PHASE OF EQUIPMENT & ACTIVITIES TEACHING POINTS

LESSON AND ORGANISATION

TIME

Introduction/ Activity name: X, Y, Z Warm Up Key Teaching Points :

Warmup Equipment:
- Device such as
(10 minutes) iPad or Activity description / Instructions
Computer 1. The main aim of this activity is to build on
- Access to Zoom student’s reaction time and decision-making
program skills which are relevant to the area of study
of invasion games.
2. Teacher will do the first initial demonstration
of movements such as X, Y, Z, Left, Right,
Duck, Turn around, Jump, etc. During this
period, students are encouraged to mimic the
teacher’s actions.
3. As a worked example, teachers and students
will conduct a practice round as a class
ensuring every student is confident and
competent to perform each movement.
4. After this, the real warm up will begin where
the teacher will call out the different actions
- To engage students in the
activity and get them warmed to
to “enhance physical
performance and reduce the risk
of muscular injury”
(Faigenbaum, 2007)
Focus questions:
“In which sports do you think
reaction times are important?”
“Who feels their reaction times
have improved?”
“What can we use to improve our
reaction times and
decision-making skills?”
 and/or letters, and students are to react
quickly and perform the correct movements.

* Legs straight = Z
Legs crossed = X
Legs apart = Y

Rule / Physical Modifications

- Speed: Adjust the tempo of the commands
and begin slowly while students are still
grasping the concept and rules then gradually
increase the speed of commands to further
test and build on student’s reaction times to
the stimuli (Kiikka, 2019).
- Additional Support: Depending on the
responsiveness of students, the teacher can
reduce the amount of commands and slow
 tempo to reduce the confusion and frustration
due to inability to recall on demand.
- Extension/Challenge: opposite of above
suggestions.
- Catering for disabilities: For those with
impaired movements, ensure the commands
are worked around actions that can be
undertaken. For example, a student in a
wheelchair may not be able to do a jump so
ask them to do a wheelchair dip to represent
the movement of going up and down.

Safety considerations
- Ensure students have a clear space and flat
surface around them, preferably in an outdoor
area to minimise hazards. If indoors, ensure
the area is free of obstruction and loose
objects (DET, 2020). Encourage students to
undertake a ‘helicopter test’.
Skill Activity name: Invasion Game Introduction
Introduction /
skill Demonstration Activity description / instructions
application Videos: 1. Teacher to conduct a group discussion and
ask class if they know what the term
(10 minutes) Olympics: ‘invasion’ means in a sports context, if they’ve
https://video.link/ ever been a participant in one, and list any
w/OpgBc examples. This will help activate the student’s
prior knowledge and exposure to the unit
Para hockey: topic, as well as help the teacher gage their
https://video.link/ student’s current level of knowledge.
w/TpgBc 2. To build exposure and provide a relevant
example, the teacher will share their screen
and present two short videos (links provided
to the left).
Equipment: 3. After watching the videos, the teacher will
- Access to video prompt students to think about the relevant
links skills that are important to the game of
- Devices hockey. It is expected that students think
about the fundamental movement skills such
as running, defending and dodging, as well
as hand-eye coordination.
Key Teaching Points:
- Demonstration is to be used as
an important tool and can help
develop students' understanding
of the task as “Social Cognitive
Theory states that individuals
learn via observation, imitation,
and modeling” (Bandura, 1999).
- There is emphasis on the need
for inclusive experiences in PE
therefore informing the
incorporation of mobility
impairment videos and game
modifications (Maher, 2016).