Title of Unit Basketball and Sport in Society Stage 1

Curriculum Area Physical Education Time Frame 6 weeks

Developed By Sarah Shaw

Learning Requirements
1. demonstrate a level of proficiency in performance of practical skills and techniques specific to a variety of human physical activities.
2. interpret, analyse, and effectively apply (independently, within groups, and in teams) skills, specific concepts and ideas, strategies, techniques, rules,
and guidelines.
3. demonstrate knowledge and understanding of the nature of physical activity, and communicate using appropriate terminology.
4. analyse and reflect on the implications of physical activity for personal and community health and well-being.
5. interact collaboratively and demonstrate initiative and leadership.
(South Australian Certificate of Education, 2018)

Understandings Essential Questions

Students will understand…

- How does space and time effect movements?

- That there are numerous benefits associated with participating in - How can the movements we learn be transferred to other sports?
physical activity. - How does the analysis of an issue help us to strive for change in the
- That there are issues present in the sporting arena. sporting community?

Knowledge Skills
Students will know… Students will be able to…

- Demonstrate a level of proficiency in performance of practical skills and

- The correct terminology associated with basketball (dribbling,
techniques specific to basketball
travelling, lay up etc.) - Analyse an issue relevant to a particular sport and discuss the
- The game rules and formations of basketball. implications.
- The tactical components of basketball and the transferability of
those tactics to a range of other sports.
 Assessment Evidence
Performance Task Description
Summative Task 1 Practical Assessment
Summative Task 2 Issues Analysis
Other Evidence

- Pre-test & post-test

- Peer assessment
- Self-evaluated assessment
- Film presentation

Learning Plan
Lesson 1 & 2 – Practical Single Lessons
Week 1 Lesson Objective: Attacking the basket, shooting within the zone.

- Pretest: students to undertake a game performance and understanding pre-test for their own,
and the teacher’s sake.
- Game: play small sided modified games with modified rules (3v3)
- Practice: shooting practice with cues (firm base, elbow under ball, extend arm, follow through
toward target.
- Game: back into 3v3 to implement techniques and further develop shooting.
- Conclusion: question for understanding.

Lesson Objective: Maintaining possession of the ball – creating passing lanes by using on-the-ball
skill execution and off-the-ball movement.

- Game: 3v3, half court modified rules.

- Practice: 3v3 practice task passing and moving, emphasise target hand etc.
- Game: 3v3, half court modified possession game.
- Conclusion: questioning for understanding of attacking the basket and shooting.

Lesson 3 & 4 – Theory Single Lessons

Lesson Objective: Investigate and research some issues in sport.

Lesson 1
- Introduce students to the topic of Sport in Society and outline the content to be covered and
 the assessment tasks that will need to be completed within the unit.
- Group work for investigation of the issues to be covered within the unit (drugs in sport,
minority groups (race/ethnicity), power (economic/political), sexism, commercialism).
- Use a list of questions that each group must answer about an issue.
Lesson 2
- Have groups finish their investigations and present their findings to the rest of the class.
- Other students take notes and have the opportunity to ask questions stimulating discussion.
- Each group to then create a large poster to document their issue and some of the implications
of that issue – put up around the class for future reference.

Lesson 5 & 6 – Practical Single Lessons

Week 2
Lesson Objective: Maintaining possession of the ball – creating passing lanes while off the ball.

- Game: 3v3, half court modified possession game.

- Practice: 3v3 game like practice task emphasising leading to space and cutting towards
basket.
- Game: 3v3, half court, possession game.
- Conclusion: question for understanding on the concepts of maintaining possession and leading
to space.

Lesson Objective: Maintaining possession of the ball - decision making.

- Game: 3v3 half-court modified possession game.

- Practice: 3v3 game like practice task emphasising decision making before passing.
- Game: 3v3, half court, possession game modified.
- Conclusion: questioning for understanding.

Lesson 7 & 8 – Theory Single Lessons

Lesson Objective: Acquire a more in depth understanding of the social issues explored last lessons
and look at some of their historical/cultural roots.
Lesson 1
- Allow time to finish posters if need be.
- Use the Coach Carter film trailer to discuss the social issues that are explored through it.
- Give students a hand out with a plot summary and an outline of how the issues in Coach
Carter are represented and explored.

Lesson 2
- Have students get into small groups and choose a film they know of that they think explores a
social issue/issues.
 - Use question sheets to guide their analysis of the chosen film: What social issues are
presented in this film? How are the issues presented? Who is impacted predominantly by the
issues? How are they impacted? How does this impact effect sport participation for the
individual/group and are those impacts still seen today in sport?
- Groups to present to the rest of the class their findings, other students are encouraged to take
notes and ask questions.
- Introduce the film analysis task and the requirements to be met by the task (Appendix 1).
- Arrange students into groups of 2-3, taking into consideration who they get on with well/
motivate each other well as this task requires all members to participate.

Lesson 9 & 10 – Practical Single Lessons

Week 3
Lesson Objective: Attacking the basket – identifying open lanes to basket to then dribble to drive
and shoot using a power dribble.

- Game: 3v3, half-court game.

- Practice 1: partner fake, dribble, drive and jump shot under cooperative defense.
- Practice 2: 1v1, score in 15 seconds or less from foul line.
- Game: 3v3 half-court game, emphasis on dribble and drive, can only score using a drive.
- Conclusion: question for understanding, consolidate learning and fill gaps in knowledge.

Lesson Objective: Attacking the basket – using space in the attack.

- Game: 3v3 half-court game.

- Practice: 2v2 dribble reposition drill, emphasising quick cuts and reading and anticipating.
- Game: 3v3 half-court possession game, emphasise driving and defense off the ball.
- Conclusion: question for understanding, re emphasise key concepts.

Lesson 11 & 12 – Theory Single Lessons

Lesson Objective: Allow class time for groups to work on their film analysis.
Lesson 1
- Give students the lesson to meet in their groups to finalise the film they have chosen, ensure
the films are appropriate and provide enough scope for analysis.
Lesson 2
- Students to continue working on their PowerPoints for presentation on their chosen film.
Lesson 13 & 14 – Practical Single Lessons
Week 4
Lesson Objective: creating space and lanes.

- Game: 4v4, half-court game

 - Practice: 3v2 two offensive, one defensive emphasising quick cuts, use of space and
anticipation.
- Game: 4v4, half-court game.
- Conclusion: question for understanding, emphasising objective of creating space and lanes and
their purpose in the game.

Lesson Objective: attacking the basket, using the give-and-go to score.

- Game: 4v4, half-court game.

- Practice: 2v2, keeping defender behind, using space, target hand.
- Game: repeat game 1, score off a give-and-go.
- Conclusion: questioning for understanding, how can you help team mates to shoot? Good
positions for certain times during the game etc.

Lesson 15 & 16 – Theory Single Lessons

Lesson Objective: Groups to present their PowerPoints on their chosen film.

Lesson 1
- Have half the class present their presentations.
- Students to assess the presenting group using the peer-assessment sheets (Appendix 2).

Lesson 2
- Remaining half of the class present their PowerPoints.
- Students to peer-assess
- Groups receive peer/teacher feedback on the strengths of their presentations and which areas
require more work.
- Introduce the Issues Analysis individual task and ensure students all have an issue/guiding
question before they leave class.

Lesson 17 & 18 – Practical Single Lessons

Week 5
Lesson Objective: defensive positioning when off the ball.

- Game: 5v5 full-court game

- Practice: partners practice off-the-ball defensive positioning (coaching each other) – steal the
ball without fouling or turnover.
- Game: repeat game 1
- Conclusion: question for understanding and to consolidate learning, why is it important to
have defensive positioning when off the ball etc.
 Lesson Objective: on the ball defense.

- Game: 5v5, full-court game.

- Practice: 2v2 keep offs, steal ball without fouling or turnover.
- Game: repeat game 1
- Conclusion: question for understanding, how can we defend when on-the-ball?

Lesson 19 & 20 – Theory Single Lessons

Lesson Objective: Further the understanding required for the issues analysis task, work on the
issues analysis.
Lesson 1
- Introduce the structure and headings/subheadings to be used for an issues analysis.
- Use a PowerPoint to guide the writing of an issues analysis, also provide handouts.
- Encourage students to take notes and ask questions.
- Model the analysis/use of literature to aid an issues analysis.

Lesson 2
- Welcome students and ask what would be most helpful to them for their assignment, which
area of content do they want a more in-depth understanding of or more of an explanation
about.
- Let the answers to the above discussion lead the lesson, ensuring the teacher has resources
and content for a more in depth look at the sport issues considered earlier, and also their
historical/cultural roots.
- Provide time for students to work on their issues analysis and give feedback and guidance
where necessary.

Lesson 21 & 22 – Practical Single Lessons

Week 6
Lesson Objective: defending space (player to player defense).

- Game: 5v5, full-court game

- Practice 1: players review and practice on and off the ball defensive positions, 3v3.
- Practice 2: 3v3, emphasise on-the-ball screens, defenders fight screen to stay with opponent.
- Game: 4v4, half-court – keep offensive team from scoring for 30 seconds.
- Conclusion: question for understanding, the positives of player to player defense, the
negatives etc.

Lesson Objective: transitioning from defense to offense.

- Game: 5v5, full-court game.
 - Practice 1: 4v4, one shooter, one outlet – successfully complete three consecutive outlet
passes.
- Practice 2: after outlet point guard movement to create passing lane, players move down
court as quickly as possible to assume offensive positions.
- Game: 5v5 full court.
- Practical: practical assessment to take place during the final game.

Lesson 23 & 24 – Theory Single Lessons

Lesson Objective: Finalise Issues Analysis task after returning drafts.

Lesson 1
- Ensure all students had their drafts returned if they handed them in.
- Go through the strengths found in majority of the drafts, and the areas for improvement.
- Provide more understanding in the areas needed through a PowerPoint.

Lesson 2
- Students to finish their Issues Analysis, ask final questions, seek guidance.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Appendix A) – Task Sheet – Issues analysis

Assignment: Film Issues Analysis group task

Aim: To identify issues in sports and society in contemporary films. Explore these ideas in a local, national, and global context,
and support these ideas with relevant literature.

Task:

Part 1:

1. You will be divided into groups, no more than 4

2. Choose a movie or documentary-based film around a sport or sporting themes and commence a video analysis.
3. Prepare and present a PowerPoint presentation which highlights the social and cultural issues within the film
4. Focus on the social and cultural issues, how they relate to sport, and how the fit within the context of the broader society.
5. Explain what this means in contemporary society and why this is important.
6. Your group will need to be creative and engaging as well as educational and knowledgeable.
Part 2:
1. You will be given a peer assessment sheet to fill out for one other group
2. You need to assess the other group based on the rubric and provide constructive and relevant feedback
3. provide 2-3 sentences on how they could improve their presentation if they were to do the task again

Word count: 750 words

Weighing: 20%

*See attached rubric


- Knowledge and
Understanding
A Comprehensive knowledge and
understanding of the nature of physical
activity.
Clear and accurate knowledge and
understanding of appropriate
terminology.
B Well-considered knowledge and
understanding of the nature of physical
activity.
Mostly clear knowledge and
understanding of appropriate
terminology.
C Considered knowledge and
understanding of the nature of physical
activity.
Competent knowledge and
understanding of appropriate
terminology.
Issues Analysis – Stage 1
Practical Skills Application
A high level of proficiency in practical
skills and techniques in a variety of
physical activities.
Accurate interpretation and highly
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Proficiency in practical skills and
techniques in most physical activities.
Mostly clear interpretation and effective
application of skills, specific concepts,
ideas, strategies, and techniques.
Competent practical skills and
techniques in different physical activities.
Competent interpretation and generally
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Initiative and Collaboration
Constructive initiative and leadership in
areas of physical activity.
Proactive collaboration in team activities.
Capable initiative and leadership in
areas of physical activity.
Active collaboration in team activities.
Some initiative and contribution to
leadership in areas of physical activity.
Appropriate collaboration in team
activities.
Name: ………………………
SACE ID: ……………………
Teacher: ……………………
Analysis and Reflection
Insightful and proactive analysis of, and
reflection on, practical techniques and
performance.
In-depth analysis of an issue related to
physical activity and clearly relevant to
local, regional, national, or global
communities.
Thorough and focused use of
information from different sources, with
appropriate acknowledgment.
Well-considered and mostly proactive
analysis of, and reflection on, practical
techniques and performance.
Well-considered analysis of an issue
related to physical activity and relevant
to local, regional, national, or global
communities.
Mostly focused use of information from
different sources, with appropriate
acknowledgment.
Considered and sometimes proactive
analysis of, and reflection on, some
aspects of practical techniques and
performance.
Considered analysis of an issue related
to physical activity that has some
relevance to local, regional, national, or
global communities.
Competent use of information from
different sources, with appropriate
acknowledgment.
- Knowledge and
Understanding
D Some recognition and awareness of the
nature of physical activity.
Some recognition and understanding of
basic terminology that may be
appropriate.
E Awareness of one or more aspects of
the nature of physical activity.
Limited awareness of basic terminology
that may be appropriate.
Practical Skills Application
Inconsistent practical skills and
techniques in one or more physical
activities.
Inconsistent interpretation and
application of skills, specific concepts, or
ideas.
Emerging practical skills and techniques
in one or more physical activities.
Limited interpretation and application of
skills, specific concepts, or ideas.
Initiative and Collaboration
Occasional demonstration of initiative in
areas of physical activity, with support.
Occasional collaboration in team
activities.
Emerging recognition of the need for
initiative.
Emerging collaborative skills in team
activities.
Analysis and Reflection
Consideration and description of some
aspects of practical techniques and
performance.
Some consideration and description of
an issue related to physical activity, but
with limited relevance to local, regional,
national, or global communities.
Some use of information from more than
one source, with some attempted
acknowledgment.
Description of one or more aspects of
practical techniques or performance.
Identification and some description of an
issue related to physical activity.
Attempted use of information from a
source, with limited acknowledgment.

Assessor:
Group assessed:
Task: Highlight or circle where you grade the group based on the rubric. Provide 2-3 sentences at the end with constructive
feedback for improvement.
- Knowledge and
Understanding
A Comprehensive knowledge and
understanding of the nature of physical
activity.
Clear and accurate knowledge and
understanding of appropriate
terminology.
B Well-considered knowledge and
understanding of the nature of physical
activity.
Mostly clear knowledge and
understanding of appropriate
terminology.
C Considered knowledge and
understanding of the nature of physical
activity.
Competent knowledge and
understanding of appropriate
terminology.
Peer Assessment
Practical Skills Application
A high level of proficiency in practical
skills and techniques in a variety of
physical activities.
Accurate interpretation and highly
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Proficiency in practical skills and
techniques in most physical activities.
Mostly clear interpretation and effective
application of skills, specific concepts,
ideas, strategies, and techniques.
Competent practical skills and
techniques in different physical activities.
Competent interpretation and generally
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Initiative and Collaboration
Constructive initiative and leadership in
areas of physical activity.
Proactive collaboration in team activities.
Capable initiative and leadership in areas
of physical activity.
Active collaboration in team activities.
Some initiative and contribution to
leadership in areas of physical activity.
Appropriate collaboration in team
activities.
Analysis and Reflection
Insightful and proactive analysis of, and
reflection on, practical techniques and
performance.
In-depth analysis of an issue related to
physical activity and clearly relevant to
local, regional, national, or global
communities.
Thorough and focused use of information
from different sources, with appropriate
acknowledgment.
Well-considered and mostly proactive
analysis of, and reflection on, practical
techniques and performance.
Well-considered analysis of an issue
related to physical activity and relevant to
local, regional, national, or global
communities.
Mostly focused use of information from
different sources, with appropriate
acknowledgment.
Considered and sometimes proactive
analysis of, and reflection on, some
aspects of practical techniques and
performance.
Considered analysis of an issue related
to physical activity that has some
relevance to local, regional, national, or
global communities.
Competent use of information from
different sources, with appropriate
acknowledgment.
 - Knowledge and
Understanding
D Some recognition and awareness of the
nature of physical activity.
Some recognition and understanding of
basic terminology that may be
appropriate.
E Awareness of one or more aspects of the
nature of physical activity.
Limited awareness of basic terminology
that may be appropriate.
Feedback:
Peer assessed grade:
Teacher grade:
Practical Skills Application
Inconsistent practical skills and
techniques in one or more physical
activities.
Inconsistent interpretation and
application of skills, specific concepts, or
ideas.
Emerging practical skills and techniques
in one or more physical activities.
Limited interpretation and application of
skills, specific concepts, or ideas.
Initiative and Collaboration
Occasional demonstration of initiative in
areas of physical activity, with support.
Occasional collaboration in team
activities.
Emerging recognition of the need for
initiative.
Emerging collaborative skills in team
activities.
Analysis and Reflection
Consideration and description of some
aspects of practical techniques and
performance.
Some consideration and description of an
issue related to physical activity, but with
limited relevance to local, regional,
national, or global communities.
Some use of information from more than
one source, with some attempted
acknowledgment.
Description of one or more aspects of
practical techniques or performance.
Identification and some description of an
issue related to physical activity.
Attempted use of information from a
source, with limited acknowledgment.
Appendix B) Issues analysis (Individual)

Task 2: Issues analysis

Stage: 1

Task: drawing on appropriate literature, create an issues analysis focusing on ONE issue in contemporary sport. Identify the
issue and suggest ways in which it can be improved for sport in the future.

Suggestions: Gender inequality in sport, enhancement/substance use, racism in sport.

Word count: 800 words

Weighing: 30%

- Knowledge and
Understanding
A Comprehensive knowledge and
understanding of the nature of physical
activity.
Clear and accurate knowledge and
understanding of appropriate
terminology.
B Well-considered knowledge and
understanding of the nature of physical
activity.
Mostly clear knowledge and
understanding of appropriate
terminology.
C Considered knowledge and
understanding of the nature of physical
activity.
Competent knowledge and
understanding of appropriate
terminology.
Issues analysis – Rubric Stage 1
Practical Skills Application
A high level of proficiency in practical
skills and techniques in a variety of
physical activities.
Accurate interpretation and highly
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Proficiency in practical skills and
techniques in most physical activities.
Mostly clear interpretation and effective
application of skills, specific concepts,
ideas, strategies, and techniques.
Competent practical skills and
techniques in different physical activities.
Competent interpretation and generally
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Initiative and Collaboration
Constructive initiative and leadership in
areas of physical activity.
Proactive collaboration in team activities.
Capable initiative and leadership in areas
of physical activity.
Active collaboration in team activities.
Some initiative and contribution to
leadership in areas of physical activity.
Appropriate collaboration in team
activities.
Name: ……………………………
SACE ID: …………………………
Teacher: …………………………
Analysis and Reflection
Insightful and proactive analysis of, and
reflection on, practical techniques and
performance.
In-depth analysis of an issue related to
physical activity and clearly relevant to
local, regional, national, or global
communities.
Thorough and focused use of information
from different sources, with appropriate
acknowledgment.
Well-considered and mostly proactive
analysis of, and reflection on, practical
techniques and performance.
Well-considered analysis of an issue
related to physical activity and relevant to
local, regional, national, or global
communities.
Mostly focused use of information from
different sources, with appropriate
acknowledgment.
Considered and sometimes proactive
analysis of, and reflection on, some
aspects of practical techniques and
performance.
Considered analysis of an issue related
to physical activity that has some
relevance to local, regional, national, or
global communities.
Competent use of information from
different sources, with appropriate
acknowledgment.
- Knowledge and
Understanding
D Some recognition and awareness of the
nature of physical activity.
Some recognition and understanding of
basic terminology that may be
appropriate.
E Awareness of one or more aspects of the
nature of physical activity.
Limited awareness of basic terminology
that may be appropriate.
Practical Skills Application
Inconsistent practical skills and
techniques in one or more physical
activities.
Inconsistent interpretation and
application of skills, specific concepts, or
ideas.
Emerging practical skills and techniques
in one or more physical activities.
Limited interpretation and application of
skills, specific concepts, or ideas.
Initiative and Collaboration
Occasional demonstration of initiative in
areas of physical activity, with support.
Occasional collaboration in team
activities.
Emerging recognition of the need for
initiative.
Emerging collaborative skills in team
activities.
Analysis and Reflection
Consideration and description of some
aspects of practical techniques and
performance.
Some consideration and description of an
issue related to physical activity, but with
limited relevance to local, regional,
national, or global communities.
Some use of information from more than
one source, with some attempted
acknowledgment.
Description of one or more aspects of
practical techniques or performance.
Identification and some description of an
issue related to physical activity.
Attempted use of information from a
source, with limited acknowledgment.
Appendix c) Practical Assessment Rubric
Weighing: 50%
- Knowledge and
Understanding
A Comprehensive knowledge and
understanding of the nature of physical
activity.
Clear and accurate knowledge and
understanding of appropriate
terminology.
B Well-considered knowledge and
understanding of the nature of physical
activity.
Mostly clear knowledge and
understanding of appropriate
terminology.
C Considered knowledge and
understanding of the nature of physical
activity.
Competent knowledge and
understanding of appropriate
terminology.
Practical Skills Application
A high level of proficiency in practical
skills and techniques in a variety of
physical activities.
Accurate interpretation and highly
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Proficiency in practical skills and
techniques in most physical activities.
Mostly clear interpretation and effective
application of skills, specific concepts,
ideas, strategies, and techniques.
Competent practical skills and
techniques in different physical activities.
Competent interpretation and generally
effective application of skills, specific
concepts, ideas, strategies, and
techniques.
Initiative and Collaboration
Constructive initiative and leadership in
areas of physical activity.
Proactive collaboration in team activities.
Capable initiative and leadership in areas
of physical activity.
Active collaboration in team activities.
Some initiative and contribution to
leadership in areas of physical activity.
Appropriate collaboration in team
activities.
Analysis and Reflection
Insightful and proactive analysis of, and
reflection on, practical techniques and
performance.
In-depth analysis of an issue related to
physical activity and clearly relevant to
local, regional, national, or global
communities.
Thorough and focused use of information
from different sources, with appropriate
acknowledgment.
Well-considered and mostly proactive
analysis of, and reflection on, practical
techniques and performance.
Well-considered analysis of an issue
related to physical activity and relevant to
local, regional, national, or global
communities.
Mostly focused use of information from
different sources, with appropriate
acknowledgment.
Considered and sometimes proactive
analysis of, and reflection on, some
aspects of practical techniques and
performance.
Considered analysis of an issue related
to physical activity that has some
relevance to local, regional, national, or
global communities.
Competent use of information from
different sources, with appropriate
acknowledgment.
- Knowledge and
Understanding
D Some recognition and awareness of the
nature of physical activity.
Some recognition and understanding of
basic terminology that may be
appropriate.
E Awareness of one or more aspects of the
nature of physical activity.
Limited awareness of basic terminology
that may be appropriate.
Practical Skills Application
Inconsistent practical skills and
techniques in one or more physical
activities.
Inconsistent interpretation and
application of skills, specific concepts, or
ideas.
Emerging practical skills and techniques
in one or more physical activities.
Limited interpretation and application of
skills, specific concepts, or ideas.
Initiative and Collaboration
Occasional demonstration of initiative in
areas of physical activity, with support.
Occasional collaboration in team
activities.
Emerging recognition of the need for
initiative.
Emerging collaborative skills in team
activities.
Analysis and Reflection
Consideration and description of some
aspects of practical techniques and
performance.
Some consideration and description of an
issue related to physical activity, but with
limited relevance to local, regional,
national, or global communities.
Some use of information from more than
one source, with some attempted
acknowledgment.
Description of one or more aspects of
practical techniques or performance.
Identification and some description of an
issue related to physical activity.
Attempted use of information from a
source, with limited acknowledgment.
 Justification
Introduction
The South Australian Teaching for Effective Learning (TfEL) framework pushes teachers to create safe conditions for rigorous learning,
develop expert learners and personalize and connect learning (2015). The unit plan above takes this framework into consideration and
subsequently is designed to meet the outlined standards to create an environment in which effective learning can flourish. Additionally, the
South Australian Certificate of Education (SACE) strives to cultivate critical inquiry and problem solving, higher order thinking skills that allow
students to develop a greater and more in-depth understanding of over-arching concepts and ideas, and thus facilitating the transfer of
knowledge and skills into responsible action (Miri, David & Uri, 2007). The above unit plan will be justified through the discussion of the
relevant shaping components that have been applied to foster effective learning. These include the employment of both the Game Sense
Model and the ‘Know- Understand-Do’ (KUD) framework and further justification for lesson distribution and student choice and
differentiation.

Teaching for Effective Learning Framework

The TfEL framework ensures students learn in authentic ways through the fostering of deep understandings, through supporting and
challenging students to achieve high standards, and through promoting inquiry, critical thinking, applying and communication skills (2015).
This unit plan fosters deep understanding through tasks that require students to create and evaluate in both the practical and theory
components of the unit. Creating and evaluating represent the pinnacle of Bloom’s taxonomy, and embody the components that comprise
the display of the highest understanding (Bloom, 1956). Students will create by devising, planning and producing solutions to movement
problems in the practical component of this unit, with the aid of teacher guided questions. Students will also test, critique and criticize within
the theory aspect of the unit, analysing an issue and evaluating its significance in contemporary society.
Students will be supported and challenged through the group work and scaffolding within both practical and theory components of the unit,
ensuring each task is demonstrated or modelled prior to students having to do them independently.
The promotion of inquiry and critical thinking will be encouraged using divergent questioning by the teacher, and guided discussions to
explore concepts and problems. The use of questions by a teacher is a powerful way of encouraging students to analyse their actions and
movements in context, both as an individual and as a team (Pearson & Webb, 2008).
The Game Sense Model was another prominent shaper of the unit plan, allowing students high levels of participation, engagement, and
therefore learning opportunities.
Game sense:
Game sense is an approach to modified sport that engages children in minor and modified game strategies and concepts where there are
opportunities to develop both skills and an understanding of the tactics of the game (AGASC, 2017). Game Sense teaching and coaching
literature described skill as the application of technique in the context of play, therefore tactical, technique and fitness components are
taught contextually in a designer game to represent the “whole” and offer means of integrated tactical and technical learning. (Feith, 2014).
The approach uses sports as an example to master key components of physical activity, including multifunctional skills such as receiving,
attacking, defending, blocking, scoring. The use of guided questions is critical in the success of this pedagogical approach to teaching
physical education. Using open ended questions as a guide to understand these concepts provide students with the opportunity for higher
order critical thinking. The game sense approach emphasizes a focus on the understanding of movement and its importance across various
sports. Skillful performance in sport is about developing technical actions that can stand up to the pressure of competition. Athletes need to
be able to make decisions to execute their technical skills at the right time and place (Farrow, 2009).
Decision making using guided questions allows students to extend their thinking about not only the topical context, but about movement in
wider context.
We chose to use the game sense approach when designing the unit as it is effective in developing higher order thinking of key components
of movement and physical activity through and engaging and practical approach.

‘Know - Understand – Do’

Principles into practice:
The ‘Know – Understand – Do’ (KUD) framework allows students to apply knowledge and learnt concepts into physical practice. Through
consistent questioning regarding the ideas and concepts, students should be able to adapt these concepts into gameplay situations. The
framework is an on-going part of the practical lessons and highlights the intended learning outcomes for students and teachers to reference
throughout the lesson and the unit. The KUD is structured with essential questions which guide students to developing these key ideas and
grasping an understanding of the key concepts. Using the standards, and lesson objectives, the framework is designed to break down each
stage of developmental learning for student understanding.

The ‘know’ refers to the big idea or intended knowledge. For example: Facts, terminology, big ideas.
The ‘understand’ focuses on developing these ideas into concepts, principles and statements regarding the ‘know’.
The ‘do’ section of the framework is applying the skills and competencies. For example: thinking skills, planning skills and application.

Know – Understand – Do is a highly beneficial framework for developing student understanding, particularly with difficult concepts. It allows
students to map out the idea, the concept, and then apply it practically.
Distributed lessons
Research shows that shorter practice times with spaced repetition increases information retention and storage (Glenburg, 1979; Shmidt &
Bjork, 1992; Melton, 1970). Thus we have decided that our lessons will be single lessons for both the practical and theory components.
Contextual, structural and descriptive are the three forms of information that are better retained as a result of spacing between repetitions
of learning and physically participating (Glenburg, 1979). To increase this retention of information by the students, the lessons have been
distributed throughout the week as single time slots, and in addition, students are offered choice as well as differentiated tasks to promote
engagement and personal relevance with concepts and big ideas.

Learning through choice and differentiation

Engagement is a prominent issue across the entirety of the curriculum. Teachers find it harder and harder to engage students in
complicated and higher order concepts. There are various approaches and strategies to encourage student interest and engagement and
learning by choice/interest is one we have found quite successful in the classroom. Offering students choices about their learning is one of
the most powerful ways teachers can boost student learning. Educational Author Mike Anderson believes that when students have more
choices about their learning, they can find ways of learning that match their personal needs and be more engaged in their work, building
skills and work habits that will serve them well in school and beyond (Anderson, 2016). With a focus on teaching issues analysis in the unit,
we believed here to be our opportunity for differentiation and incorporating the learning by choice approach. We allowed the students to
choose both their own issue relating to sport and society and their own film to use as an example. Allowing students the creative freedom to
choose a film can encourage students to find important concepts in everyday contemporary literature. The important aspect to
differentiating curriculum is to ensure each student, despite individual choices, are achieving the same learning objectives and outcomes.
The room for choice should not affect the desired educational outcome. If schools ignore the contexts in which students live and their
experiences, knowledge, capacities and concerns, they run the risk of being increasingly irrelevant, for many young people (Wright, 2004).

Conclusion
Teaching for effective learning ensures a range of different individuals with various learning profiles and strengths have equal opportunity
in, and access to, quality learning. The unit plan outlined is supported and built around concepts that ensure the criteria for teaching for
effective learning is met. The unit aspires to create safe conditions for rigorous learning, develop expert learners and personalize and
connect learning, through the Game Sense model, the KUD framework and through additional strategies including distributed lessons and
opportunities for choice and differentiation (Teaching for Effective Learning, 2015). The strategies and components that have been utilized
in the shaping of this unit provide students with the opportunity to take part in relevant and transferable learning in a positive and
interactive manner. It creates an engaging platform that promotes critical thinking and problem solving and encourages students to delve
into the realm of higher order thinking, identifying and demonstrating their in-depth understandings of the content and its relevance.
References:
Anderson, M. (2016). Learning to choose, choosing to learn. Et. Al.

Australian Governement Australian Sports Commission. Game Sense Approach. (2017). Sportingschools.gov.au.
https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/game-sense-approach

Bloom, B. (1956). Taxonomy of educational objectives. N.Y.: Longmans, Green.

Farrow, D. Australian Sports Commission. (2009). Australian Coaches - Skill Acquisition. Retrieved from https://www.youtube.com/watch?
v=WLQZBJiJ_cI&feature=related

Feith, J. (2014). Play With Purpose: An Introduction to the Game Sense Approach. ThePhysicalEducator.com. Retrieved 7 April 2018, from
https://thephysicaleducator.com/2014/07/09/play-with-purpose-an-introduction-to-the-game-sense-approach/

Glenberg, A. M. (1979). Component-levels theory of the effects of spacing of repetitions on recall and recognition. Memory &
Cognition, 7(2), 95-112.

Melton, A. W. (1970). The situation with respect to the spacing of repetitions and memory. Journal of Verbal Learning and Verbal
Behavior, 9(5), 596-606.

Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical
thinking. Research in science education, 37(4), 353-369.

Pearson, P. J., & Webb, P. (2008). Developing effective questioning in teaching games for understanding (TGfU).

Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for
training. Psychological science, 3(4), 207-218.

Wright, J. (2004). Critical inquiry and problem-solving in physical education . Woolongong: University of Woolongong Australia. Retrieved
from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1013&context=edupapers