HPE2204 Physical Performance Lab 4 Written Report | 20152202

Primary school Ten-Week Australian Rules (Touch) Football Programme

Week Aims & Objectives Scope & Sequence Teaching Resources Assessment
Style used
1 Basic Handballing Teacher Observation:
Students should aim to: Lesson 1 / Lesson 2 Lesson 1 & 16 Footballs - Students are ranked from 3-
- Practice handballing on Skills 2: Cones 1 based off of their basic
dominant and non- Handballing Traditional Whistle handball and marking skills
dominant using launch Strategies & Tactics SEPEP Football oval 3 = Advanced
the rocket technique Ball use - Freo fastball 2 = Developing
Rules: 1 = Beginner
- Apply ‘W’ technique -No throwing the ball Select the Sports Board and
when marking the -No tackling Selection Committee grade
football from other Student Role students in order to organise teams
students or teacher Active Learners for the upcoming SEPEP program.
Teacher Role
- Apply skills and Facilitator
strategies used within the
lesson to a game-like
situation

Introduction to SEPEP
As a result of this lesson students
should have;
- Basic understanding of
the importance of SEPEP.
- The roles and
responsibilities within the
program – know what is
expected of them in their
personal role.
 HPE2204 Physical Performance Lab 4 Written Report | 20152202

2 Basic Kicking stationary and on Lesson 3 / Lesson 4 Lesson 3 & Teacher Observation:
the run Skills 4: 16 Footballs
Students should aim to: Basic Kicking stationary and on Traditional Cones Teacher will grade each student’s
- Practice kicking on the run SEPEP Whistle abilities in order for the selection
dominant foot effectively. Marking Football oval committee to finalise the rankings
- Apply handball from Strategies & Tactics and thus finalise the teams.
previous lesson. Ball use – Lane kicking
- Practice kicking on non- Rules: Observe how students are
dominant foot. -No throwing the ball performing in their roles
SEPEP Roles -No tackling
- Students should aim to be Student Role
aware of what is expected Team captains/coaches lead their
of them and act teams warm up
accordingly. Active learners
Give feedback to one another on
specific skill technique
Teacher Role
Facilitator
3 Marking and bouncing Lesson 5 / Lesson 6 Lesson 5 & Teacher Observation:
Students should aim to: Skills 6: 16 Footballs
- Practice bouncing the ball Marking Traditional Cones Observe how the student captains
both stationary and on the Bouncing SEPEP Whistle are performing in their roles
move Strategies & Tactics Football oval
Double marks Place a DOT next to students who
- Practice marking the ball Lane work didn’t engage optimally with the
from stationary/on the Rules: program/ those who were
move. -No throwing the ball disengaged.
-No tackling
 HPE2204 Physical Performance Lab 4 Written Report | 20152202

- Apply an understanding Student Role Place a tick next to the students

of the role marking and
bouncing plays in game
situation.
SEPEP Roles
Students should aim to be aware
of what is expected of them and
act accordingly.
Team captains/coaches lead who did engage optimally with the
warm up program
Active learners
Give feedback to one another on
specific skill technique
SEPEP Roles / Responsibilities.
Teacher Role
Facilitator

4 Goal kicking and touch applying Lesson 7 / Lesson 8 Lesson 7 & Teacher Observation:
Students should aim to: Skills 8: 16 Footballs
- Practice kicking a goal in Goal kicking Traditional Cones Observe how students are
stationary position. Tagging TGFU Whistle performing in their roles
- Practicing kicking a goal Strategies & Tactics SEPEP Football oval
on the move/with Mark and goal kicking
defender chasing. Rules:
- Apply touch in -No throwing the ball
appropriate area -No tackling
- Recognise that they must Student Role
move ball on after tag has Team captains/coaches lead
occurred. warm up
SEPEP Roles Students are active learners
Students should aim to be aware Give feedback to one another on
of what is expected of them and specific skill technique
act accordingly. SEPEP Roles / Responsibilities.
Teacher Role
Facilitator
5 SEPEP Tournament one – Lesson 9 / Lesson 10 Lesson 9 & Teacher Observation:
modified Auskick rules Round Skills 10: 6 Footballs
Robin competition All skills of Football taught SEPEP Cones - Have students engaged fully with
 HPE2204 Physical Performance Lab 4 Written Report | 20152202

As a result of this tournament; Rules: Minimum of 6 the tournament?

- Reports are to be written -No throwing the ball Whistles - Have they contributed equally
based off of the records -No tackling Bibs toward the success of the
from each game Student Role Fixtures program?
- Results posted and Active Learners Recording Sheets - Are the awards specific to the
analysed Teacher Role Football oval Football SEPEP Program?
- Fixtures for the next Purely a facilitator, watching - Was effort put into their awards
session organised and over student involvement in the and awards ceremony?
shared amongst the class SEPEP tournament (Roles etc.)
of 32. Place a DOT next to students who
didn’t engage optimally with the
program/ those who were
disengaged.

Place a tick next to the students

who did engage optimally with the
program

6 SEPEP Tournament – modified Lesson 11 / Lesson 12 Lesson 11 Teacher Observation:

Auskick rules Round Robin Skills & 12: 6 Footballs
competition All skills of Football taught SEPEP Cones - Have students engaged fully with
As a result of this tournament; Rules: Minimum of 6 the tournament?
- Reports are to be written -No throwing the ball Whistles - Have they contributed equally
based off of the records -No tackling Bibs toward the success of the
from each game Student Role Fixtures program?
- Results posted and Active Learners Recording Sheets - Are the awards specific to the
analysed Teacher Role Football oval Football SEPEP Program?
Purely a facilitator, watching - Was there effort put into the
- Fixtures for the next over student involvement in the awards and awards ceremony?
session organised and SEPEP tournament (Roles etc.)
shared amongst the class Place a DOT next to students who
of 32. didn’t engage optimally with the
 HPE2204 Physical Performance Lab 4 Written Report | 20152202

program/ those who were

disengaged.

Place a tick next to the students

who did engage optimally with the
program

7 Reviewing the Tournament Lesson 13 / Lesson 14 Lesson 13 Assessing the outcomes of the
Skills & 14: Writing Material tournament.
As a result of this lesson, Successful running of a Traditional 16 Footballs Asking question of:
students should have an tournament. SEPEP Cones - What worked well?
understanding of: Student Role Whistles - What didn’t work well?
- What works within a Active, engaged learners. Football oval - How can this tournament be
tournament and what does Teacher Role improved for the next one?
not work Facilitator - What strategies can be
- Strategies that can be implemented to
implemented to improve uncomplicated transitions in
the tournament. future tournaments?
8 Coaching Clinic – Teacher-led Lesson 15 / Lesson 16 Lesson 15 Teacher Observation:
into TGFU Skill Practices Skills & 16: 16 Footballs
Summary of all basic skills of Traditional Cones Observe the skill abilities of each
As a result of these two lessons, Football TGFU Whistle student.
students should aim to: - Handballing SEPEP Football oval
- Have an overall - Kicking Have their skills improved over the
understanding of the basic - Marking past eight weeks?
skills, techniques and - Goal kicking
strategies required in a - Applying a touch Observe how students are
game of Football. Strategies & Tactics performing in their roles.
- Applying touch in strategies and
SEPEP Roles tactics used throughout the past
Students should aim to be aware eight weeks
of what is expected of them. TGFU activities:
 HPE2204 Physical Performance Lab 4 Written Report | 20152202

5V2
3V1
Working the ball through game
scenarios
Rules:
-No throwing the ball
-No tackling
Student Role
Active learners
Teacher Role
Facilitator
9 SEPEP Tournament - Round Lesson 17 Lesson 17 Lesson 17 Teacher Observation:
Robin 8 Vs. 8 Tournament – students & 18: 3-4 Footballs - Have students engaged fully with
As a result of this tournament; self-umpire, self score and report TGFU Cones the tournament?
- Reports are to be written Lesson 18 SEPEP 8 Whistles - Have they contributed
based off of the records 8 Vs. 8 Tournament – students Bibs equally/fairly
from each game. self-umpire, self score and report Fixtures toward the success of the
- Results posted and Rules: Recording Sheets program?
analysed. -No throwing the ball
- Fixtures for the next -No tackling Lesson 18 Place a DOT next to students who
session organised and Student Roles 3-4 Footballs didn’t engage optimally with the
shared amongst the class Vary for each student – each Cones program/ those who were
of 32. student is responsible for a certain 8 Whistles disengaged.
- Students are to plan and duty to ensure the effective Bibs
organise for the End of running of the tournament. Fixtures Place a tick next to the students
Season Event. Teacher Role Recording Sheets who did engage optimally with the
Purely a facilitator, watching over Football oval program
student involvement in the SEPEP
tournament (Roles etc.)
 HPE2204 Physical Performance Lab 4 Written Report | 20152202

10 SEPEP Tournaments – 8 V 8 Lesson 19 Lesson 19 Lesson 19 Teacher Observation:

Tournament 8 v 8 Round Robin Tournament & 20: 3-4 Footballs
- Reports are to be written TGFU Cones - Have students engaged fully with
based off of the records Lesson 20 SEPEP 8 Whistles the tournament?
from each game Presentations & End of Season Bibs
- Results posted and Celebration. Fixtures - Have they contributed equally
analysed Recording Sheets toward the success of the
- Fixtures for the next Rules: Football oval program?
session organised and -No throwing the ball
shared amongst the class -No tackling Lesson 20 - Are the awards specific to the
of 32. Presentation items touch SEPEP Program?
- Students are to be Student Roles – bought in by
equipped with the Vary for each student – each students (i.e. - Was the effort put into the
knowledge of the basic student is responsible for a certain certificates, awards and awards ceremony?
touch skills and how to duty to ensure the effective awards, etc.)
effectively run a running of the tournament. Place a DOT next to students who
tournament. didn’t engage optimally with the
- Teacher Role program/ those who were
As a result of the End of season Facilitator: allows students to run disengaged.
event; their End of season event, hands
- Students are to be out certificates to each student for Place a tick next to the students
congratulated for their their participation in the SEPEP who did engage optimally with the
participation and season. program
engagement in the SEPEP
Programme. Make final grade for students on
assessment items.