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Pdhpe Lesson Plan 1c Final
Pdhpe Lesson Plan 1c Final
How the quality teaching elements you have identified are achieved within the lesson.
- Students get to choose the starting position they want to do each round
Part 2 (think, pair, share) (L) 7min
- Students have to place the flashcards in the order of what they believe is
the most efficient starting position for a 100m sprint. Students then
discuss with the pair next to them creating a group of four why they have
placed the flashcards in that order. Students then share with the entire
class justifying their choices.
Questions to facilitate learning:
What forces are against you when sprinting? How do you overcome these
forces? What starting position would be better for a 1500m race? Why?
Part 3 (group photo) (L) 7min
- From the previous activity students should have outlined that the crouch
start (Olympic start) is the most efficient way to generate force.
- Students in their pairs join with two other pairs to make a group of six.
They have to work together to create a photo that shows the first six
‘phases’ of a crouching sprint start. Each student assumes one of the six
positions and then the teacher takes the photo. The teacher prints out the
photos to use next lesson.
Differentiation:
Providing students with pictures aids visual learners. The teacher should pair
students of mixed ability to facilitate peer-teaching. Questions are ‘scaffolded’
by Blooms’ Taxonomy to challenge students at their zone of proximal
development.
15min Activity 2: Hurdle Relay (PD5-5, PD5-10) Teacher: T/S
Explain the
Purpose: For students to collaborate and devise strategies and to
activity
demonstrate running and jumping in a racing context. Student:
Description: Extend the
- 4 teams of 6 students. The aim is to complete as many laps as possible 10mx10m square
around the 20mx20m square track. Students are to come up with their to 20mx20m
own strategy on how to maximise their lap count. For example all 6 Resources
12xmarkers
students may choose to run around together, they must all cross the
4xbatons
finish line together to get 6 points if they do not they will receive 0 points.
1 student might run around the entire time to receive 1 pint at a time.
Each team will need to think about the best strategy for their team.
- Students must jump over the hurdles (small skill hurdles) for the lap to
count. There will be two races each consisting of 5 min.
- Students prior to race two will be given time to reflect on the
effectiveness of their strategy in race one and whether they want to
change their approach based on their previous performance.
Questions to facilitate learning:
What impact did the hurdles have on your ability to complete laps quickly?
What impact did the shape of the track have? If it were a straight track
covering the same distance would you be able to complete a lap faster or
slower?
Differentiation:
Pairing students of mixed ability promotes peer-teaching and interpersonal
skills.
7min Conclusion Activity: Edor (Indigenous Australian Game) (PD5-11) Teacher: T
Facilitate
Purpose: For students to cool-down and demonstrate running in a game.
discussion
Description: Student:
- One student is the ‘tagger’. All the students start on the line and try and Pack away
get to the other end without being tagged. If they get tagged they equipment
become another tagger.
Conclusion Questions:
What forces act against you when you run? If the surface of the ground was
different how would that work with or against you? Explain. What is the best
starting position for the 100m? Explain. Why is generating force important in
100m sprinting?
Resource: Introduction Activity – Kahoot Quiz (6 out of 10 questions shown)
PDHPE Lesson Plan
Topic Feel the Force Stage of learner: 5
area:
Date: TBA Location Oval Lesson No. 2 of 3
booked:
Time: 60 mins No. of 24 Preparation/ (Listed in the lesson)
students Resources:
How the quality teaching elements you have identified are achieved within the lesson.
- The teacher observes which groups are demonstrating the best technique
and gets them to join a group who is finding it difficult. The teacher may
also help students with technique if required.
- Students are to wait for the teachers signal before retrieving equipment
this is to ensure the safety of all students.
Questions to facilitate learning:
Just like there are forces against you when sprinting what are the forces
against you when throwing? How do you generate the most force when
throwing a shotput, discuss, javelin?
Differentiation:
Pairings are made of students with mixed ability to facilitate peer-teaching.
Demonstrations are given as well as verbal instruction to cater for students
learning styles. The duration of the activity will be defined frequently so
students can self-direct their own learning.
10min Activity 2: Dartboard Athletics (N) (PD5-4, PD5-5) Teacher: S
Places two pairs
Purpose: For students to demonstrate their ability to apply different levels of
together to
force to an object to hit a specific target. create a group of
Description: 4.
- Students in groups of four are to set up an area that resembles a discuss Student:
field. Inside the discuss field they are to set up four zones each 10m apart. Collects
equipment and
Each zone represents a number distinguished by the students in the group
sets up playing
of four. For example zone 1 could equal 10 points and zone 4 could equal area.
50 points. Resources:
- Each student starts with a score distinguished by the group. For example 6x plastic discuss
20x markers
each student starts with 100. The aim is to get your score back to zero by
landing the discuss into the four zones. For example if zone 2 is worth 20
points, the student will then be on 80 points.
- After the first round students are to make up a rule.
- The teacher does a demonstration with one group, showing them how to
play as well as how to set-up the playing area.
- Each student then selects one of the flash cards at random. According to
their flashcard they have to work out which throwing technique and
object they have to use.
- Students take turns which each piece of equipment.
Differentiation:
Allowing students to choose how they want to score allows them to direct
their own learning. Provide students with the CHANGE-IT principle scaffold.
15min Activity 3: Shotput Puzzle Relay (L) (Appendix A) (PD5-4, PD5-5, PD5-10) Teacher: T/S
While students
Purpose: For students to demonstrate the movement skills of running and
are completing
throwing. For students to showcase their leadership, teamwork and co- activity 2 set up
operation. playing area.
Description: Student:
- There are four teams of six students. Students are to be in the group 6 Collects
from last lesson. equipment.
Organise
- Each group has an individual playing area. The playing area is 20m long.
themselves into
Within each playing area are four different coloured hula hoops. At the their group of 6
end of the playing area is four coloured buckets that represent the colour from last lesson.
of the hula-hoop. Resources:
- Inside each bucket is three puzzle pieces that have been made out of the 16x hula hoops
4x rubber balls
sprinting picture the students took last lesson. There is a total of 12 puzzle
4x crates/bucket
pieces across 4 buckets. Photos from last
- The aim is to collect all 12 pieces and assemble the picture. lesson which
- To begin one member of each team throws the shotput and tries to land have been
turned into
in one of the coloured hula-hoops. If it lands in hula-hoop another
puzzle pieces.
member of the team runs up the side of the playing area and collects a
puzzle piece from the matching coloured bucket.
- No player can have two turns in a row at either throwing or running.
- In their teams students can decide amongst them who will be throwers
and who will be runners.
- The first team to assemble their picture first wins.
Differentiation:
Forming groups of students with mixed ability fosters peer-teaching. Allow
students to make modifications to the game if they are finding it too difficult
or too easy using the CHANGE-IT Principle.
5min Conclusion Activity: Debrief the lesson Teacher: T
Bring exit slips
Questions to Facilitate Learning:
Student:
- How do you produce maximum force upon the discus, shotput, javelin. Complete exit
(Each time a student answers, they demonstrate to the class and the class slips
copies them. Resources:
- Students fill out exit slips, detailing one thing they learnt, one thing they 24x exit slips
Glue me to the card when you know who I Glue me to the card when you know who I
am am
Charactersitics Charactersitics
- I ‘throw’ the object with a straight - I ‘throw’ the object with a slightly
arm bent arm
- I ‘throw’ within a small circle - I have the longest follow through after
- My object travels the least amount of I throw my object
distance. - My object travels the most distance
Charactersitics
- I ‘throw’ the object with a straight
arm
- I ‘throw’ within a small circle
- My object travels the least amount of
distance.
How the quality teaching elements you have identified are achieved within the lesson.
Link:
https://docs.google.com/presentation/d/1IuHIgbOirOwn-xVzIm2RZlX4Bnft_RcoM-cAwUJDKNA/edit?usp=sharing
References
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library
Australian Sports Commission. (n.d.). Inclusive coaching : Participating in sport. Retrieved from
http://www.ausport.gov.au/participating/resources/coaches/tools/coaching_specific_groups/Incl
usive
Edwards, K., & Meston, T. (2008). Yulunga: Traditional indigenous games. Retrieved from Australian
http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.
These three lessons plan have been designed within the Stage 5 unit of work ‘Feel the Force’. The three
lessons embed two contexts for learning, ‘individual physical activities’ and ‘fundamental movement skills,
drawing syllabus content from the ‘movement skill and performance’ strand. More specifically the three
lessons explore ‘force’ through athletic based activities (running/sprinting, throwing and jumping). The
syllabus content has been thoughtfully sequenced allowing students to develop and utilise knowledge they
have acquired in previous lessons into future lessons. The activities across all three lessons have been
purposefully designed to meet the identified learning outcomes of the ‘movement, skill and performance
strand’, the cross-curriculum priority area of ‘Aboriginal and Torres Strait Islander histories and cultures’
and the general capabilities: numeracy, literacy and information communication technology (ICT).
The cross-curriculum priority area ‘Aboriginal and Torres Strait Islander histories and cultures’ has been
included across the three lessons in the form of traditional Aboriginal games. Including these games gives
students insight into the contribution Indigenous Australians have made to the sporting context in
Australia, as well as promoting relevance for Indigenous students in the classroom (Santoro, Reid,
Crawford & Simpson, 2011). The general capabilities of numeracy, literacy and ICT have been embedded
within most learning activities as learning these skills help students form knowledge and attitudes that are
required to be a successful individual in the current social climate (NSW Education Standards Authority,
2018).
The learning activities across all three lessons have been informed predominantly by constructivist learning
theory as there is substantial evidence detailing the effectiveness of ‘placing’ students at the centre of
their own learning (Slavich & Zimbardo, 2012). Constructivism proposes learning is experiential, taking
place through practical inquiry/problem based activities where social interaction and collaboration has a
heavy presence, this allows learners to create knowledge and construct conclusions based on their
personal experience (Keengwe & Onchwari, 2011; MacPhail, Tannehill, & Goc Karp, 2013).Constructivist
pedagogical models used in physical education includes inquiry-based learning, cooperative learning,
games-based learning and peer-teaching (Gurvitch & Metzler, 2013). These pedagogical models have been
used across all three lessons to foster learning about ‘force’ within an athletics context. Additionally due to
the nature of the content teacher-centred approaches have been ‘blended’ into some learning activities in
the form of teacher-led instruction and teacher-led discussion. These pedagogical models have been
included to ensure the safety of all students when utilising athletic equipment, to facilitate a smooth
transition between tasks and to check for understanding (Otukile-Mongwaketse, 2018).
Inquiry based learning has been incorporated across the three lessons to foster student learning. Inquiry
based learning enables students to build their knowledge on key concepts and ideas through self-directed
investigation (Østergaard, 2016). Across the three lessons students investigate how the body combats and
produces force in order to perform the movement skills of sprinting, throwing and jumping. Students
experiment with different techniques with the goal of answering the inquiry problem of which technique
produces the most force. The inquiry problem becomes more student-centred as the unit progresses; this
is because students need to be initially guided by the teacher through scaffolds and discussion on how to
conduct an inquiry before they can undertake an inquiry of their own (Lynott & Bittner, 2019). For example
in lesson 1 students are given distinct instructions on what to investigate where in lesson 3 students form
their own problems and questions to investigate. Inquiry based activities have been incorporated because
students engaged in inquiry based learning show increase knowledge of key concepts, demonstrate
greater interpersonal skills and are able to make real-world applications (Lynott & Bittner, 2019).
Additionally, cooperative learning is used within the games-based activities throughout the three lessons.
Despite athletics being an individual sport and not games related there is still reason to include some game
related activities within the unit. The games that have been included focus specifically on the skills of
running, throwing styles related to discus, shotput and javelin and jumping. Through playing these games it
allows students to develop the skills ‘naturally’ as well as increasing engagement, motivation and
enjoyment (Hewitt, Pill &, McDonald, 2018). Furthermore, students work in teams of varying ability
allowing students to demonstrate their athletic strengths as well as their leadership, interpersonal and
problem solving skills (Dyson & Casey, 2016). Additionally, working in a team allows students to recognise
‘gaps’ in their own understanding of concepts allowing peer-teaching to occur (Slavich & Zimbardo, 2012).
Peer-teaching occurs throughout each lesson in the inquiry-based activities where students investigate
how force is generated through sprinting, throwing and jumping. Pairs are mostly composed of students of
mixed ability, this is to afford students who are athletically competent the opportunity to teach and
provide timely feedback to students who are not as athletically capable (Topping, 2005). Likewise, it allows
students who are more proficient in using ICT the opportunity to teach their peer who is less proficient.
Additionally, in some instances pairings will be made up of ‘same-ability’ students, in these cases peer-
teaching becomes reciprocal. This form of peer-teaching allows both students to remain engaged and
challenged as they collaborate in order to find solutions to the movement problem (Gazula, McKenna,
Cooper, & Paliadelis, 2017). Peer-teaching activities have been included as they are an effective way to
assess student learning as students are able to present performance assessments of their peers (Gazula et
al., 2017) which is a syllabus requirement. Peer teaching also enacts motivation, self-efficacy and student
achievement among students (Nurmi & Kokkonen, 2015).
To ensure all students learning needs are being addressed these pedagogical models have been used to
differentiate the way syllabus content has been presented. Additionally, the teacher provides verbal
instruction, demonstration and scaffolds to aid student understanding. Scaffolds are resources, directions
and tools that allow students to work within their zone of proximal development increasing their ability to
learn new knowledge and concepts (Wass & Golding, 2014). Within the three lessons, activities have been
scaffolded by visual and verbal instruction, templates, pictures, flashcards, the organisation of the playing
area and Blooms’ Taxonomy.
Further differentiation strategies include giving students choice on how they present their learning this is
important in a mixed ability class. Across the three lessons students are able to present their learning
through questioning, by solving inquiry-based problems and by demonstrating their understanding through
skill execution. By implementing these differentiation strategies it allows students who are less skilled
athletically to demonstrate their understanding of the content through answering questions and devising
strategies (Light, Curry, Mooney, 2014). This allows the teacher to formatively assess students which
informs their future teaching practice and therefore helps students meet learning outcomes (Andersson &
Palm, 2017).
References
Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of
Dyson, B., & Casey, A. (2016). Co-operative learning as a pedagogical model in physical education. In Co-
operative learning in physical education and physical activity: A practical introduction (pp. 1-14).
Gazula, S., McKenna, L., Cooper, S., & Paliadelis, P. (2017). A systematic review of reciprocal peer tutoring
within tertiary health profession educational programs. Health Professions Education, 3(2), 64-78.
doi:10.1016/j.hpe.2016.12.001
Gurvitch, R., & Metzler, M. (2013). Aligning learning activities with instructional models. Journal of
Hewitt, M., Pill, S., & McDonald, R. (2018). Informing Game Sense pedagogy with a constraints-led
perspective for teaching tennis in schools. Agora for Physical Education and Sports, 20(1), 46.
doi:10.24197/aefd.1.2018.46-67
Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in physical
education. Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 67-81.
doi:10.1080/18377122.2014.868291
Lynott, F. J., & Bittner, G. L. (2019). Moving toward developing inquiry skills: Inquiry-based learning in
MacPhail, A., Tannehill, D., & Goc Karp, G. (2013). Preparing physical education preservice teachers to
design instructionally aligned lessons through constructivist pedagogical practices. Teaching and
https://syllabus.nesa.nsw.edu.au/pdhpe/
Nurmi, A., & Kokkonen, M. (2015). Peers as teachers in physical education hip hop classes in Finnish high
Østergaard, L. D. (2016). Inquiry-based learning approach in physical education: Stimulating and engaging
students in physical and cognitive learning. Journal of Physical Education, Recreation & Dance,
Otukile-Mongwaketse, M. (2018). Teacher centered dominated approaches: Their implications for todays
doi:10.5897/ijpc2016.0393
Santoro, N., Reid, J., Crawford, L., & Simpson, L. (2011). Teaching Indigenous Children: Listening to and learning
doi:10.14221/ajte.2011v36n10.2
Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic
principles, and core methods. Educational Psychology Review, 24(4), 569-608. doi:10.1007/s10648-
012-9199-6
doi:10.1080/01443410500345172
Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development.