PE LESSON PLAN 1 Teachers Name: Lachlan Hennig

Date: Topic:
21/05/2019 Physical Education – Table Tennis
Year Level: Performance Description:
7 By the end of this lesson, students will understand the importance of safety
when setting up and packing away the tables, and also the correct grip in table
tennis (handshake grip)

Learning Intentions:
Safety regulations and grip Content Descriptors:
demonstration to scaffold
the rest of the unit. (ACPMP088) – Modify rules and scoring systems to allow fair
As a result of actively play, safety and inclusive participation
engaging in this lesson
students will (ACPMP086) – Practice and apply personal and social skills
when undertaking a range of roles in physical activities
• Understand (Concepts):

Students will understand how
to set up and pack away a
table tennis table safely.
Students will understand how
to hold a table tennis bat.
• Know (Facts):
(ACPMP084) – Demonstrate and explain how the elements of
effort, space, time, objects and people can enhance movement
sequences
ACPMP082) – Practice, apply and transfer movement concepts
and strategies with and without equipment

Students will know why the

set up and pack away
procedure is the way it is.

Students will know why the

correct table tennis grip is
effective.

• Do (Be able to):

Students will be able to set up

and pack away safely and
respectfully.

Students will practically be

able to demonstrate the
correct grip.
Safety Considerations: Consideration for Equipment requirements:
students with special
• Demonstrate correct set needs or abilities: • Table Tennis Tables
up and pack away • Bats
procedure before students The only consideration • Whistle/s
start bringing out tables is for students who are • Whiteboard for lesson outline
themselves. gifted and talented in
• Ensure all students are the sport of table
wearing appropriate tennis
footwear • Have these students
• Ensure all students are assist in coaching, they
wearing appropriate can umpire and help
clothing coach one court whilst
• Check the playing area you coach the other
for any hazards court
• Give them appropriate • These students can
breaks during play for a also have more
drink of water complex tasks (smaller
• Number off the table area on the table to
tennis bats so students are aim for) (only get 1
accountable for their bat point for every 2
over the course of the points they win) etc
unit.
Time: Introduction to Task (Routine matters/Statement of learning Outcome/Connection to previous
learning)
5
Min Tactical Problem: Tactical problems will be introduced in second lesson
Lesson Focus: Correct set up and pack away procedures.

State learning outcome to students: The learning outcome is that students will successfully be able
to set up and pack away the tables in a respectful manner, and they will understand the correct grip
in table tennis.

Relate this learning outcome to the learning outcome of the previous lesson: This is the first lesson of
the unit, so there has been no previous learning. There is however, a transfer of skills from sports
they may have played such as tennis, badminton or squash.
Time: Main learning Task/s (Task Key questions/Cues
outline/Progression/Instructions

15 1st Task:
Min How to set up and pack away tables
correctly and respectfully:
 Students watch demonstration
 They then set up all 10 tables in Questions/Cues:
the designated areas Q. Why is it important to set up and pack away the table in
 Once tables are all set up, this way?
students sit back down and
wait for further instruction
 After the first week, students
can start having a warm up
5 once their table is set up.
Min

2nd Task:
Bat Allocation:
 Students take in turns (small
groups) to get a bat
5  Each bat is numbered
Min
 Students are allocated that bat Questions/Cues:
number for the remainder of C. If you are unhappy with the state of your bat, please come
the unit see me and I can get you a spare one.
 The idea is that students are C. Come up in groups of 3
accountable for their own bat
15
Min

3rd Task:
Introduce Grip:
 Have students gather on the
bench and demonstrate the
correct grip Questions/Cues:
 Handshake grip Q. Why is this grip effective do you think?
 Introduce serve rules

4th Task:
 Have a hit in groups of 3 or 4
Questions/Cues:
Go around the room and ensure all students are using the
correct grip and serving legally.
PE LESSON PLAN 2 Teachers Name: Lachlan Hennig
Date: Topic:
24/05/2019 Physical Education – Table Tennis
Year Level: Performance Description:
7 By the end of this lesson, students will understand the rules and regulations
involved in table tennis and be developing their serving skill.

Learning Intentions:
Rules and regulations and Content Descriptors:
serving.
As a result of actively (ACPMP088) – Modify rules and scoring systems to allow fair
engaging in this lesson play, safety and inclusive participation
students will
(ACPMP086) – Practice and apply personal and social skills
• Understand (Concepts):
when undertaking a range of roles in physical activities
Understand the rules and
regulations in table tennis. (ACPMP084) – Demonstrate and explain how the elements of
effort, space, time, objects and people can enhance movement
Understand the ‘legal’
sequence in a table tennis
sequences
serve in singles and doubles.
ACPMP082) – Practice, apply and transfer movement concepts
• Know (Facts): and strategies with and without equipment
Know the rules and
regulations (first to 11, 2
serves each)

Know what is allowed when

serving the ball.

• Do (Be able to):

Be able to play a game using

the correct rules and
regulations.

Be able to practically
implement the correct serve.
Safety Considerations: Consideration for Equipment requirements:
students with special
• Demonstrate correct set needs or abilities: • Table Tennis Tables
up and pack away • Bats
procedure before students The only consideration • Whistle/s
start bringing out tables is for students who are • Whiteboard for lesson outline
themselves. gifted and talented in
• Ensure all students are the sport of table
wearing appropriate tennis
footwear • Have these students
• Ensure all students are assist in coaching, they
wearing appropriate can umpire and help
clothing coach one court whilst
• Check the playing area you coach the other
for any hazards court
• Give them appropriate • These students can
breaks during play for a also have more
drink of water complex tasks (smaller
• Number off the table area on the table to
tennis bats so students are aim for) (only get 1
accountable for their bat point for every 2
over the course of the points they win) etc
unit.
Time: Introduction to Task (Routine matters/Statement of learning Outcome/Connection to previous
learning)

Tactical Problem: What is allowed when serving

5 Lesson Focus: Rules and regulations and serving.
Min
State learning outcome to students: The learning outcome is that students will know the rules and
regulations in a game of table tennis, and know what is allowed and what is not allowed when
serving the ball in singles and doubles.

Relate this learning outcome to the learning outcome of the previous lesson: The first lesson we
looked at the basic grip. We are now expanding on that to introduce the serve using that same grip.
Time: Main learning Task/s (Task Key questions/Cues
outline/Progression/Instructions

10 1st Task:
Min Discuss Rules and Regulations Questions/Cues:
 Go through, on the board, the C. First to 11, 2 serves each, have to win by 2
rules and regulations in table
tennis
 Allocate bats to students after
10 this
Min
Questions/Cues:
C. Walk around and look at students grip and trajectory of
2nd Task: the ball.
 Have a hit in groups of 3 or 4
10
Min

3rd Task: Questions/Cues:

What is allowed and what is not Q. Why do we hold the ball with a flat palm?
5
allowed when serving. C. Do a few demonstrations and ask the students if what you
Min
 Have students gather around are doing is allowed or not allowed.
the table and demonstrate the
serve

Questions/Cues:
Go around the room and ensure all students are serving
4th Task:
legally.
 Have a hit in groups of 3 or 4
PE LESSON PLAN 3 Teachers Name: Lachlan Hennig
Date: Topic:
27/05/2019 Physical Education – Table Tennis
Year Level: Performance Description:
7 By the end of this lesson, students will understand the correct movement
solution involved in serving. Additionally, they will start to develop the
complexity of this shot by adding different types of spin on both their forehand
and backhand.

Learning Intentions:
Add complexity to the Content Descriptors:
serve.
As a result of actively (ACPMP088) – Modify rules and scoring systems to allow fair
engaging in this lesson play, safety and inclusive participation
students will
(ACPMP086) – Practice and apply personal and social skills
• Understand (Concepts):
when undertaking a range of roles in physical activities
Understand how to add
complexity to the serve. (ACPMP084) – Demonstrate and explain how the elements of
effort, space, time, objects and people can enhance movement
• Know (Facts): sequences
Know what movement
solutions/sequences are
ACPMP082) – Practice, apply and transfer movement concepts
required in order to be able and strategies with and without equipment
to add complexity to the
serve.

Know what adding a certain

type of spin does to the ball.

• Do (Be able to):

Be able to practically
implement different types of
spin to the serve.
Safety Considerations: Consideration for Equipment requirements:
students with special
• Ensure students set up needs or abilities: • Table Tennis Tables
and pack away correctly, • Bats
this has been The only consideration • Whistle/s
demonstrated in the first 2 is for students who are • Whiteboard for lesson outline
lessons. gifted and talented in
• Ensure all students are the sport of table
wearing appropriate tennis
footwear • Have these students
• Ensure all students are assist in coaching, they
wearing appropriate can umpire and help
clothing coach one court whilst
• Check the playing area you coach the other
for any hazards court
• Give them appropriate • These students can
breaks during play for a also have more
drink of water complex tasks (smaller
• Number off the table area on the table to
tennis bats so students are aim for) (only get 1
accountable for their bat point for every 2
over the course of the points they win) etc
unit.
Time: Introduction to Task (Routine matters/Statement of learning Outcome/Connection to previous
learning)

Tactical Problem: Adding complexity to the serve as an offensive tactic.

Lesson Focus: Serving.
5
Min State learning outcome to students: The learning outcome is that students will start to progress
their understanding of the basic serve by adding complexity to it with the assistance of different
spin types. We will also have a look at the basic forehand and backhand shot.

Relate this learning outcome to the learning outcome of the previous lesson: The previous lesson we
looked at the basic serve. Now, we are expanding on this knowledge by adding complexity to this
shot.
Time: Main learning Task/s (Task Key questions/Cues
outline/Progression/Instructions

1st Task:
Set up Tables Questions/Cues:
10  Students know this procedure C. Some tables do not have locks so they will need 2 people
Min  Watch as they set up, if they to wheel them into position
have questions they know to C. 3 people to a table (1 getting the net and 2 setting up the
ask table)
 Assist when necessary.

2nd Task:
Have students hit in groups of 3
15-20
 Walk around and gather the Questions/Cues:
Min
students in groups of the rows C. Walk around and look at students grip and trajectory of
they are in the ball.
 Talk about the basic forehand Q. Why do we hit the ball different to tennis
and backhand shot A. Because the ball comes a lot quicker and there is no time
 Why we choose a particular to change grip or do a big backswing.
shot and different times etc

20
Min 3rd Task:
King of the Court
Questions/Cues:
 Have students play a king of the
C. Walk around and look for forehand and backhand
court game
technique issues as this will form the basis of the discussion
when you bring them in to discuss.

20
4th Task:
Min Serving bucket game
 Students have 5 balls per table
 5 serves each Questions/Cues:
 Aim for the bucket and see how C. Go around the room and ensure all students are serving
many you can get in legally
Q. What does serving to the back cross court do?
Q. What does serving to the short cross court do?