LESSON PLAN 2

TOPIC/FOCUS: Heart Rate and the

Interplay in Sport
YEAR LEVEL & SUBJECT: Year 10
PE

DATE: Week 2 Lesson 4

LESSON DURATION: 100 Minutes

NO. OF STUDENTS: 25
SETTING: Sports Field
AusVELS: (Strand/Domain/ Dimension) Domain:
As students work towards the achievement of Level 10 standards in Health and
Physical Education, they develop proficiency in a range of high-level movement
and manipulative skills such as a smash in tennis, and focus on identifying and
implementing ways of improving the quality of their performance during games,
physical activities and sports. They may be introduced to new sports, games or
activities which will require them to learn new skills or adapt previously learnt
skills in a new context.

Intercultural Understanding
The Australian Curriculum: Health and Physical Education (F10) provides
opportunities for students to recognise and respect different ways of
thinking about personal, family and social health issues. They also learn
about different individual, group and intergroup participation in physical
activity and health practices. Students learn to appreciate that differences
in beliefs and perspectives may affect how some people make food and
health choices, or how they are able to participate in physical activities.
GOALS
Students to participate in a wide range of cultural sports such as Soccer,
AFL, American Football, Sumo Wrestling and to compare Intensity of the
activities through Heart Rate
LESSON OUTCOMES AND INDICATORS
1. Students are to gain an understanding of Heart Rate and how to
analyse to assess Intensity
2. Students are to investigate a range of cultural sports in groups or
individually
3. Students are to participate in a range of cultural sports
4. Students are to analyse Heart Rate
TEACHING MATERIALS AND PREPARATION - VISUALS
The Heart and How it Works PowerPoint Presentation

TEACHING MATERIALS AND PREPARATION - EQUIPMENT

-

Cones
Coloured Bibs
Football, Soccer Ball
Heart Rate Monitors (if the school has these)

LESSON PROCEDURE
Introduction/focusing activity (The lesson begins with this activity.)

TIME
(In
Minutes
)

Teacher
On the board before the students walk in the room is the lesson goals and
expected outcomes.
Key questions the students need to research for their final presentation
1. Select a country
2. Find a sport that is native this country
3. What is it and how it is played eg number of players, rules etc.
4. Intensity of Activity High/Low

Lesson development
Teacher

Students
Think, Pair, Share
Students are to research
individually a chosen
country. They are to
answer key questions from
the board. They then share
with the person sitting
next to them and the
explain to the class what
they are researching.

Engage
Explore
Explain

Student

Through PowerPoint Presentation introduce the students to the Heart and

Heart Rate

Each students resting heart rate will be entered into an excel spread sheet
to analyse at the completion of the activities

15

15

Students are to measure their

resting heart rate using the
Carotid or Radial Pulse. The
students are to count the beats
in 10 seconds then multiple by
6.

10

Students are to participate in a

variety of cultural sports such
as;

45

As a Teacher the role is to facilitate a fun and safe learning environment for
the students.
Modified British Bulldog- Create a boundary of 10m x 40m, two students

Modified British Bulldog (Tag)-

Explain

Analysing

Applying

are to start in the middle of the field while the rest of the students begin at
one of the narrow ends. The students try to avoid the two taggers. Once a
student has become tagged they then become a tagger. The aim of the
students is to avoid the taggers and reach the safety at the other end of
the field.

England

Sumo Wrestling- Students are to pair off against someone of equal size
and strength. The students pick their own pairs and compete in a Sumo
Wrestling Match. Students are to try and use their strength to force the
opponent out of the circle. This is not to be a tackle and wrestle
activity.

Tsu-Chu (Soccer) China

Mangrook (AFL) Students are to participate in a game of Mangrook, the

rules are modified so that tackling is not permitted however students are
only able to be in possession of the ball for 3 seconds at a time before
correctly disposing of the ball. Rules can be modified to be more inclusive
such as introducing Wildcard Players who must receive the ball before a
score, or ten touches of the ball before a team can score.
Tsu-Chu (Soccer)- Students participate in Tsu-Chu which is similar to
soccer. . Rules can be modified to be more inclusive such as introducing
Wildcard Players who must receive the ball before a score, or ten touches
of the ball before a team can score.
Get the students to think why certain activities created a high intensity and
therefore a higher Heart Rate.

Sumo Wrestling Japan

Mangrook (AFL) Australia

After 2 minutes of physical

activity in each sport the
students will stop and take
their Heart Rate and inform the
teacher/student that is in
charge of the data (if a student
is out of uniform use them).
They will also give themselves
and effort level out of 5. 1
being No Effort and 5 100%
Effort.

Students are to analyse their

own data collected from the
session and the intensity they
performed the activity at.
Students are to analyse the
data to make an informed
decision on the exercise
intensity.

10

Evaluate

Elaborate

Analysing

Evaluating

Understand
ing

Formative Assessment (Questions or actions used throughout the lesson to check on student
understanding and application of information)
Participation in Physical Activities, Discussions in Classroom, Questions answered in research
Closure (Options include: summarising or reflecting on the learning achievements/analysing errors; the
presentation of selected students work/preparation for future lesson/s etc.)
Teacher
Student
Students are to spend the final 5 minutes of the
Illicit discussion as to why students think a certain
Class Reflecting on what they have learnt and to
sport had the lowest HR or highest heart rate and
at which intensity was achieved the most
access the culture that they have selected.

5
Rememberi
ng

OPTIONAL
Adaptations/Differentiation
At this point the teacher checks each students progress and decides who needs re-teaching, extension, and or independent
practice. Beginning practicum: reflection, Experienced practicum: in planning.
Extension (Extension is for students who need more challenge.)

Students can go home an access YouTube. They are to view videos of different sports and to list whether activities are done at a Low,
Medium or High Intensity and at what stages of game and for different positions on the field such as a midfielder in AFL or a
Quarterback in NFL.

Independent Practice (This is for students who need more practice. It can be done without teacher guidance, perhaps as homework.)

Students can go home an access YouTube. They are to view videos of different sports and to list whether activities are done at a Low,
Medium or High Intensity