UNIT OVERVIEW
HPE overarching idea: (topic assigned)
Overall aims of the unit
At the end of this unit students will be capable
of:
Implementing stay safe, healthy and active strategies
whilst being equipped with physical movement
knowledge and skills to solve physical challenges.
There are twelve basic fundamental movement skills
considered to be building blocks for movement. The
twelve fundamental movement skills presented in this
section are: catch, kick, run (sprint), hop, skip, vertical
jump, side gallop, overarm throw, ball bounce, leap,
dodge and forehand strike. Students strategize and test
alternatives in reaction to stimuli, whilst becoming
confident and involved in their own confidence and self-
awareness.
Students demonstrate positive interactions, strong
advances within psychomotor domains through the
acquisition of associations is the basis for learning,
classical and operant conditioning.
Name: Jessica Windram Student Number: S00208317
Year Level: 2 Number of sessions: 2 Timing of unit: beginning of
term 1.
Teaching approach assigned and short description of unit:
This unit has been designed to further develop children’s Fundamental movement skills. By the end of this unit children will able to
utilize their skills in a range of different movement situations, apply movement concepts and strategies to activities and challenges.
This unit encompasses direct teaching, Specifically at the beginning of each lesson when the teacher demonstrates the proper
sequence for each fundamental movement skill. Much of this unit incorporates informal teacher feedback, with an emphasis on
encouraged learning (Children are praised for their efforts and participation as well as their ability to perform each learned skill).
Student’s involvement in activity modifications is divergent discovery, where there are multiple modifications or solutions to be
found.
Lesson summaries including main focus of each lesson:
Lesson 1;
Catching, in this lesson students will become familiar with the correct sequence of movements to catch an object, and be able to
demonstrate proper technique in catching.
Lesson 2;
Mastering catching, by the end of this lesson students will be able to catch with confidents and be able to preform using the proper
technique. Students will participate in their physical development with confidence.
Lesson 3;
Throwing, in this lesson students will become familiar with the correct sequence of movements to throw an object, and be able to
demonstrate proper technique in catching. They will be introduced to a variety of throws and build on these skills while
demonstrating refined catching skills.
Lesson 4;
Mastering throwing, by the end of this lesson students will be able to throw with confidence and proper technique a range of different
throws. Students will participate in their physical development with confidence.
Lesson 5;
Kicking, at the end of the today’s lesson, students will be able to kick an object using the proper technique and will utilized mastered
catching and throwing techniques.
Lesson 6;
Mastering kicking, by the end of this lesson students will be able to kick with confidents and be able to preform using the proper
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technique. Students will participate in their physical development with confidence.
At the end of this 6 week unit students will be able to demonstrate confidently catching, throwing and kicking abilities and apply their
knowledge assertively in strategizing games and individually.

Key vocabulary: Key equipment / resources: Key HPE curriculum Standard:

 52 Bean bags
o Fundamental = Forming a necessary base or core; of central
 13 Basketballs They demonstrate fundamental movement skills in different movement
importance. situations and test alternatives to solve movement challenges. They perform
 13 Volley balls
o Stimuli = evokes a specific functional reaction  13 Tennis balls fundamental movement skills in a variety of movement sequences and
 13 Bouncy balls situations (ACPMP025).
o Sequence = a set of related events, movements, or items that
 CD player Use strategies to work in-group situations when participating in physical
follow each other
 Speakers activities (ACPMP030), students engage in psychomotor and social domains
o Classical conditioning = a learning process that occurs  Whistle when testing, solving and proposing a range of alternatives when testing the
when two stimuli are repeatedly paired (Pavlov’s Theory)  5 x Noodles effectiveness when solving movement challenges.
 5 x red balls
o Operant conditioning = learning where behavior is
controlled by consequences. Key concepts in operant
conditioning are positive reinforcement, negative
reinforcement, positive punishment and negative
punishment. (B.F. Skinner)
o Psychomotor = relating to the origination of movement in
conscious mental activity. (In psychomotor learning
research, attention is given to the learning of coordinated
activity involving the arms, hands, fingers, and feet, while
verbal processes are not emphasized. (Adana Turkey (2007))

Lesson Plan

Year group: 2 Unit topic: Catching Lesson 1 of 2

Class size: Lesson Focus: Students’ refine catching abilities and fundamental movement skills to Lesson length: 50 Minutes
26 Students catch successfully
Overall aim of unit:
Implementing stay safe, healthy and active
strategies whilst being equipped with physical
movement knowledge and skills to solve physical
challenges.
There are twelve basic fundamental movement
skills considered to be building blocks for
movement. The fundamental movement skills
presented in this section are: catch, throw and
kick. Students strategize and test alternatives in
reaction to stimuli, whilst becoming confident
and involved in their own confidence and self-
awareness.
Students demonstrate positive interactions, strong
advances within psychomotor domains through
the acquisition of associations is the basis for
learning, classical and operant conditioning.
Link to curriculum: The Health and Physical
Education Curriculum F-10 (ACARA)
STRAND: Movement and Physical activity
SUB STRAND: Moving the Body/ Learning through
movement.  participate in physical education.
Moving our body
Perform fundamental movement skills in a variety of
movement sequences and situations (ACPMP025)
Assumed prior learning:
It is assumed that students are familiar with sequences of
the 12 fundamental motor skills implemented throughout
Prep and grade 1.
It is assume that all students are willing and able to
Objectives for my teaching:
By the end of each lesson students will have refined/
mastered the fundamental motor skills - catching, kicking,
running (sprinting), hoping, skipping, vertical jump, side
gallop, overarm throw, ball bounce, leap, dodge and
forehand strike. (Term 1, lessons 1-6)
Students will be able to strategize and test reactions to
stimuli.
Students will demonstrate strong social interactions and
experience a keen sense of camaraderie.

Create and participate in games with and without

equipment (ACPMP027)

Learning through movement

Use strategies to work in group situations when
participating in physical activities (ACPMP030)

Propose a range of alternatives and test their effectiveness

when solving movement challenges (ACPMP031)
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Identify rules and fair play when participating in physical

activities (ACPMP032)

Elaborations

PHASE OF EQUIPMENT & ACTIVITIES TEACHING POINTS

LESSON AND ORGANISATION
TIME
Introduction/ Activity name: Hot Potato Instructions:
Warm-up (skill Equipment:  Greet/ Welcome students
Introduction / skill 52 x Bean bags Activity description  Introduce Activity to whole group
application) Student’s get into 9 groups of 4 (Groups of student  Teacher demonstration “Direct Teaching”, correct
choice), each group gets a beanbag each. Students stand in technique of catching.
10 minutes a square formation, facing each other about 1 meter apart.  Break into groups of four, collect one beanbag per
Students then pass the beanbag to each other using small group
underarm throws, back and forth giving each member of  Collect another beanbag to modify game
the group sufficient chance to practice their catching and  Blow a whistle to signify the end to this activity,
underarm throwing skills. Beanbag should be passed students to stop and turn their attentions to the
between members at a rapid pace. DO NOT LET THE teacher and await the next instruction (Classical
BEANBAG TOUCH THE GROUND! conditioning)

Demonstration; Modifications. Key Teaching Points:

Teacher demonstrations
proper ‘ready position’,
throws back and forth
between one student to
demonstrate proper body
movement
Safety considerations:
- Take a step (or a few) in closer, making the
catching process more difficult as there is a
quicker reaction rate
- Introduce another beanbag to the group, you may
introduce up to four beanbags for each group of
four.
- Groups maintain a safe distance from other
groups
 “Eyes are focused on the beanbag throughout the catch.”
 “Preparatory position with elbows bent and hands in front of
body”.
 “Hands move to meet the ball”
 “Hands and fingers positioned correctly to catch the beanbag”

Transition, return beanbags to beanbag bucket, come
together as a large group and discuss what students found
Beanbag easy/ challenging about this activity? Was it easy to
follow correct movement steps after the activity was
modified and conducted at a faster pace?
Student
Teaching cues
- Ask children if they already know how to catch?
- Have students demonstrate their catch
- Demonstrate proper catching sequence
- Have students mirror demonstration
 “Elbows bend to absorb force of the beanbag”
 (Fundamental motor skills, 1998)
Common errors;
 Eyes not focusing on beanbags
 Not reacting quick enough to catch beanbag
 Focus is on other things not on game
 Focus Questions
 “How should we stand to be ready to react and
catch?”
 “What should our eyes be focused on?”

Informal assessment of hand eye coordination and

preparatory position.

Teaching cues =

Thumbs together

←If the ball is above your waist, you should catch the ball
with your thumbs together.
Pinkies together

If the ball is below your waist, you should catch the ball
with your pinkies together.

(Lenny Goduto, 2014)

Further skill Activity name: Catch This Instructions;

Introduction / skill Activity description:  Introduce Activity to whole group
application Equipment; Students break off into pairs, and collect 4 balls per pair, a  Get into partners
basketball, volleyball, tennis ball and bouncy ball.  Collect 4 different balls
Part A body of Students stand approximately 1.5 meters apart and throw  Adapt/ modify game
lesson- refinement (Various sized round balls)
one ball at a time between each other, use balls largest to  Blow whistle to signify the end of the game
of catching skills
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smallest. (Classical conditioning)
13x Basketballs To begin with have children only throw underarm to one  Return basketballs, tennis balls and bouncy balls
another to create an easy introduction to this game.  13 students remain holding volley balls
15 minutes Then when students have used each ball with underarm
13 x Volley Ball
throws encourage students to experiment with their
method of throwing:
13 x tennis b all -Underarm throw Teaching cues;
-Overarm throw  Move around students offering praise and support
13 x Bouncy ball - Bounced  “Eyes are focused on the beanbag throughout the catch.”
- Rebounded off a wall  “Preparatory position with elbows bent and hands in front of
- Bowled body”.
- Over head throws
 “Hands move to meet the ball”
Modifications.
Distance between the pair  “Hands and fingers positioned correctly to catch the beanbag”
Safety considerations:
Ensure each group has enough space around them to  “Elbows bend to absorb force of the beanbag”
enable them to be creative with their throwing increasing
the difficulty of the catch.  (Fundamental motor skills, 1998)
Monitor students throwing, discourage ‘rough throwing’ at
partners

Demonstration
Safety considerations;
Transition, Key Teaching points;
Ask students to return balls to their ball bags, stop 13
students (half the number of students) and ask them to  Ability to catch different sized balls
hang onto their volleyballs. Then while students are in a  Preparatory position; elbows bent, hands at the
large group explain the next activity “Musical balls” ready in front of the body
 Refresh throwing abilities form lesson 1.
Teaching Cues:  Work cooperatively; Focus on team improvement;
Which ball is harder/ easier to catch and why? Discuss. Work independently of teacher. - Team Games
Which ball did students drop catch the most? Generalize.
Encourage students to stand an appropriate distance apart Common errors;

 Lack of concentration and eye contact.

 Miss use of space


Focus Questions

Group Practice Activity name: Musical balls
Activity description:
(Main body of Students are asked to spread out in the open gym/ oval/
lesson) space and find a space of their own. (Half the students will
still have volleyball from the previous activity. Start the
15 Minutes music; students begin to jog around in the free. When the
music stops, students freeze. The teacher then yells a
number and a type of throw (E.g.; 7, Underarm). Students
with a ball then have to find a partner close by who does
Music
not have a ball and throw the ball to one another the
Cones (for area outline)
designated throw and times, once students have completed
Demonstration
the desired number of throws the pair must sit down.
Repeat the above steps as many times as the game
continues to be safe and engaging.
- If students are unable to find a partner close by they may
need to move to find one, encourage students to find
people in their closest proximity. (Have students without
balls wave their hands while “frozen” if they do not find a
partner immediately)
(http://www.pecentral.org/LessonIdeas/ViewLesson.asp?
ID=132860#.Wa4R_WVYk6g)
Modifications.
Change movement in-between throws (jogging, skipping,
hopping, jumping etc.)
Throwing movements (Non dominate hand, Under the leg
Backwards throw, Behind the back)
Chose a student each music break to give an instruction of
their own choice
Safety Considerations;
-Ensure students have enough space to move comfortably
- Correct footwear, shoelaces done up
- Allow for water breaks
Transition;
Ask students who do not have a ball at the end of the game
to move to one side of the court/ space, they’re now team
A. Those with balls become team B; students with
“What ball did you find the easiest to catch and why? “
“Which ball was the hardest to catch and why?”
Instructions:
 Students spread out in the allocated space
 Explain the activity
 Begin the music
 Pause the music
 Give number of throw and type of throw
instruction in a clear voice
 Once throwing and catching complete, begin the
music again
 Repeat the above sequence the desired amount of
times
 Apply modifications
 Blow a whistle to signify the end to this activity,
students to stop and turn their attentions to the
teacher and await the next instruction (Classical
conditioning)
Key Teaching Points:
 “Eyes are focused on the beanbag throughout the catch.”
 “Preparatory position with elbows bent and hands in front of
body”.
 “Hands move to meet the ball”
 “Hands and fingers positioned correctly to catch the beanbag”
 “Elbows bend to absorb force of the beanbag”
 (Fundamental motor skills, 1998)
Focus questions:
Use strategies to work in group situations when
participating in physical activities (ACPMP030)
“What strategies can you develop for this game?”
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Volleyballs return balls and the stand opposite team A.
Teaching Cues:
Put out cones to define zoned area
Conclusion Activity name: ‘team mate, team mate, who’s got the
ball?’ (Adapted by me)
Activity description:
10 Minutes Students are divided up into 2 teams, Team A and Team B.
A tennis ball will be passed to one of the teams while the
other team faces away and covers their eyes. Students must
pass the Tennis ball between their teammates while staying
stationary, choosing a teammate to hold the ball. When
students are satisfied with their ball holder all members of
the team hold their hands behind their back and the
opposing team is invited to turn around. They may then
discuss whom they think is hiding the ball. Once the ball is
found repeat the process swapping teams each turn.
Modifications;
- Limit the amount of chances each team has to
guess the ‘hider’
- Create a time limit to hide the tennis ball
- Enforce students must hide the ball in X amount
of passes.
- Catching with different hands
- If a ball is dropped it is minus points
Safety Considerations;
-Ensure students have enough space to move comfortably
- Correct footwear, shoelaces done up
Transitions;
- Blow a whistle to signify the end of the game,
reveal the team with the most correct finds
- Celebrate the winners and applaud the other team
for their efforts
- Students help to pack up and return equipment.
Teaching Cues
“What areas of the court can you use?”
“Are you still able to play if you are partnered with someone on
the opposite end of the court?”
Instructions:
1. Have children without balls move to one side of a
line/court to create team A.
2. Children with balls are to return Volley balls and stand
opposite team A, they are now Team B
 Team B is instructed to turn and face away from
Team A and to cover their eyes with their hands
 The teacher will then throw a Tennis ball to a
member of Team A, Team A must pass the ball
between them until they have decided on someone
to hide the tennis ball behind their back.
 All of team A places their hands behind their
backs.
 Team B is instructed to turn back around to face
team a once again.
 Team B is then able to guess which member of
team A is hiding the tennis ball.
 Once the tennis ball is found it is passed to team B
 Team a will then turn around to face away from
team B and hide their eyes.
 Repeat steps 4 – 8 for alternating teams.
 Modify the game – Limiting the amount chances
each team has to find the person concealing the
tennis ball.
 Modify the game – Change the catching hand
(using left hand to catch each ball)
 Modify the game – each team must complete 8
pass and catches before hiding the tennis ball

Teaching points;
  Keep students silent before and during the game
and throughout the game so students may be hear
clearly in the space
 Create space for strategizing

 “Eyes are focused on the beanbag throughout the catch.”

 “Preparatory position with elbows bent and hands in front of

body”.

 “Hands move to meet the ball”

 “Hands and fingers positioned correctly to catch the beanbag”

 “Elbows bend to absorb force of the beanbag”

 (Fundamental motor skills, 1998)

Focus questions:
“What kind of strategies can you apply to fool the
opposition?”
“What area of the court can you use?”
“Are you still able to utilise the correct sequence of
catching in this activity?”

Note* This lesson plan is based on the assumption that all students are physically able to participate in the activities.
For students whom have English as a second language extra demonstration may be required when introducing each activity.

Lesson Evaluation:
Catching, in this lesson students will become familiar with the correct sequence of movements to catch an object, and be able to demonstrate proper technique in catching. –
Lesson focus/ outcome

Did children engage in both psychomotor and social domains?

Are children confident in their movements? Are students able to demonstrate correct sequence of movements to catch an object?
Are the planned activities age and skill appropriate?
Was sufficient feedback provided?
What follow up learning is needed to master the skill of catching?
Who did/did not achieve the lesson plan outcomes and why?
How could I alter my instructional focus to improve the learning of this lesson?
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Are there any modifications that need to be made to this lesson plan? Why?

Student objectives?
Students endeavour to master ‘catching’
- “Where the objectives for this lesson met by students?”
- Student feedback
- “Are students able to demonstrate correct sequencing of catching?”
- “Were students able to work effectively and confidently in groups and individually?”
- “Did students attempt to strategize during activities?”

Teacher objectives?
“Was the teaching of catching implemented effectively?”
“Were the students engaged with the activities?”
“Did the teacher communicate effectively and regularly with students to aid in student’s skill development?”
“Can students catch with confidence?”

Lesson Plan

Year group: 2 Unit topic: Refining catching Lesson 2 of 2

Class size: Lesson Focus: Lesson length: 50 Minutes

26 Students
Strengthen catching skills by practicing one hand catches and catching at different
levels in games that promote teamwork and self-confidence.

Overall aim of unit:
Implementing stay safe, healthy and active
strategies whilst being equipped with physical
movement knowledge and skills to solve physical
challenges.
There are twelve basic fundamental movement
Link to curriculum: The Health and Physical
Education Curriculum F-10 (ACARA)
STRAND: Movement and Physical activity
SUB STRAND: Moving the Body/ Learning through
Assumed prior learning:
It is assumed that students are familiar with sequences of
the 12 fundamental motor skills implemented throughout
Prep and grade 1.
It is assume that all students are willing and able to
participate in physical education.
skills considered to be building blocks for
movement. The twelve fundamental movement
skills presented in this section are: catch, kick,
run (sprint), hop, skip, vertical jump, side
gallop, overarm throw, ball bounce, leap, dodge
and forehand strike. Students strategize and test
alternatives in reaction to stimuli, whilst
becoming confident and involved in their own
confidence and self-awareness.
Students demonstrate positive interactions, strong
advances within psychomotor domains through
the acquisition of associations is the basis for
learning, classical and operant conditioning.
PHASE OF EQUIPMENT &
LESSON AND ORGANISATION
movement.  Students are able to catch balls of a variety of size
Moving our body
Perform fundamental movement skills in a variety of
movement sequences and situations (ACPMP025)
Create and participate in games with and without
equipment (ACPMP027)
Learning through movement
Use strategies to work in group situations when
participating in physical activities (ACPMP030)
Propose a range of alternatives and test their effectiveness
when solving movement challenges (ACPMP031)
ACTIVITIES
Students are able to follow instruction
Students are aware that the sound of the teachers whistle
brings an immediate stop to play
Students are able to work in small and large groupings
Objectives for my teaching:
By the end of each lesson students will have refined/
mastered the fundamental motor skills - catching, kicking,
and throwing. (Term 1, lessons 1-6)
Students will be able to strategize and test reactions to
stimuli.
Students will demonstrate strong social interactions and
experience a keen sense of camaraderie.
Students will use their refined catching skills to participate
in class games.
Students will participate in strategizing games
Students will master their ability to catch, enhancing skills
by using a variety of ball sized, and beanbags by students
being on different levels (i.e., standing, kneeling, laying)
while catching.
TEACHING POINTS
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TIME
Introduction/ Activity name: Hot Potato MODIFIED
Warmup Equipment:
52 x Bean bags Activity description
10 minutes Student’s get into 9 groups of 4 (Groups of student
choice), each group gets a beanbag each. Students stand in
Demonstration: a square formation, facing each other about 1 meter apart.
Students then pass the beanbag to each other using small
underarm throws, back and forth giving each member of
the group sufficient chance to practice their catching and
underarm throwing skills. Beanbag should be passed
between ALL members. DO NOT LET THE BEANBAG
TOUCH THE GROUND!
Once the students seem slightly warmed up, Modify the
activity.
Blow the whistle and give instruction to changing the
catching method (i.e. catch with one hand)
Continue to change the catching skill frequently, invite
students to contribute to the change of catch.
Modifications.
- Take a step (or a few) in closer, making the
catching process more difficult as there is a
quicker reaction rate
- Introduce another beanbag to the group, you may
introduce up to four beanbags for each group of
four.
Safety considerations:
- Groups maintain a safe distance from other
groups
- Appropriate footwear is worn
Transition; whistle blown, return beanbags to beanbag
bucket. Come together as a large group and discuss what
students found easy/ challenging about this activity? Was
it easy to follow correct movement steps after the activity
was modified and conducted at a faster pace? Did students
find this game of hot potato easier or harder than last
week’s game? consider the modifications.
Instructions:
 Greet/ Welcome students
 Introduce Activity to whole group
 Teacher demonstration “Direct Teaching”, correct
technique of catching.
 Break into groups of four, collect one beanbag per
group
 Collect another beanbag to modify game
 Blow a whistle to signify the end to this activity,
students to stop and turn their attentions to the
teacher and await the next instruction (Classical
conditioning)
Key Teaching Points:
 “Eyes are focused on the beanbag throughout the catch.”
 “Preparatory position with elbows bent and hands in front of
body”.
 “Hands move to meet the ball”
 “Hands and fingers positioned correctly to catch the beanbag”
 “Elbows bend to absorb force of the beanbag”(Fundamental
motor skills, 1998)
 Beanbags are used in warm-up game as they absorb the catch
in the hand and do not roll away.
Common errors;
 Eyes not focusing on beanbags
 Not reacting quick enough to catch beanbag
 Focus is on other things not on game
Focus Questions
 “How should we stand to be ready to react and
catch?”
  “What should our eyes be focused on?”
 “Who would like to model the correct catching
sequence?”
 “How long should you hold onto the “hot”
beanbag?
 “How could you make the game easier/ harder?”

Informal assessment of hand eye coordination and

preparatory position.

Catching cues =

Thumbs together

←If the ball is above your waist, you should catch the ball
with your thumbs together.
Pinkies together

If the ball is below your waist, you should catch the ball
with your pinkies together.

(Lenny Goduto, 2014)

Skill Introduction / 13 x Tennis balls Activity name: Shrink and Grow
skill application Activity description; Pairs stand 3 metres apart and
underarm throw the ball to each other. The first time the
(Main body of Demonstration ball is dropped, the students kneel on a knee. If the ball is
lesson) dropped a second time, they kneel on both knees. If the
ball is dropped a third time, the students crouch. If the ball
is dropped a fourth time, they sit. If still standing after 10
15 minutes throws, the students move back a step each. (EDU web
(2017)
Modifications
o Play game in reverse (students start in
sitting or lying position and when the
ball is caught, students rise)
o Whom ever drops the ball goes down a
level, (each student responsible for their
Instructions:
 Get into pairs
 Collect a ball
 Pass the ball back and forth in your pairs
 If dropped pair is to adapt their position, moving
lower each time. (See activity description)
 Modify shrink and grow if necessary
Key Teaching Points:
 “Eyes are focused on the beanbag throughout the catch.”
 “Preparatory position with elbows bent and hands in front of
body”.
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own catches and drops)  “Hands move to meet the ball”
o Utilize various passes (bounce pass,
overarm, lob, high pass)  “Hands and fingers positioned correctly to catch the beanbag”

 “Elbows bend to absorb force of the beanbag”

Safety considerations
o Students are on a surface where they can kneel/  (Fundamental motor skills, 1998)

lay on the ground without injury

o Students have sufficient space
o Students are wearing appropriate footwear
o Students maintain a safe space between them
o Students use appropriate ball size for skill level
o Provided with adequate flight time for reactions
Transition
o Whistle blown
o Students bring the equipment back and place the
volley balls into the volley ball bags
o Students await for the introduction of the next
activity
o The teacher will appoint someone to become ice
(acknowledge students efforts through the class)
o Teacher provides instruction for the next activity
and students move to spread out over the netball
court
 Allow enough time for your team mate to change positions
before throwing the ball”
Common problems;
 Taking eyes off the ball
 Failure to ‘give’/absorb force with the catch.
 Rigid fingers
 Failure to adjust hands for the catch
 Inability to move body into appropriate catching
stance
 Failure to vary catching patterns
Focus questions:
“What level did students find to be the most challenging?”
“Can you throw the ball as you partner assumes their
position?”

Teaching Cues:

Small 5 x red balls Activity name: Fire and Ice tag (strategy game) Instructions:
Group/Group 5 x Half blue noodles Activity description;  Students spread out over the netball court
Practice Netball court Students spread out over the netball court, the teacher  One student is given the “Ice” (noodle)
Demonstration picks one student to be “ice”. The student(s) who is “ice”  Ice begins to chase the other students within the
(Main body of is given a (half) blue noodle, this person is to chase the designated perimeter (netball court)
lesson) other students around the court if other students are within  Once students are “frozen” they stand in one spot
reach ice may touch them with the noodle, one touched and fist pump
15 minutes with the noodle you become ‘frozen’.
Once a student is frozen they are frozen to that spot on the
court, they are to fist pump while frozen to indicate to fire
they are frozen, while keeping physical- if you are frozen
you are unable to move around the court. A red ball will
also be in play, if you are frozen the only way can become
unfrozen is by catching “fire” (the red ball). Once a
student is unfrozen they may then begin to move freely
around the court, they must use the fire to unfreeze the
next player. (https://www.thepespecialist.com/fireandice)
Modifications
o Introduce more “Ice”
o Introduce more fire balls
o Change the moves students whom are frozen
perform
Safety considerations
o Appropriate footwear
o Soft noodle
o Eliminate all tripping hazards wherever possible
Transition
- Whistle is blown signifying the conclusion of this
activity
- Students congratulate each other on their efforts
- Fire and ice are returned equipment bags
- Students are asked to stand in a circle and await
instruction for the next activity
Teaching Cues:
Conclusion Activity name: Clap it/ Catch it (primary resources UK)
1x Tennis ball
Activity description
10 mins Students are standing in a circle; a volunteer student or
nominated student is positioned in the middle of the circle.
The student in the middle may pass the ball to any other
student standing in the circle. Before the receiving student
catches the ball they must clap their hands once, if the
receiving students drops the ball they must drop to one
knee (strike one). Strike two is kneeling on both knees,
strike 3 is sitting on students bottom, strike 4 is laying on
 The fire ball is throw to those who are frozen
 To become unfrozen you must catch the fire
 Once unfrozen you then carry on to unfreeze a
team mate while trying to avoid the ice
Key Teaching Points:
 “Eyes are focused on the beanbag throughout the catch.”
 “Preparatory position with elbows bent and hands in front of
body”.
 “Hands move to meet the ball”
 “Hands and fingers positioned correctly to catch the beanbag”
 “Elbows bend to absorb force of the beanbag”
 (Fundamental motor skills, 1998)
Focus questions:
“What does it mean to be frozen?”
“How can someone become unfrozen?”
“What area of the court can you use to move around
in?”
“What kind of strategies can you come up with to
avoid being frozen?”
Instructions:
 Stand in a circle
 Nominated student stands in the middle of the
circle
 The student in the middle throws the ball to
students of choice in the circle
 Students fail to complete their catch (drop the
ball) go down a level (see activity description for
5 levels)
 Completing a catch students may move “up” a
level
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student’s stomach and strike 5 a student is “out”.
If the task is completed correctly then the child can then
move up to the previous stage. Key Teaching Points:

Modifications  “Eyes are focused on the beanbag throughout the

catch.”
- Modify types of throws (lob, overarm throw etc.)  “Preparatory position with elbows bent and hands
- Modify types of catches (one handed etc.) in front of body”.
Safety considerations
 “Hands move to meet the ball”
o Look out for stationary objects on the floor within
the marked area.
o Students are on a surface where they can kneel/  “Hands and fingers positioned correctly to catch
lay on the ground without injury the beanbag”

o Students have sufficient space  “Elbows bend to absorb force of the beanbag”
o Students are wearing appropriate footwear
o Students maintain a safe space between them  (Fundamental motor skills, 1998

Transition
- Blowing teachers whistle signifies the end of the
game Focus questions:
- All equipment is returns to the appropriate “What position makes it the most difficult to catch the ball?”
stations “Who can demonstrate correct sequence of catching?”
- Students are praised for their efforts and “Are there any strategies you can apply to be the last one
participation standing in this game?”

Lesson Evaluation:
Mastering catching, by the end of this lesson students will be able to catch with confidents and be able to preform using the proper technique. Students will participate in their
physical development with confidence. - Lesson focus/ outcome

Did children engage in both psychomotor and social domains?

Are children confident in their movements? Are students able to demonstrate correct sequence of movements to catch an object?
Are the planned activities age and skill appropriate?
Was sufficient feedback provided?
What follow up learning is needed to master the skill of catching?
Who did/did not achieve the lesson plan outcomes and why?
How could I alter my instructional focus to improve the learning of this lesson?
Are there any modifications that need to be made to this lesson plan? Why?

Student objectives?
Students endeavour to master ‘catching’
- “Where the objectives for this lesson met by students?”
- Student feedback
- “Are students able to demonstrate correct sequencing of catching?”
- “Were students able to work effectively and confidently in groups and individually?”
“Did students attempt to strategize during activities?”
“Can students catch with confidence?”
Teacher objectives?
“Can students catch with confidence?”
“Was the teaching of catching implemented effectively?”
“Were the students engaged with the activities?”
“Did the teacher communicate effectively and regularly with students to aid in student’s skill development?”

References:
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Boring, E. G. (1950) "A History of Experimental Psychology" New York, Appleton-Century-Crofts

Adana Turkey (2007) “THE PSYCHOMOTOR THEORY OF HUMAN MIND” Cukurova University,

Australian Curriculum: http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1#level3-4 Department of

Education, Victoria (1996). Fundamental Motor Skills, A Manual for Classroom Teachers. Victoria, Australia.

Boring, E. G. (1950) "A History of Experimental Psychology" New York, Appleton-Century-Crofts

Frenchs Forest, Australia: Pearson.

Kalie Kirchhoff (12/16/2015.) “Throw and Catch Challenge Warm Up” http://www.pecentral.org

Lenny Goduto, (2014)

Retrieved from: www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdf

Meldrum, K., & Peters, J. (2012). Learning to Teach Health and Physical Education, the student, the teacher and the curriculum.

Student, Family, and Community Support Department (SFCSD) (2012). Silent Ball: Physical Activity. Retrieved from
http://www.healthiersf.org/resources/pubs/stressRed/silent%20ball.pdf

Walkley, J., Armstrong, D., & Clohesy, P., (1998). An Activities Resource for Classroom Teachers, Fundamental Motor Skills. Victoria, Australia:
Physical and Sport Education Section, Department of Education. Retrieved from:
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsactresource09.pdf