into
appropriate positions to receive a pass. Once the Frisbee hits the ground, unless as a result of a
knockdown, immediate turnover to opposing team in last possession.

The game of Ultimate Frisbee requires a high level of technical ability, agility, game sense (especially
knowledge of the rules and tactical principles), endurance, reading the play, communication and fair
play. Technical ability is required to efficiently move the Frisbee up the field, through passing and
receiving, aiming to make a successful pass into the opponent’s end zone. Agility is required for
attacking receivers to lead into the right positions as quickly as possible to increase the opportunity
to make a successful pass and receive, and defenders rely on agility to get into position quickly to
either intercept or block a pass. Since the game is relatively continuous, endurance is also required
to keep getting into good positions throughout gameplay. At professional level, Ultimate is a self-
umpired game, that relies heavily on the ‘spirit of the game’, where all players play fairly, with
honesty and respect the rules of the game. As a result of player umpired, the ability to play fairly
and understand the rules of the game are highly important for all individual players for the game to
 run efficiently. Communication is very important, as both teams need to work together to either try
to score in attack or defend the attacking team from scoring. Reading the play is highly important as
attacking players want to know where to run to receive the best pass, and defenders want to read
the movement of the Frisbee and attacking players to try and intercept a pass. The attacking tactical
principles of supporting with width and depth are highly important in attack due to the 10-second
carry limit, and the defensive tactical principle of delay is required to try and provide more time for
teammates to get into position to block or intercept the pass.

4. SCOPE of learning for the unit: The MUSTs, SHOULDs, COULDs. .

What MUST be taught what SHOULD be taught what COULD be taught

Technique:
Pass – Forehand/Backhand pass in a
range of challenges and in game play
Receive – Pancake/Crocodile snatch,
stationary and in ‘motion to stopping
position’
With ‘agility’ to get free.
Grip – Gun grip for forehand pass;
‘Hamburger grip for backhand pass.
Communication
Verbal – Calling for the Frisbee by name
or ‘here!’
Non-Verbal – Pointing in direction of the
lead (target hand)
Game sense: rules, tactics & oneself
 Rules – ‘no contact’, 10-sec carry
limit, 1-metre away,
 Tactics -
Players in attack without possession –
support with width/depth + move to
space and penetrate the defense
(known as a CUT).
Players in attack with possession –
scan the field.
Players in defense – delay + goal side
position
 Reading the play + decision making
Technique: Technique:
Knock Down – knocking down - Hammer Throw (overhead pass)
the Frisbee to cause a turnover
Game Sense:
Communication- extend application of rules and tactics.
Defending Changing defensive patterns – zoning
- Call ‘I’ve got delay’, meaning on the field to protect the end zone
that they are going to delay the
attacking player in possession
Fair Play & Spirit of the game
- Self-Umpired games
Game Sense:
extend application of rules and
tactics
Attack: fast break, give and go
Defending – Individual helping
Start game:
- The Pull.
Fair Play
- Umpiring role – letting
student or pair of students
umpire game from sidelines.
- Spirit of the game

Fair Play
(responsibility for rules & respect for all
aspects of the game)
- demonstrate the key rules of the
game to demonstrate safe play

Resilience
– making mistakes is a part of learning –
persist to improve.
 5. Australian Curriculum HPE – student learning & achievement

Note*** AC- Capabilities & Cross curriculum priorities: Not required for hpe 2 unit plan.
Strand: Movement and Physical Activity Band level: 9-10 Standards of achievement.
Select the Sub strand(s) & standard for Provide specific ‘evidence’ of student learning
band level.
 Demonstrate backhand, forehand and overhead hammer throw
Sub-strand 1: Moving our body techniques in target games, partner challenges and during game
play, drawing on feedback from peers.
 Provide and apply feedback to develop  Demonstrate appropriate technical ability of the pancake catch
and refine specialised movement skills in (two handed catch)
a range of challenging movement  Demonstrate appropriate hand grip for the backhand, forehand
situations (ACPMP099) and hammer throw
Demonstrate techniques of the backhand  Apply the tactical principles of supporting with width and
throw, forehand throw, overhead hammer depth, and penetrating the defense while in attack during
throw, pancake/crocodile catch and various game play contexts.
appropriate hand grips for each, in challenges  Apply the tactical principles of delay and cover while in defense
and game play and refine techniques by during various game play contexts.
applying feedback from various sources  Demonstrate the true ‘spirit of the game’ and fair play by
including peers, individual and teacher. playing by the rules and being honest with decisions when self-
umpiring gameplay.
 Develop, implement and evaluate  Consider personal strengths in game play and use them when
movement concepts and strategies for demonstrating game sense.
successful outcomes with and without  Evaluate and critique partners technical ability for throwing and
equipment (ACPMP101) catching the Frisbee in many different contexts of game play.
Students will develop and implement various  Identify the key tactical principles and discuss how they benefit
attack and defensive tactics and strategies in either in attack or defense.
various game contexts, while peer evaluating  Demonstrate reading the play through running into position for
movement concepts and strategies of other the next pass early or covering the correct (most dangerous)
players during challenges and small-sided space for the next throw.
games.
Taken from AC framework –select the appropriate band achievement standard and highlight the sections which the evidence
from your unit will inform reporting. Years 9 and 10 Achievement Standard.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and
problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and
others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement
challenges.

6. Authentic Assessment:
What aspects of student learning will you be assessing?
 Students’ ability to demonstrate the techniques of the backhand throw, forehand throw and
the pancake catch in passing and receiving challenges and during game play.
 Students’ understanding of the rules of Ultimate and ability to play safely and fairly
 Student attitude to learn, including their ability to listen and remain on task
 Student ability to take feedback and work collaboratively with peers in the class
 Students’ ability to demonstrate and apply key tactics during game play and demonstrate
their ability to scan and read the play through using correct decision making

How can you assess student learning?

 Students will be assessed using the rubric provided in Appendix 3. This rubric will be used to
assess student performance throughout all learning activities, especially game play. The final
two weeks of the unit will include a round robin tournament, which will provide students
 with ample game play to demonstrate the elements of skilful play that are outlined in
appendix 2 and in the rubric that they are assessed on. Students will be provided with the
rubric at the start of the unit so they know what the expectations are throughout the unit
and know what they will be assessed on, thus have a clear focus on what to improve.

Who will undertake the assessment?

 Include an assessment criteria and a rubric for appraising achievement
The teacher at the end of the 4-week unit will undertake the assessment. The assessment
rubric is seen as Appendix 3.
 Appendix 1: Risk Management Plan
Activity : Ultimate Frisbee Location: VVSS Date: 21/08/2017
Possible risk of injury Risk 1: Collisions (head, elbow, body, etc.)
Risk 2: Emotional stress
Risk 3: Ankle sprain
Risk 1: Collisions (head, elbow, body, etc.) What will you do to minimise risk?
Causal Factors  Too many players on the field at Positioning of pairs/ groups during passing and
 People once or space too small. receiving activities
 Equipment  Inappropriate student behaviour Emphasis given to fair play and playing by the rules
 Environment - e.g. rough conduct Modification of equipment – potentially use soft
 Misuse of equipment (ie. Frisbee in Frisbees if students misbehaving with hard ones
head) Appropriate clothing & footwear
 Windy day causing Frisbee to travel Class rules relating to individual rights &
Risk 2: Emotional Stress responsibilities for safe, inclusive participation
Causal Factors  People laughing/disrespecting
 People fellow student for making
 Equipment mistakes/errors
 Environment  Struggling to throw the Frisbee and
making many errors
 Not enjoying playing the sport
 Other student bullying behaviour
Risk 3: Ankle Sprain
Ask students if any prior or current injuries such as
 Environment  Running around on the oval
 People  Treading on other students feet Asthma.
 Stepping in a pot hole on the oval
 Students playing with previous
injury
 Not strapping ankles
Response Plan
Non Urgent Response Immediate contact first aid: Front Office
- Cease the activity
- Consult the teacher
- Consult the student and identify the severity of the accident
- If necessary the student should sit out until they feel comfortable to return
- If necessary send the student with fellow student to sick bay
- Call parents if necessary and explain
Urgent Emergency Ambulance: 000 Closest Hospital: Modbury Hospital
Response - Cease activity immediately
- Keep student calm
- Phone front office or get two students to run over for help
- Call 000 or appropriate local emergency number
APPENDIX 2: Analysis of the Activity & Implications for T&L

KEY LEARNING EXPERIENCES

 Modified End Zone Games using a ball/bean bag or vortex, etc.
– Reduces technical demands of throwing and catching a Frisbee
- Can be used to introduce the key rules, thus students will focus their attention on how to play
the game and the movements involved in the game without focusing solely on the technical
demands associated with passing and receiving a Frisbee.
- Ensure safety and maximises learning and participation
 Individual; Partner and group challenges, such as target games
- develops technical ability and communication
- facilitates enjoyment, engagement and motivation to succeed
 Weighted number games such as 4v1, 5v2, etc.
– Provides students with more space and time and therefore allows them to perform more
skilful play.
- Also develops students’ ability to read the play and develop tactical principles to apply in both
attack and defense.
 Mini-Tournaments to promote fun and enjoyment

KEY LEARNING PRINCIPLES

 Provide maximal opportunity for learning to take place – MIP (maximal individual participation)
 Design appropriate learning experiences and activities that are ‘aligned’ to the context of the
game. Always demonstrate and explain instructions and key cues in game context.
 Engage the learner in a safe, inclusive and positive learning environment – promote fun and
enjoyment
 Design challenging experiences and success oriented learning experiences to build student
resilience and confidence at playing the game.

MORE SPECIFIC ANALYSIS AND IMPLICATIONS FOR TEACHING & LEARNING

GAME SENSE – APPLYING THE RULES

What are the Primary Rules in your game?

1. The Stall Count – The player with the disc (i.e. the thrower or handler) has ten seconds to
throw it. The defender guarding the thrower (i.e. the marker) will establish this ten second
count (or the stall count)
2. Contact – No physical contact is allowed in the game of ultimate. Picks and screens are also
inhibited as they often lead to injury
- When a player initiates contact on another player a foul occurs. This results in an immediate
turnover or free possession for the person fouled.
3. Movement of the Disc – The offensive team can move the disc in any direction by successfully
completing a pass to a teammate. Once a player has the disc they cannot run with it. Only one
defensive player is allowed to guard the handler.
4. The Marker – The defender guarding the thrower, known as the marker, must stand at least 1
metre away.
5. Turnover – Change of possession results when a pass is incomplete (e.g. out of bounds,
dropped, blocked, intercepted_ or a ten count occurs. The defense immediately takes
possession of the disc and becomes the offense.
6. Scoring – When the offense completes a pass into the opposing end zone, this is a point
7. Self-Refereeing – Players are responsible for their own foul and line calls. Players resolve their
own disputes. There are no referees at the elite level.
What rules will you use to simplify the game?
 I will include a 5 passes before scoring rule. This means that the attacking team must complete
five passes before attempting to make a pass into the end zone. This is to facilitate participation
and include all players in the team. It also results in students using agility to move into position
to receive a pass and therefore allow tactics to be applied instead of just throwing long to the
end zone every time, making it more likely for a turnover to result.
 A change of possession usually results when a pass is incomplete (e.g. out of bounds, dropped,
blocked, intercepted or a ten count occurs.) The defense immediately takes possession of the
disc and becomes the offense. However, errors are likely to occur early on, so each team will
have 3 incomplete passes before a turnover occurs.

How will you help students to learn the rules and demonstrate this aspect of game sense?
I will explain/demonstrate the key rules to students before any game play. To check for understanding I
will ask students to get into pairs or groups of 3 and discuss/recap the key rules taught. To help
students identify the key rules and understand how they apply in a game context, I will initiate game
play as the first activity without the Frisbee. Using a simplified object such as a ball or beanbag will
allow the students to focus on the rules.

Game sense – applying tactics:

What are the ‘tactical principles of play’ that apply in your game?
 Attack with the disc
- the player must scan the environment and make a decision to pass the disc to the best option
teammate,
 Attack without the disc
- support the handler (person with the disc in hand) with width or depth. Supporting with width
or depth means to be providing a passing option wide or behind the handler with the disc.
- Get ahead of the handler and penetrate the defense. This can mean to take a defensive player
out and free up space for another teammate to lead into, or might mean a long passing option
down field.
 Defence
- One player must delay the thrower by pressuring the player in possession 1-metre away
- Other defenders must cover receivers or cover dangerous space, and aim to cut off passing
angles
- Defense can be a zone or man-on-man without contact.

What type of learning experiences will you use to progressively develop game sense - tactics?
Using weighted number activities that are aligned to the game are most beneficial for developing
game sense. I would begin with 4v1 passing and receiving activities where the focus is on supporting
with width, and then progress this to a 4v1 or 3v1 go for goal activity that incorporates an end zone,
which additionally targets supporting with depth. As students become comfortable with these
challenges, adding another defender making it either a 4v2 or 3v2, will create more external factors in
decision-making. Once students are comfortable with the second defender, more game like conditions,
such as 4v4 or 5v5 games will be played, so students can work on game sense under game like
conditions. Without using weighted number games as the students progress, allows the focus to be on
defensive strategies and tactics.

How can freeze replay be used to focus on game sense (rules or tactics).
Freeze replay can be used to stop the game to demonstrate good or bad positioning of both attacking
and defensive players, providing feedback and reinforcing cues to play out various options to help with
reading the play and decision making. Freeze replay can also be used to demonstrate and reinforce
rules, as well as introducing new ones into the game. Freeze replay also allows for demonstrations of
taught tactical principles such as players in supporting with width and depth, and can show players
how these tactics benefit with movement of the disc.

Technical ability ‘the ability to control and redirect the object’ (Launder & Piltz 2013)

 What are the most important techniques needed for participation. Reference to an image (or
clip) and indicate key cues to assist focus. How complex – difficult are they?
Beginners must be able to backhand pass, forehand pass and perform a crocodile pancake, two
handed catch to receive a Frisbee. The backhand pass is the easiest of the three methods of
throwing. It is not a very difficult technique to perform, however can be challenging to adapt when
comparing it to other objects, as the disc cuts through the air is emphasised by the angle, speed
and projection of the throw. The forehand throw is more difficult to perfect due to the different
throwing pattern required to produce the throw.

Backhand Pass
Action Grip

Key cues for Backhand throw:

- Grip: all four fingers curled around the rim with the thumb lying on top of the disc, close to the
rim. Relatively tight grip.
- Stand side on to opponent
- Keep the disc parallel with the floor (horizontal)
- Clear the table (swing)
- Snap the wrist
- Follow through with the arm
 Forehand Pass
Action Grip

Key Cues for the Forehand Pass:

- Grip: Gun grip – index finger points to centre of the disc, giving you control of disc angle.
Middle finger lies across inside rim. The other two fingers are curled into your palm. Thumb lies
on top of the disc.
- For right hander:
- Stand with left shoulder forward and your torso slightly facing opponent (not side on for this
throw)
- Bend at the wrist so the Frisbee is dropped down about 45 degrees
- Swing arm forward, snap the wrist (jerk motion) – elbow is a pivot point and should not move
during the throwing motion.
- Follow through not needed.

Pancake/Crocodile Catch

Key Cues for the Pancake Catch:

- For incoming Frisbees below shoulder height
- Track the Frisbee and get body behind flight path
- Pancake the disc between your two palms
- Keep eye on the disc
 Can these be combined or practiced ‘in context’? Consider the experience level of your class?
I believe the techniques should be practiced initially in pairs or groups of three where the aim is to
practice throwing the Frisbee to a stationary target. This is because Ultimate is a unique sport, in
that the Frisbee is a different object that requires a certain throwing method. Once practiced for a
bit and students start to get the hang of the backhand throw, then progression into a game context
can be achieved.

 If appropriate how are you going to reduce the perceptual &/or the timing demands to ensure
success? (ie lacrosse throw & catch technique …. Use a hand feed. Use a larger ball for T-ball)
In terms of catching the Frisbee, to reduce the perceptual demands, we can get the students to be
in the catching position with both hands in front of the eyes ready to catch the Frisbee. Therefore,
all they need to focus on is tracking the trajectory of the Frisbee and the ‘snatching’ method to
catch the disc.

 What type of ‘challenge’ games and ‘target games’ could you use to engage learners to practice
technique. How can you combine techniques & add in scanning or communication?
- PARTNER CHALLENGES:
e.g. Frisbee Golf
- Place a hoop on the ground; count how many throws it takes to pass the Frisbee between two
pairs to reach the hole from the tee.
- Allows for communication and leading into space.
e.g. Partner Passing & Receiving
- Providing a time limit and seeing how many passes can be completed is a challenge
- Passing and receiving to partners and once a pass is completed, the partners take a step back
and see how far they can go in certain time
- Introduce 2 receivers and 1 passer, and one defender. The passer has to scan the field and
decide what is the best option, the defender needs to pick one of the receivers and the
receivers have to lead into space to get open.
- GROUP TARGET CHALLENGES:
e.g. Frisbee Bowling
- Have certain number of receivers in hoops, set up like a game of 10-pin bowling. The passer
stands a certain distance away and has to throw the Frisbee aiming for the receivers to catch
the Frisbee and therefore be knocked out of their hoop. Receivers then run down and become
another thrower.
- Can throw a defender in the middle to introduce communication and scanning to find the
best option.

 How can you challenge and extend (differentiate) students who pick up the techniques quickly?
Encourage them to work on the forehand pass and introduce the hammer throw to these students
as they are more challenging techniques to perfect. Would also recommend adding a defender for
these students earlier so they have to take into account an external factor as well as focusing on
technique.
Agility (if applicable) ‘the ability to get into the a good space at the right time’

 How will you teach for agility? This may be linked with other aspects of skilled play.
In Attack, agility is required for attacking players to lead or move into positions to receive a pass or
create more space for other attacking players to move into. Attacking players will lead and receive a
pass or run around and draw a defender out of space for another attacking player to lead into and
receive the disc. Comparatively, defenders also require agility to cover these attacking players or move
quickly to delay the player in possession of the disc. To teach for agility, activities need to be game like.
Small-sided games and weighted number games will teach for agility as well as working on developing
technical ability and game sense principles.

Communication (if applicable)

 How will you teach for communication (verbal and/or non verbal) in your game?
Communication is a crucial part of every team based, field invasion game. Students will have the
opportunity to develop their verbal and non-verbal skills in all game like activities, as they are required
to lead and call for a pass when they move into position. Small sided games and weighted number
games will be the major activities that allow for communication to be developed as they require two
teams to work together to move the Frisbee up and down the field or defend the attacking from
reaching the end zone. Teaching strategies such as Freeze Replay and enhancing the play can also be
used to develop communication. Freezing the play and showing an example where communication
was needed allows students identify the benefits of demanding for a pass and enhancing the play such
as introducing a bonus point for calling for the Frisbee in the end zone before catching the pass can
facilitate communication to occur.

Fair Play: How will you teach for fair play?

Fair play will be taught by encouraging and expecting students to follow the game rules and respect
one another during each activity. Talking about the Spirit of the Game at the start of the unit and
reinforcing this philosophy of the game will also help develop students’ ability to play fairly. As the
students progress and start undertaking the role of being an umpire, they will develop greater game
sense of the rules and significance of fair play.

Resilience: How will you teach for resilience?

Early on it is important to provide challenges where the students with experience success so that they
believe they can overcome set challenges and build confidence in their own performance. Students
will be continuously encouraged to have a go and feel safe in the learning environment. It is also
important to ensure that mistakes are very common, especially early on and that we should not think
about the mistakes we make but think about how we can improve and do better in the next instant.
We want our students to be very proactive thinkers.

What are possible ways to provide ‘feedback’ for the students?

 Continuous verbal feedback and acknowledgement of effort and performance during and after
each learning activity
 Peer feedback in partner challenges and weighted number games
 As students progress they will be provided the chance to take on the role as a ‘coach’ and umpire
during small-sided games and potentially the tournament, thus providing the opportunity to give
feedback.
 Students will be given an outline of the unit in rubric form showing what participation in course
requires and what they will be assessed on. They will be instructed to do a self-assessment at
various stages to assess where they think they are at.
 Knowledge of results in target games and during game play is another form of feedback that
students will receive.
 Teacher will provide specific feedback on specific techniques and other elements of skilled play
throughout the lesson.

What strategies will you implement to ‘enhance’ the play to make the session enjoyable?
 Students will be provided clear objectives of the activities in the lesson and will have a set purpose
of what they are trying to achieve. They will know what is expected of them.
 The tasks will be constructed to benefit the students learning and the students will be able to
identify the benefits of such tasks
 The activities set are aligned to the game and students can see that what they are practicing will
quickly be applied into a real game context.
 Varying the activities and making sure that they are paced well
 Towards the end of challenges and small games, the time left is counted down so students will try
and score before time runs out.
 Students are provided with choice on some occasions such as who their partners or groups are for
specific activities and games.
 The competition will be balanced and fair, this will be decided over the first couple of weeks.
Tournament teams will be announced in week 3 once I have an idea of which students should not
be in the same team and find out who is quite skilful and who needs more attention.

How will you ‘differentiate’ learning challenges & games to suit the diversity of students?
 Since the class is a big group, we can design games so that each area relates to their ability level.
For example game 1 could be played between the two best teams in the class and game two could
be for students who are still developing their techniques and understanding of the game. This will
allow students to be playing with and against other students who are closer to their zones of actual
development and therefore will feel more comfortable and feel as though they are on the right
track. Also the level of participation will be increased using this method.
 Year 10 Valley View Secondary School
HPE: Ultimate Frisbee Practical Assessment
Appendix 3 – Ultimate Frisbee Assessment Rubric

Student Name:__________________________________________

CATEGORY A B C D
Attitude & Approaches Ultimate Approaches Ultimate Approaches Ultimate Approaches Ultimate
Participation activities with enthusiasm activities with activities with a activities with a poor or
and an excellent attitude enthusiasm and a good satisfactory attitude and inconsistent attitude and is
towards participation all of attitude towards a willingness to often unwilling to
the time participation most of participate some of the participate
the time time
Cooperation & Interacts cooperatively with Usually interacts Can interact Finds it difficult to interact
Team Work others as an effective team cooperatively with cooperatively with cooperatively with other
member and encourages others as an effective others as a team team members and
others to participate team member and member but does not regularly sits out or
sometimes encourages regularly demonstrate displays negative sporting
others to participate encouraging team behaviour
behaviour
Development of Demonstrates advanced and Demonstrates sound Can sometimes Demonstrates few
Skilled Play specialised movement and movement and demonstrate effective movement and locomotor
locomotor skills, game locomotor skills, game movement and skills, poor understanding
sense, and technical ability sense, and technical locomotor skills, game of game sense, and
in Ultimate related activities ability in Ultimate sense, and technical requires significant further
related activities ability in Ultimate technical development in
activities Ultimate
Understanding Can explain and follow the Follows rules and Demonstrates a basic Demonstrates little or no
the Rules rules and safety implications safety implications of understanding of rules understanding of the rules
in a range of Ultimate Ultimate in a range of and safety implications and safety implications of
related activities. activities. Attempted to and may require Ultimate or chooses to not
Contributes positively to implement effective prompting or reminding abide by rules and safety
self-refereeing matches. self-refereeing. to demonstrate further implications
understanding
Listening Skills Always listens attentively Usually listens Sometimes listens well Seldom listens and
and follows instructions attentively and follows and usually follows requires regular prompting
promptly instructions instructions without to ensure appropriate
satisfactorily prompting participation
Achievement Level Teacher Comment
 Year 10 Valley View Secondary School
HPE: Ultimate Frisbee Practical Assessment

YEAR 10 HPE PRACTICAL OUTLINE

WEEK ULTIMATE FRISBEE

1 Double
- Technical Ability and Rules of the Game
- Game Play

Single
- Technical Ability and Rules of the Game
- Game Play

2 Double
- Technical Ability
- Rules and Fair Play
- Introduce Tactical principles
- In attack with the Frisbee (Scanning the field)
- In attack without the Frisbee (supporting with width and depth, penetrate)
- In Defense (delay and cover)
- Game play

Single
- Recap Tactical Principles
- Game Play
3 Double
- Technical Ability
- Rules and Fair Play
- Game Sense: Tactical principles
Attacking Tactical Principles
- Go For Goal, Penetrate the Defense
- Supporting with width and depth
Defense
- delay
- cover
- Game play

Single
- Recap Tactical Principles
- Game Play
4 Double
- Round Robin Tournament
- 4 teams
- Blue vs. Red. – Green vs. Orange
- Red vs. Orange – Blue vs. Green
- Blue vs. Orange – Red vs. Green

Single
- Finals
 Year 10 Valley View Secondary School
HPE: Ultimate Frisbee Practical Assessment