Lucinda Goring S00160744

Physical Education Lesson Plan

- Pilates -

Year group: Unit topic: Lesson 1 of 2

Five Engaging your body and your mind

Class size: Lesson Focus: Lesson length:

20 Students An introduction to Pilates where children learn what it is 45 minutes
and the benefits it has on your mind and body.

Overall aim of unit:
Students take part in various physical
activities, which are beneficial for
both your body and your mind.
Students understand the importance
of working your muscles whilst
clearing your mind.
Link to curriculum: The Health and
Physical Education Curriculum F-10
(ACARA)
STRAND: Understanding movement
SUB STRAND: Participate in physical
activities designed to enhance fitness, and
discuss the impact regular participation
can have on health and wellbeing
(ACPMP064)
Assumed prior learning:
Pilates is an activity that has not been visited before.
Objectives for my teaching:
*Introduce a new form of physical activity
*Discuss the importance of engaging your mind
*Benefit of finding the right form of exercise for you

PHASE OF EQUIPMENT & ACTIVITIES TEACHING POINTS

LESSON AND ORGANISATION
TIME

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Introduction/ Demonstration Activity name Instructions:

Warmup 1. Shoes are to be removed
Meditation 2. Ask all students to collect a yoga mat and find
This activity Speakers for music their own space on the floor to lie down and close
will run for Activity description their eyes
approx. 10 Yoga mats will be 3. Meditation music will commence playing
minutes available for each Meditation has been introduced into 4. Ask students to place their hands on their
student (x 20) classroom learning due to the many stomachs and watch as it moves whilst they
positive effects it has on student’s breathe. ‘This type of breathing is called
Music to be played attention and learning behaviours. This Kapalabhati or shining breath’
during meditation: activity will allow students to participate 5. ‘Meditation is a way of clearing the mind in a way
https://www.youtub in several mediation exercises, where they that promotes a sense of calm and heightened
e.com/watch?v=5PI will firstly learn about the breathing awareness’
BMLvcAzc technique of Kapalabhati (Shining Breath). 6. ‘You push the air our of your mouth while
We will then move onto concentration of drawing in your abdomen at the same time’
the mind, which channels all thoughts to 7. ‘With your eyes still closed we are now going to
one focus point and conclude with focus the mind at one point. I want you to
expansion of the mind. visualise a point on your upper lip and
concentrate on that point. Draw all the energy
Modifications and attention into that point whilst staying very
relaxed. Let any negative thoughts pass and
 Should any children be unable to continue to shift your attention to that one point’
lie down, ask them to stand up and 8. ‘We are now going to use our imagination and
sit on a chair visualise the waves of the ocean, the sounds you
 Alter exercises to ones that involve hear at the beach and the cold wind against your
feeling their breath of touching spine’
parts of their body should the class 9. Continue with this guided awareness, and lead
become restless them through several imaginary scenarios where
they are the clearly picture a scene. Mention that
Safety considerations this part of meditation is called expansion of the

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 Everyone has their own space on
the floor
 Floor becomes slippery when
shoes are removed
Transition
Ask students to slowly awake themselves
and when ready return to seated position
on their mats. Ensure the room is quiet
and wait for everyone to be seated. This
will then lead into the introduction of
Pilates.
Teaching Cues:
mind
Key Teaching Points:
 Essential to walk around the room and eliminate
any distractions
 Mention the benefits of meditation, how it
soothes the mind, removes negative thoughts and
allows for improved concentration
 Introduce meditation as the beginning of Pilates
and why we have to do it before commencing
Pilates
Common errors:
 Not using a calm tone when leading the
meditation
 Loud distractions in and around the room
 Not knowing what steps follow each other

Breathing deeply in and out Focus questions:

Focusing on one point  What is meditation?
 How is meditation beneficial in the classroom?
 How is meditation a form of physical activity?
Skill Demonstration Activity name Instructions:
Introduction / 1. Students will need to face their mats around to
skill Introduction to Pilates face the teacher, and ensure they can all see what
application the teacher will be doing
Activity description 2. ‘We are now moving into the basic moves of
Approx 20 Pilates, we are going to learn together what
mins This part of the lesson plan will see seven Pilates is and why it is so good for strengthening
basic Pilates exercises taught to the those muscles and lengthening our core. I want
students. It is a basic introduction to what you to remember the breathing we did before

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Pilates consists of, and will get their blood
pumping and allow for continued rest of
the brain which follows on from the
previous section in the lesson plan.
Modifications
 Alter exercises to suit the difficulty
of the class, remove the pulses or
the holds
 Do the positions standing up
 Remove socks if they are too
slippery
 Change the music for an increased
tempo
Safety considerations
 Everyone has their own room and
is not in the way of others
 Students are not listening and
become distracted and miss
several steps, therefore their
safety is restricted
Transition
Moving from meditation into poses
without talk and distraction is made easier
with the students already sitting on their
Lucinda Goring S00160744
and if you are losing concentration to come back
to that one point of focus’
3. Balances: Start on all fours, hands underneath
your shoulders and knees underneath your hips.
Find your neutral spine. Imagine you have two
glasses of water on your shoulders and two on
your hips. Without spilling the water, inhale, then
exhale. Maintaining a neutral spine, slowly reach
your left arm forward and your right leg behind
you. Inhale, pause and reach out further. Exhale
and return, then switch sides. Keep your torso
stable by switching on your abdominals.
4. Hip rolls: Lie on your back, feet on the ground,
hip-width apart, arms long by your sides, palms
facing down. Inhale then, on the exhale, slowly
roll your pelvis and start lifting your spine, peeling
one vertebrae at a time off the ground. Come up
to a long diagonal line between your shoulders,
hips and knees. Pause at the top and inhale.
Exhale and reverse the roll down through the
middle and lower back and into a neutral spine.
Don't over-extend your lower back and pop your
ribs forward.
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mat ready to go.

Teaching Cues:

Following each step after it has been

demonstrated
Listening to the music

5. Swan Dive preparation: Lie on your stomach, arms

bent, hands on the floor in line with your
shoulders, legs hip-width apart. Find your neutral
spine. Inhale and draw your shoulder blades
towards your spine. Exhale and extend the back
of your neck, press into your hands, extend the
elbow joint and lift up into full extension. Inhale
and pause, lengthening your chest. Exhale and
lengthen as you lower. Switch your abs on to
support your lower back.

6. Spine twists: Start on all fours with your hands

underneath your shoulders and your knees under

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your hips. Find your neutral spine. Inhale and lift

your right arm up to the ceiling, rotating your
spine to the right and opening through your
chest. Exhale and dive the right arm under your
torso (as though you are threading a needle),
rotating your spine to the left. Keep your pelvis
stable and use your abdominals to support your
torso.

7. Beginners plank: Start on all fours, hands

underneath shoulders and knees underneath
hips. Bring your knees and feet together, tuck
your toes under and make sure you have a
neutral spine. Inhale, then exhale and lift your
knees just off the ground. Inhale and pause.
Exhale and lower your knees back to the ground.
Make sure your spine stays neutral the whole
time. Keep your abdominals switched on and
braced to support your body. Keep your elbows
slightly bent; don't sink between the shoulder
blades or transfer your weight forward.

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Key Teaching Points:

 Ensure that is any child feels uncomfortable at
any time they feel they can stop and sit on their
mat
 If anyone is struggling with the moves, assist them
and ensure they are feeling relaxed and confident
 There is to be no talking during these exercises
 Continue to focus on your breathing, mentioning
several times throughout this section that you
breathe in through your nose and our through
your mouth

Common errors:
 Moving through the steps too fast and not giving
students enough time to master them and feel
confident
 Not having anything to do between transitions,
repeat each exercise four or five times. Mix it up
with the previous ones so you have some sort of
routine
 Not explaining the steps clearly enough

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Focus questions:
 What are the basic moves in Pilates?
 Are all students concentrating and focusing on
their mind and body?
Small Demonstration Activity name Instructions:
Group/Group 1. Individually collect a piece of paper from the
Practice *Pencils Identifying how you feel random assortments on the floor
*Something to lean 2. Return to your mat and in your own space
Approx 10 on Activity description 3. ‘Looking at the image you have collected I want
minutes. *Various print outs you to have a think back to how your body felt
of the images This activity involves circling the targeted when you were completing them. What muscles
included above areas on various images. The images are in the body could you feel? What parts of your
those of the various Pilates positions the body did you feel working the hardest? I want you
students participated in above. Their task to take some time to circle those parts of the
will involve circling the parts on the body body, have a think at how you felt’
that they feel they felt and worked the 4. ‘Then at the top of the page I want you to write
hardest during the lesson. Above the head how you felt during those exercises, how did your
of the picture they will write how they felt mind feel? What were you thinking during the
during the lesson and what thoughts they meditation at the beginning of the lesson? Take
experienced during the meditation and some time to write some words down.’
Pilates. 5. Ask students to then collect another sheet of
paper with a different position and complete the
same activity
Modifications

 Write down instead of circle what

parts of their body they felt
 Complete activity in pairs
Key Teaching Points:

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Transition
After completing the movements as listed
above this activity will get students to
think about the muscles they have just
used. This will demonstrate how Pilates is
another form of physical activity they
previously may have not been aware of
Teaching Cues:
Prompt discussion of muscle groups when
circling parts on the image.
Conclusion Activity name
Approx 5 Share Time
minutes.
Activity description
Bringing everyone together in a circle on
the floor, the final part of this lesson will
ask everyone to share their work from the
previous activity.
Modifications
Think pair and share
Lucinda Goring S00160744
 Ensure every student feels confident to share
their feelings
 Ask students to complete their own work and not
the work of their neighbour
 Continue to reinforce the idea that physical
activity comes in many different forms
 Exercising your brain is just as important
Common errors:
 When students finish their work and others are
still going, instead ask students to start
completing another worksheet should they finish
Focus questions:
 What muscle groups were used whilst doing
Pilates?
 How did your mind feel when meditating?
Instructions:
1. Invite everyone to come and sit in a circle with
their pieces of paper
2. Starting off, as the teacher explain what parts of
the body you felt when completing the beginners
plank.
‘I felt my abs stretching out, my arms were
shaking as I tried to hold my body in place. I could
feel my toes curling over as I tried to balance
myself and squeeze my tummy muscles together’
3. Move on to explaining how your mind felt during
the lesson
‘During meditation my mind kept trying to shift to
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the shopping I had to do when I got home,

however focusing on that one point really helped.
My mind was clear for some time and I felt really
light and fluffy on the insides’
4. Move around the circle and ask for individuals to
share how they felt and show their pictures
5. If students wish to pass, they may do so
6. At the conclusion of the circle, ask everyone to
bring their arms into prayer position and close
their eyes for 5 seconds

Key Teaching Points:

 Everyone feels safe to share their ideas within the
circle
 Students can pass should they wish to do so
 Engage students in their thoughts and feelings

Common errors:
 Not giving individual students enough time to
share

Focus questions:
What did the students learn from this lesson today?

Lesson Evaluation:
How did I feel when I participated in meditation? Was my mind and body relaxed?
Did I feel my muscles engage when completing Pilates?
Did I understand how Pilates works to ease your mind and tone your body?
Was I able to communicate my ideas to the class?

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Student objectives?
To come away from the lesson with knowledge regarding Pilates and what is involved when completing the exercises associated with Pilates.
Understanding of how they felt during the lesson and how their mind feels when they give it the time to reset and rejuvenate. There are many
forms of physical activity, exploring Pilates today was only one of them. Participating in activities that work your mind and body promote
health and wellbeing.

Teacher objectives?
Continue to expand the repertoire that is the many activities that fall under the health and fitness bracket. Inform students about the positives
of working your body and also your mind.

Year group: Unit topic: Lesson 2 of 2

Five Engaging your body and your mind

Class size: Lesson Focus: Lesson length:

20 A transition from the fundamentals of Pilates to an 45 minutes
understanding of how this physical activity involves your entire
body and can be performed in a variety of sequences.

Overall aim of unit:
Students take part in various physical
activities, which are beneficial for both
your body and your mind. Students
understand the importance of working
your muscles whilst clearing your mind.
Link to curriculum: The Health and Physical
Education Curriculum F-10 (ACARA)
STRAND: Moving our Body
SUB STRAND: Design and perform a variety of
movement sequences (ACPMP062)
Assumed prior learning:
Recent lesson where basic moves of Pilates were
learnt.
Objectives for my teaching:
Continue to build the fundamentals of Pilates
Create a free flowing class where the movements
are learnt and performed
Students take their own imitative to create their

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own Pilates movements

PHASE OF EQUIPMENT & ACTIVITIES TEACHING POINTS

LESSON AND ORGANISATION
TIME
Introduction/ Yoga mats for each Activity name: Instructions:
Warmup student (x 20) 1. Instruct all students to collect a yoga mat
Yoga and find their own space on the floor.
Approx 10 Speakers for music Remove shoes and socks
minutes Activity description 2. Mountain Pose: Simply stand—feet hip-
Music to be played width apart, weight spread evenly—with
during Yoga Music to In the previous lesson we started off with your arms at your sides. Then breathe
be played during meditation, today’s lesson we are advancing it slowly and deeply at an even pace, keeping
meditation: by beginning with yoga. With comes under the your neck aligned with the rest of your
https://www.youtube. same umbrella as Pilates, as these two are spine. You can move your hands and arms
com/watch?v=5PIBML usually done together. Pilates focuses more on as you focus; some people take a prayer
vcAzc the movements of the body, whilst yoga position or reach up to the sky for a
engages the mind. The class will participate in stretch.
a short 10 minute yoga demonstration, where
they will use the breathing techniques they
learnt last week.

Modifications

Breathing exercises instead

Without the use of the mat 3. Downward facing dog: Get on all fours
with hands and knees shoulder-and-hips-
Safety considerations width apart. Walk your hands forward and
spread your fingers wide for stability. Curl

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Staff to student ratio is appropriate
Students are not wearing socks
Mats are not sliding
Students have their own space where they will
not interrupt other students
Transition
Yoga uses similar breathing techniques to that
of Pilates therefore commencing the lesson
with yoga is a great introduction to the reset of
the class
Teaching Cues:
Using your body as a guide on how far to push
yourself
Students need assistance or extra work
Lucinda Goring S00160744
your toes under and carefully press your
hips upward so your body looks like an
inverted V with your knees slightly bent.
You can get a stronger stretch by keeping
your heels on the floor; “walk your dog” by
alternately pressing your heels down.
4. Warrior pose: Stand with your legs three to
four feet apart. Turn out your right foot 90
degrees and your left foot in slightly.
Keeping your shoulders down, extend your
arms to the sides with your palms down.
Lunge into your right knee 90 degrees;
keep your knee over your foot and don’t
let it go past your toes. Aim your focus
over your hand for as long as you like then
switch sides.
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5. Bridge pose: Lie on the floor with your

arms at your sides. With your knees bent,
press your feet into the floor as you lift
your hips. Then clasp your hands under
your lower back and press your arms down
for support. Lift your hips until they are
parallel to the floor as you bring your chest
to your chin. Rookie mode: try pillows
under your head and/or hips.

6. Seated twist: Sit on the floor and extend

your legs. Cross your right foot over the
outside of your left thigh. Bend your left

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knee keeping your right knee pointed

toward ceiling. Keep your right hand on
the floor behind you to stay stable and
place your left elbow to the outside of
your right knee. Twist to the right as far as
you can, moving from your abdomen. Be
sure to keep both sides of your butt on the
floor. Do this on both sides.

Key Teaching Points :

Yoga is a part of Pilates
Uses breathing techniques which were learnt
earlier
Yoga engages the core

Focus questions:
How am I focusing during the lesson?
Am I pushing myself to gain that extra stretch?
Am I thinking of my breathing?

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Is the correct technique being used?

Skill Activity name: Instructions:

Introduction / 1. Side bend: Sit with legs folded to the side.
skill application Pilates Top foot in front of bottom foot.
Demonstration Supporting arm straight with palm on the
Approx 15 Activity description mat. Press up so that you are in a long
minutes sideways line supported on your feet and
Last lesson students learnt the basic moves of supporting arm. Hips and shoulders are
Pilates, today they will continue to expand vertically stacked. Sweep the top arm
their repertoire and learn more movements. overhead and stretch the ribs up sideways
They will participate in more difficult exercises making an arc of the body. Bring the arm
and use the knowledge previously learnt to back to the side. Return to start position. 3
help them. Reps each side.
2. Corkscrew: Lie on your back, press the
Modifications backs of the arms into the mat and roll
over onto your upper back. Legs are above
your face. Turn the lower torso to take the
legs and hips to the right (stay stable in
your upper body). Roll down as you lower
Safety considerations and circle your legs around to the left,
taking the hips up as you go up on the left
side. 3 Reps each direction.
3. Scissors: On your back, roll your hips off

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Transition the mat, legs together and

straight. Support the pelvis with cupped
Teaching Cues: hands. Open your hips so that you have a
long line from the shoulder out through
the legs. (It is the neutral spine and hip
extension that make this an advanced
exercise). Scissor the legs with as much
emphasis on opening the hip of the
bottom leg as on bringing the top leg
toward you. 6 Reps.
4. Jack Knife: Start on the back. Roll over with
legs together. Legs are above your
face. Jack knife the legs up as if to put the
toes on the ceiling. Hips are extended and
weight is at the base of the shoulder girdle
and on the backs of the arms. Legs can
come back over as you roll down.
5. Hip twist: Seated with arms straight behind
you, palms on the mat, fingers away. Bring
the knees in to the chest and then extend
the legs upward, toes pointed. Circle the
legs, keeping them together, to the right
and down around to the left and up. Stable
upper torso. 3 Reps each direction.

Key Teaching Points:

Students will take part in a routine of performing
these movements
Moving freely from one to the other
Advancements from last lesson

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Common errors:
 Moving through the steps too fast and not
giving students enough time to master
them and feel confident
 Not having anything to do between
transitions, repeat each exercise four or
five times. Mix it up with the previous ones
so you have some sort of routine
 Not explaining the steps clearly enough

Focus questions:
 What are more advanced movements in
Pilates?
 How can you incorporate yoga, meditation
and Pilates together?

Small Ipads Activity name: Instructions:

Group/Group
Practice Create your own movements
Approx 10 Activity description
minutes
This part of the lesson plan will see students
create their own Pilates movements. Using
your body is the fundamental core of this
exercise therefore it is up to the students to
use their iPad’s or create a movement to learn
and then teach to the class.
1. Ask students to find another person that
they haven’t previously worked with
2. ‘Your task today is to create your own
Pilates movement that you will
demonstrate to the class. I want you to use
the iPads you have brought along to do
some research. You can create your own
or simply use one that you have found on
the internet. It can’t be one we used
previously or from today’s demonstration.
I want you to learn how to do it and work
together to come up with a small

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Conclusion Activity name:
Approx 10 Teaching to the class
minutes
Activity description
The final part of this lesson involves the groups
of two standing up and demonstrating their
selected Pilates move to the class. They will
demonstrate it and then ask the class to do it
with them. The aim of this final task is to build
their confidence in standing up in front of their
Lucinda Goring S00160744
presentation that you can show the class.
You will be the teachers and will be
required to teach them your selected
move’
Key Teaching Points:
Pilates includes using your body in a whole range
of ways
Using ICT to investigate what is on the internet
There is no right or wrong movement for Pilates,
therefore as long as the movement you create
uses your body it is classified under Pilates
Common errors:
 Groups consist of too many people 
groups are of two people only
Instructions:
 Invite the class to return to the original
mats
 One by one each pair stand up the front
and performs their Pilates move to the
class, firstly demonstrating it and then by
teaching the class how to do it
Key Teaching Points:
 Building student confidence
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peers and presenting. Allows for the teacher to  Allowing students to share what they have
see if they have grasped a solid understanding learnt
of Pilates. Peers learning from peers is a great
way of teaching and learning.

Lesson Evaluation:

Have I learnt more about Pilates?

Am I able to successfully complete several moves from Pilates?
Can I teach my peers and lead them in discussion?
Can I work with another student to create a small presentation?

Student objectives?

Basic level understanding of Pilates/meditation/yoga

Group work
Following teacher direction
Presenting to your peers

Teacher objectives?

Continue to expand the repertoire that is the many activities that fall under the health and fitness bracket. Inform students about the positives
of working your body and also your mind.

References:

11 Beginner's Yoga Poses To Help You Get Started. (n.d.). Retrieved September 24, 2015.

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Australian Curriculum. (n.d.). Retrieved September 21, 2015.

BuddhaNet - Worldwide Buddhist Information and Education Network. (n.d.). Retrieved September 21, 2015.

Body soul - Australia's home of health and happiness. (n.d.). Retrieved September 21, 2015.

S-t-r-e-t-c-h-i-n-g kids' bodies and minds Striking a pose; Stomach crunches for children? It isn't as challenging as it sounds, thanks to Pilates for
kids, writes Helen Grange.(Life). (2010, March 1). Daily News. Retrieved September 24, 2015, from http://www.highbeam.com/doc/1G1-
220061520.html?

Sutton, A. (2007). Fitness and exercise sourcebook (3rd ed.). Detroit, MI: Omnigraphics.

EDPH306 Assessment Task 3 Lesson Plans Marking Rubric

Due: Thursday in weeks 8, 9, or 10 via LEO Weighting: 40%

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Grade Description of Achievement

HD  Demonstrates excellent understanding of content/concepts

 Exhibits originality and sophistication in the selection and representation of specific content,
further illustrated in the development and inclusion of outcomes
 Insightful, comprehensive, coherent and appropriate lessons which reflects extensive
research, strategic selection of content and teaching / learning experiences for the
designated learning stage
 The lessons are comprehensively sequenced, illustrating a thorough understanding of the
significance, relationships and purpose of the teaching and learning activities in the given
area of the HPE curriculum.
DI  Demonstrates significant understandings of content/concepts
 Exhibits coherence and consideration in the selection and representation of content and in
the development of teaching and learning activities
 Well-structured and appropriate lessons which reflect deliberate selection of content and
teaching / learning experiences for the designated learning stage
 The lessons are clearly and coherently sequenced, illustrating a proficient understanding of
the significance, relationships and purpose of the teaching and learning activities in the
given area of the HPE curriculum.
CR  Demonstrates very good understandings of content/concepts
 Exhibits clarity in the selection and representation of content and in the development of
teaching and learning activities
 Structured and sequenced lessons which reflect a good selection of content and teaching /
learning experiences for the designated learning stage
 The lessons are well sequenced, illustrating good understandings of significance, and
purpose of the teaching and learning activities in the given area of the HPE curriculum.

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PA  Demonstrates good understandings of content/concepts

 Exhibits a good selection of content and the development of teaching and learning activities
were most of the time clear and intentional
 Good lessons which show a good selection of content and teaching / learning experiences
for the designated learning stage
 The lessons were sequenced, illustrating some good understandings of significance, and
purpose of the teaching and learning activities in the given area of the HPE curriculum.
 At times, ideas and activities in the plan were unevenly communicated.
NN  A poor understanding of content/concepts
 Selection of content and development of teaching and learning activities were inconsistent
and poorly structured
 An inconsistent and incomprehensive unit. Insignificant links to the given area of the HPE
curriculum.
 The sequenced activities were unclear and incoherent, making no links to outcomes.
Comments:

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