Elizabeth Baxter 17220141

Secondary Curriculum 2 HPE

Assignment 2
Topic: HSC Core 2: Factors Affecting Performance -
How can psychology affect performance?

Table of contents
1. Lesson #1
2. Lesson #2
3. Lesson #3
4. Justification
5. References
6. Appendices
- Appendix A: Goal Setting Worksheet
- Appendix B: Pre-Game Analysis Questions
- Appendix C: Concept Map
- Appendix D: Scope and sequence
- Appendix E: Assessment handbook/assessment schedule
- Appendix F: Unit Outline

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 Elizabeth Baxter 17220141
Lesson Plan #1

Topic area: Psychology Stage of Learner: 6 Syllabus Pages: 44-45

and Participation
Date: Location Booked: Lesson Number: 23/36
classroom
Time: 60 minutes Total Number of students: Printing/preparation:
20 Question Worksheets
(Appendix A)

Outcomes Assessment Students learn Students learn to

about

Syllabus outcomes Lesson • motivation • evaluate

H8 explains how a variety of assessment performance
training approaches and • Correctly positive and scenarios to
other interventions enhance answer revision negative 
 determine the
performance and safety in questions - intrinsic and appropriate forms of
physical activity • Completion of motivation, eg golf
goal setting extrinsic versus boxing
H11 designs psychological worksheet. • anxiety and • explain the
strategies and nutritional • Contribution difference between
arousal

plans in response to and answering anxiety and arousal
individual core questions - trait and in terms of the
performance needs in video state anxiety
 effects on
analysis performance
- sources of • research case studies
stress
 of athletes from
- optimum different sports and
ascertain the nature
arousal of their motivation
Life Skills outcomes
- problem solving • psychological and the
- decision making strategies to psychological
- note taking strategies they
enhance employ.
- communication
- planning motivation
- goal setting and manage
anxiety

-
concentration/
attention skills
(focusing) 

- mental
rehearsal/
visualisation/
imagery

- relaxation
techniques

- goal-setting.

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 Elizabeth Baxter 17220141

Cross Curriculum themes & General capabilities:
- Use of ICT
- Literacy
- Practical Physical Education
- Critical and creative thinking
- Personal and social capability
Explicit subject specific concepts and skills
- Revision on psychology in sport
participation overview
- Goal setting and planning
- analysis of elite athlete’s routine

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order

This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, 1.2 Deep 1.5 Metalanguage
skills and ideas. Such pedagogy treats knowledge understanding 1.6 Substantive
as something that requires active construction and 1.3 Problematic communication
requires students to engage in higher-order knowledge
thinking and to communicate substantively about
what they are learning.

Quality Learning Environment 2.1 Explicit 2.4 Social Support

This refers to pedagogy that creates classrooms quality criteria 2.5 Students’ self
where students and teachers work productively in 2.2 regulation
an environment clearly focused on learning. Such Engagement 2.6 Student direction
pedagogy sets high and explicit expectations and 2.3 High
develops positive relationships between teacher Expectations
and students and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning knowledge 3.5 Connectedness
more meaningful and important to students. Such 3.2 Cultural 3.6 Narrative
pedagogy draws clear connections with students’ knowledge
prior knowledge and identities, with contexts 3.3 Knowledge
outside of the classroom, and with multiple ways integration
of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the
lesson.
Teaching Indicators of presence in the lesson
element
Higher-order students require more cognitive processing in the case scenario activity as they
Thinking are asked to view a stimulus, critically analyse and answer questions.

Students' Students work collaboratively in groups and share feedback.

self-
regulation

Working collaboratively in groups as well as a whole class, students can share

Inclusivity ideas, communicate and provide feedback to each other in an encouraging
environment.

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 Elizabeth Baxter 17220141

Tim Teaching and learning actions Organisation Centre

e d
T/S
0-15 Quiz Pong Teacher: have activity set up before S
students arrive. Set tone for the lesson
1. Line students up outside classroom, once ready bring inside with enthusiasm, draw students in. Ask
questions relating to student answers.
to start activity straight away and mark roll.
2. As homework, students were required to watch the video Record score on whiteboard.
‘PDHPE’ (Jack, 2015) to prepare for this new topic on
Student: watch assigned video before
psychology and performance:

class, participate in activity
https://youtu.be/h7luTHEzjcM
3. Split the class in half and get them to stand on either end of
Resources: 20 x cups, 20 x question
the tables behind their 10 cups (each cup has a different
cards, 1 x ping pong ball, paper, pens,
question relating to the video).
4. One at a time, students bounce the ping pong into the cup whiteboard, whiteboard marker
of the opposite team who must answer the question inside
that cup.
5. One point for a correct answer, zero for an incorrect answer.
The team with the most points wins.
6. If a team cant answer their question, the opposing team has
an opportunity to answer it to receive a bonus point.



Modifications and safety: n/a
ensure throws are safe and all obstructions are removed
around the playing area

Question examples:
1. What are one of the psychological strategies mentioned in
the video?
2. What is the Inverted U Theory? (bonus point to draw it)
3. What happens when an athlete is over aroused?
4. What is an example of a relaxation technique?
5. What are the 3 types of concentration? (bonus point for
examples)
6. What is the difference between trait and state anxiety? Photo sourced from: Pinterest (n.d)

15-30 Goal Setting Worksheet (SparkPeople, n.d) Teacher: hand out worksheets, walk S
around and check engagement and
1. Hand out 4 worksheets (Appendix A) to each student (or understanding, offer advice where
print 4 sheets on one page). needed.
2. Recap on the elements of setting SMART goals (Specific,
Measurable, Attainable, Relevant & Timely). Student: engage in activity and share if
3. Individually, get students to come up with 2 short term appropriate
goals (one health/fitness related and one school/life
related) and 2 long term goals (one health/fitness related Resources: 80 x worksheets (Appendix
and one school/life related). A) or print 4 sheets on one page x 20,
4. Choose 4 students to hare one of their goals with the spare pens
class.

Modifications and safety: ensure teacher checks in with

students who are haring goals that they are appropriate and re
comfortable with sharing

Questions:
1. Why is it important to make goals timely?
2. Why should athletes develop SMART goals? (give examples)

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 Elizabeth Baxter 17220141
30-50 Tiger Woods Pre-Game Analysis Teacher: group students effectively, S
prompt students to take notes
1. Hand out question sheet (Appendix B) and get students to throughout the video.
read over.
2. Watch video ‘Tiger Woods on Game-Plan’ (Nike Golf,
2011):
 Student: work effectively and
https://youtu.be/E7y-5BQ5Jn8 appropriately in a group. Present
3. As students are watching, get them to take notes which clearly, detailed and appropriately.
will assist in answering questions.
4. After the video is finished, get students to work in pairs to Resources: SmartBoard, 20 x question
answer all the questions briefly. Give them 5 minutes to do sheets (appendix B),
this.
5. Number students 1-5, group all number 1s together to be
the expert group on answering question 1, group 2 the
experts for question 2 etc.
6. Get each expert group to share their responses with the
class. Students note take on points they may have missed.

Modifications and safety:

n/a

Questions:
1. Why do you think Tiger Woods warms up alone?
2. Why does he always look at the leader board?
3. What does his body language in the video reflect?

50-60 Reflection Teacher: facilitate reflection by asking S&T

Ask students open ended questions to ensure understanding of guiding open ended questions
content knowledge covered:
1. What preparations do you take before a game? Student: participation in answering
2. What are some motivation techniques used in sport? questions and asking any further
3. What happens if an athlete doesn’t prepare properly for a questions they have.
game?
4. Any further questions? Resources: n/a

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H8 explains how a variety of
training approaches and other
interventions enhance
performance and safety in
physical activity
- psychological interventions
- class discussion
- goal setting activity

H11 designs psychological - goal setting activity

strategies and nutritional - case scenario
plans in response to individual - class discussion
performance needs

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 Elizabeth Baxter 17220141
Other considerations

Graduate Evidence within this lesson

Standards
1 - Know students Revision activities allow me to see how students have
and how they completed and perceived the assigned homework. Activities
learn can be differentiated for students of all levels.
2 - Know the Relating all work to syllabus outcomes and appropriate
content and how assessment. Applying content through a range of modes
to teach it (literacy, ICT & group work) to expand curriculum learning
opportunities for students.
3 - Plan for and Planning and sequencing was used as the lesson was
implement structured to get students to initiate their own learning and
effective build up from there. A range of resources were used to
teaching and engage students in learning.
learning
4 - Create and Inclusivity is included as students work in groups and as a
maintain class collaboratively.
supportive and
safe learning
environments
5 - Assess, Revision activity assesses student learning. Guided reflective
provide feedback questions provide feedback and report on student learning.
and report on
student learning

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 Elizabeth Baxter 17220141
Lesson Plan #2

Topic area: Psychology Stage of Learner: 6 Syllabus Pages: 44-45

and Participation
Date: Location Booked: Lesson Number: 24/29
classroom
Time: 60 minutes Total Number of students: Printing/preparation:
20 prepare videos

Outcomes Assessment Students learn Students learn to

about

Syllabus outcomes Lesson • motivation • evaluate

H8 explains how a variety of assessment positive and performance
training approaches and • Completion of scenarios to
negative 

other interventions enhance assigned tasks determine the
performance and safety in • Contribution - intrinsic and appropriate forms of
physical activity and answering extrinsic motivation, eg golf
core questions • anxiety and versus boxing
H11 designs psychological in video arousal
 • explain the
strategies and nutritional analysis - trait and difference between
plans in response to • Engagement in anxiety and arousal
individual class state anxiety
 in terms of the
performance needs discussions - sources of effects on
stress
 performance
- optimum • research case studies
arousal of athletes from
different sports and
• psychological ascertain the nature
strategies to of their motivation
Life Skills outcomes enhance
- problem solving and the
- relaxation motivation and psychological
- note taking manage strategies they
- communication anxiety
 employ.
- comparative studies -
concentration/
attention skills
(focusing) 

- mental
rehearsal/
visualisation/
imagery

- relaxation
techniques

- goal-setting.

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 Elizabeth Baxter 17220141

Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills
- Use of ICT - Relaxation techniques
- Literacy - motivation
- Practical Physical Education - concentration
- Critical and creative thinking - analysis of elite athlete’s routine
- Personal and social capability

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order

This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, 1.2 Deep 1.5 Metalanguage
skills and ideas. Such pedagogy treats knowledge understanding 1.6 Substantive
as something that requires active construction and 1.3 Problematic communication
requires students to engage in higher-order knowledge
thinking and to communicate substantively about
what they are learning.

Quality Learning Environment 2.1 Explicit 2.4 Social Support

This refers to pedagogy that creates classrooms quality criteria 2.5 Students’ self
where students and teachers work productively in 2.2 regulation
an environment clearly focused on learning. Such Engagement 2.6 Student direction
pedagogy sets high and explicit expectations and 2.3 High
develops positive relationships between teacher Expectations
and students and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning knowledge 3.5 Connectedness
more meaningful and important to students. Such 3.2 Cultural 3.6 Narrative
pedagogy draws clear connections with students’ knowledge
prior knowledge and identities, with contexts 3.3 Knowledge
outside of the classroom, and with multiple ways integration
of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the
lesson.
Teaching Indicators of presence in the lesson
element
Higher-order students require more cognitive processing in the case scenario activity as they
Thinking are asked to view a stimulus, critically analyse and answer questions.

Engagement All students should be able to engage in the relaxation activity. Higher
achievers have extension activities.

Working collaboratively in groups as well as a whole class, students can share

Inclusivity ideas, communicate and provide feedback to each other in an encouraging
environment.

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 Elizabeth Baxter 17220141

Tim Teaching and learning actions Organisation Centre

e d
T/S
0-15 Relaxation Exercise Teacher: have activity set up before S
students arrive, move desks and other
1. Line students up outside classroom, once ready bring inside obstructions. Set tone for the lesson:
to start activity straight away and mark roll. calm, talk slow and have students
2. Have students put their belongings away, phones in bag and remain quiet throughout.
on aeroplane mode.
3. Get students to find a spot on the floor where they can lie Student: quietly participate in activity,
down without touching anyone else. respect others opportunity to
4. Explain to students they will be participating in a 10 minute participate
relaxation activity ti practice breathing and mindfulness.
Remind students to be respectful of others so that everyone Resources: SmartBoard
can experience and give it a go.
5. Ensure all blinds are down and potential distractions are
eliminated.
6. Play video ‘Mindfulness Breathing Exercise’ (v464mindful,
2012):

https://youtu.be/9Q9DrxEXXBg?list=PLlMgSxxK-
aVxTFTt5YXdFjNWafbL1piRm




Modifications and safety:
ensure all tables and chairs are pushed to the sides of the
classroom so they don't obstruct students

Questions:
1. Who found that activity relaxing?
2. What are some factors that could be a source of stress
before a game?
3. What other ways could you relax before a sporting event?

15-35 Corey Parker Pre-Game Analysis Teacher: play video on board, ensure S
students are engaged. Pause video to
1. Hand out question sheet (Appendix B) and get students to clarify key points and ask questions.
read over.
2. Watch video ‘Corey Parker - Away Game Student: watch video and take effective
Routine’ (#HISTORYHAPPENS, 2016):
 notes
https://youtu.be/aekm9aKahLQ
3. As students are watching, get them to take notes which Resources: SmartBoard, student
will assist in answering questions. workbooks, spare pens and paper, 20 x
4. After the video is finished, get students to work in pairs to worksheets (Appendix B)
answer all the questions briefly. Give them 5 minutes to do
this.
5. Number students 1-5, group all number 1s together to be
the expert group on answering question 1, group 2 the
experts for question 2 etc.
6. Get each expert group to share their responses with the
class. Students note take on points they may have missed.

Modifications and safety:

n/a

Questions:
1. Why is it important for rugby league players to prepare for
the game surrounded by team members?

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 Elizabeth Baxter 17220141
35-50 Sport Preparation Comparison: Golf vs. Rugby League Teacher: group students effectively, S
walk around and assist groups as needed
1. Get students to get out both worksheets on Tiger Woods
and Corey Parker.
2. In groups of 4, students are to compare and contrast the Student: work effectively and
two studies, ie. the nature of their motivation and the appropriately in a group. Present
psychological strategies they employ as well as justify why clearly, detailed and appropriately.
they believe there is a difference/similarity.
3. Groups will be handed a sheet of butchers paper each to Resources: 5 x sheets butchers paper, 5
develop a table with columns labelled ‘Similarities’, x permanent/whiteboard markers
‘Differences’ and ‘Justification’.
4. Give students 10 minutes to work on their tables,
reflecting upon their answer sheets and watching the
videos again on their devices if they require.
5. Each group presents their answers to the class.

Modifications and safety:

extensions activity: write further recommendations

Questions:
Prompt questions from student answers

50-60 Reflection Teacher: facilitate reflection by asking S&T

Ask students open ended questions to ensure understanding of guiding open ended questions
content knowledge covered:
1. How may these psychological strategies differ in a sport Student: participation in answering
like shooting or athletics? questions and asking any further
2. Any further questions? questions they have.

Resources: n/a

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H8 explains how a variety of - relaxation activity
training approaches and other - class discussion
interventions enhance - case study
performance and safety in
physical activity
H11 designs psychological - case scenario
strategies and nutritional - class discussion
plans in response to individual - comparison activity
performance needs

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 Elizabeth Baxter 17220141
Other considerations

Graduate Evidence within this lesson

Standards
1 - Know students Use current and 21st century resources to engage students.
and how they Activities can be differentiated for students of all levels.
learn
2 - Know the Relating all work to syllabus outcomes and appropriate
content and how assessment. Applying content through a range of modes
to teach it (literacy, ICT & group work) to expand curriculum learning
opportunities for students.
3 - Plan for and Planning and sequencing was used as the lesson was
implement structured to get students to get students engaged from the
effective beginning activity. A range of resources were used to engage
teaching and students in learning.
learning
4 - Create and Inclusivity is included as students work in groups and as a
maintain class collaboratively.
supportive and
safe learning
environments
5 - Assess, Guided reflective questions provide feedback and report on
provide feedback student learning.
and report on
student learning

11
 Elizabeth Baxter 17220141
Lesson Plan #3

Topic area: Psychology Stage of Learner: 6 Syllabus Pages: 44-45

and Participation
Date: Location Booked: Lesson Number: 25/29
classroom
Time: 60 minutes Total Number of students: Printing/preparation:
20 Bop It game

Outcomes Assessment Students learn Students learn to

about

Syllabus outcomes Lesson • motivation • evaluate

H8 explains how a variety of assessment positive and performance
training approaches and • Participation in scenarios to
negative 

other interventions enhance class discussion determine the
performance and safety in • Completion of - intrinsic and appropriate forms of
physical activity activities extrinsic motivation, eg golf
• anxiety and versus boxing
H11 designs psychological arousal
 • explain the
strategies and nutritional - trait and difference between
plans in response to anxiety and arousal
individual state anxiety
 in terms of the
performance needs - sources of effects on
stress
 performance
- optimum • research case studies
arousal of athletes from
different sports and
• psychological ascertain the nature
strategies to of their motivation
Life Skills outcomes enhance
- problem solving and the
- reaction time motivation and psychological
- critical analysis manage strategies they
- prescription anxiety
 employ.
- communication -
- planning concentration/
attention skills
(focusing) 

- mental
rehearsal/
visualisation/
imagery

- relaxation
techniques

- goal-setting.

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 Elizabeth Baxter 17220141

Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills
- Use of ICT - Concentration exercises
- Literacy - Motivations strategies
- Practical Physical Education - psychological strategy prescription for
- Critical and creative thinking elite athlete
- Personal and social capability

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order

This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, 1.2 Deep 1.5 Metalanguage
skills and ideas. Such pedagogy treats knowledge understanding 1.6 Substantive
as something that requires active construction and 1.3 Problematic communication
requires students to engage in higher-order knowledge
thinking and to communicate substantively about
what they are learning.

Quality Learning Environment 2.1 Explicit 2.4 Social Support

This refers to pedagogy that creates classrooms quality criteria 2.5 Students’ self
where students and teachers work productively in 2.2 regulation
an environment clearly focused on learning. Such Engagement 2.6 Student direction
pedagogy sets high and explicit expectations and 2.3 High
develops positive relationships between teacher Expectations
and students and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning knowledge 3.5 Connectedness
more meaningful and important to students. Such 3.2 Cultural 3.6 Narrative
pedagogy draws clear connections with students’ knowledge
prior knowledge and identities, with contexts 3.3 Knowledge
outside of the classroom, and with multiple ways integration
of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the
lesson.
Teaching Indicators of presence in the lesson
element
Higher-order students require more cognitive processing in the psychologist activity as they
Thinking are asked to critically analyse and problem solve.

Students are required to work collaboratively as a group and share feedback.

Students' Students must implement the skills they have learnt appropriately into the
self- case scenario.
regulation
Working collaboratively as groups and also as a whole class, students can share
Inclusivity ideas, provide feedback to each other in an encouraging environment.

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 Elizabeth Baxter 17220141

Tim Teaching and learning actions Organisation Centre

e d
0-15 Concentration Game: ‘Bop It’ (Focus Games, 2011)
1. Line students up outside classroom, once ready bring inside
to start activity straight away and mark roll.
2. Get students to sit in a big circle on the floor.
3. Explain that ‘bop it’ is a game designed to test reaction
time and increase concentration as it prompts you to do
different actions under a time limit.
4. Play 2 rounds of ‘bop it’ for students to get the feel of the
game, then do 2-3 rounds of eliminations.
Modifications and safety: if students are getting eliminated
too quickly, give them 3 lives before they are eliminated
T/S
Teacher: have activity set up before S
students arrive. Set tone for the lesson
with enthusiasm, draw students in. Ask
questions relating to student answers.
Student: watch assigned video before
class, participate in activity
Resources: 1 x ‘bop it’ game

Questions:
1. How does this game get you to zone in and improve
concentration?
2. How can this technique be transferred to sport?
3. What are other ways you could improve concentration
before an event or game?

15-30 Motivational Video: How Bad Do You Want It? Teacher: play video on board, ensure S
students are engaged. Pause video to
1. Watch ‘How Bad Do You Want It?’ (Howell, 2011):
 clarify key points and ask questions.
https://youtu.be/lsSC2vx7zFQ
2. Get students to create a mind map on motivation in pairs, Student: watch video and take effective
drawing on both personal experiences and those they’ve notes
picked up over the last couple of lessons.

 Resources: SmartBoard, student
Modifications and safety: n/a workbooks, spare pens and paper

Questions:
1. What are some methods of increasing motivation?
2. How do you motivate yourself?
3. How could motivation techniques differ between people and
sports?
4. What happens if you get over aroused?

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 Elizabeth Baxter 17220141
30-50 Sports Psychologist Case Study Teacher: explain activity, present S
activity on the board, walk around to
1. For this activity, students are to choose a sport or athlete check understanding and assist students
other than the ones already studied in class (Tiger Woods/ who are struggling with ideas.
golf & Corey Parker/rugby league).
2. Show a slide on the SmartBoard displaying the activities
instructions as follows: Student: work effectively and
3. Imagine you are a sports psychologist. An athlete has come appropriately independently or in group
to see you reporting problems with their pre-game routine if needed. Present clearly, detailed and
and that they don’t feel prepared mentally before the appropriately.
game, which is hindering their performance. Your role is to
develop and prescribe a game day routine for this athlete. Resources: SmartBoard, student
Use techniques that have been covered in this topic but workbooks
give specific examples with justification.
4. Students can use diagrams, tables etc. but they must do a
minimum of 1 page.
5. Choose 4 students to present to the class.

Modifications and safety:

students who are struggling with content can form groups and
work together on one case study. Higher achievers work
independently.

Questions:
1. What are some aspects you need to include in your
prescription?
2. How can you tailor it to their sport?

50-60 Reflection Teacher: facilitate reflection by asking S&T

Ask students open ended questions to ensure understanding of guiding open ended questions
content knowledge covered:
1. What are some of the key points you’ve learnt about Student: participation in answering
psychology and participation in sport? questions and asking any further
2. What is intrinsic and extrinsic motivation? questions they have.
3. Any further questions?
Resources: n/a

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P6 proposes actions that - class discussion
can improve and maintain - psychological strategies
an individual’s health
P12 demonstrates - psychologist case study
strategies for the - class discussion
assessment, management
and prevention of
injuries in first aid settings

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 Elizabeth Baxter 17220141
Other considerations

Graduate Evidence within this lesson

Standards
1 - Know students Use current and 21st century resources to engage students.
and how they Activities can be differentiated for students of all levels.
learn
2 - Know the Relating all work to syllabus outcomes and appropriate
content and how assessment. Applying content through a range of modes
to teach it (literacy, ICT & group work) to expand curriculum learning
opportunities for students.
3 - Plan for and Planning and sequencing was used as the lesson was
implement structured to get students to get students engaged from the
effective beginning activity. A range of resources were used to engage
teaching and students in learning.
learning
4 - Create and Inclusivity is included as students work in groups and as a
maintain class collaboratively.
supportive and
safe learning
environments
5 - Assess, Guided reflective questions provide feedback and report on
provide feedback student learning.
and report on
student learning

Reflection
What have I learned about the teaching and learning process when preparing the above
three lessons?

I have learnt the importance of teaching students both the mental side to physical
education as it is such an emerging topic in todays society. I have learnt it is important
to incorporate a range of teaching modems, from ICT to practical activities but also not
forgetting the importance of literacy and numeracy. Working as a group, students are
able to work as a team to share ideas and expand on their own knowledge. Students of
all levels can collaborate their ideas to come up with the best response or outcome to a
problem. I have learnt to design lessons aimed at the 21st learner. Linking lesson content
to current and interesting information to engage students and allow them to make a
connection between content and knowledge.

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 Elizabeth Baxter 17220141
WHS (all lessons)

As all three lessons take place in a classroom, there are minimal risks of
danger occurring but precautions still need to be taken to keep these risks
low. The Department of Education sets guidelines including ‘1.1.3 - adopting a
preventative and strategic approach to health and safety and using
measurable objectives and targets to monitor performance’. Within a
classroom setting, teachers must be proactive and inspect the classroom
prior to the class to ensure that there are no hazards or potential risks (eg.
broken chairs, slippery floor etc.). Some activities in these lessons required
students to move around or use floor space, so it is important to remove any
obstructions. Also the WHS guidelines state in ‘4.4.1 - take reasonable care
for the health and safety of themselves and those under their supervision,
and take reasonable care that their acts or omissions do not adversely affect
the health and safety of others.’ This could relate to ensuring that lessons
are appropriate for the stage.

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 Elizabeth Baxter 17220141

Justification

Pedagogy is not a ‘one size fits all’ solution. Teachers must be systematic, flexible,
adjustable and contemporary with their approach. It is the role of a teacher to ensure the
Australian Professional Teaching Standards are kept in the forefront of the mind when
creating effective lesson plans. These standards ensure that best practice is maintained
within the classroom. Through best practice, teachers can create positive relationships
with their students, actively continue to build on their own knowledge, adopt evidence
based strategies and ensure a safe and positive environment is created for students to
work in (The Australian Society for Evidence Based Teaching, n.d). To do this, sequential
and purpose built planning is required, integrated with current literature on the best
pedagogical practices and theories.

When designing these Personal Development Health and Physical Education lesson
plans on ‘How can psychology affect performance?’, a number of pedagogical theories
were considered and a number implemented. The selected ones included are 21st
Century Learner model, ’flipped classroom’ model, Problem Based Learning approach,
inclusive and collaborative pedagogy and student centred approach. These strategies aim
for students to drive their own learning, think critically and ensure inclusivity for all
students.

When designing these lessons, it was kept in mind who the target group were and what
their interests are. The Framework for 21st Century Learners was developed to explain
and illustrate the knowledge and skills students need to succeed in work/school, life and
citizenship (P21, 2016). In understanding the needs of students today, teachers can tailor
lessons to keep them contemporary and relevant to the students life experiences. For
example, in all three lessons ICT was used throughout to assist with activity and develop
deeper understanding. This was because we can identify that technology is a huge part in
the daily life of 21st century learners and incorporating this into their study will encourage
engagement and competency completing the activity at hand. For both comparative
videos, current and popular sports stars well known in Australia were used (Corey Parker -
NRL & Tiger Woods - Golf). Students will automatically be drawn into researching deeper
into these studies as students are already familiar with this person though media, sport
etc. Psychology and mental health are also two big topics in the media today in relation to
adolescent suicide. Incorporating this into lesson plans and providing strategies allows for
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the teacher to give students valuable, relevant advice and prepare them for life after
school.

The fundamental concepts of inclusive and collaborative pedagogy are tied in to the three
above lesson plans in a number of activities. Inclusive pedagogy reflects a solid
understanding of students and how they learn, one of the graduate teaching standards
(AITSL, 2014). Throughout all lessons, students are required to work collaboratively in
pairs and as small groups in activities such as ‘Quiz Pong’ and the case studies. Through
these activities, students are encouraged to engage with their peers, share their ideas and
bounce others off of each other. Students are given the opportunity to focus on and exhibit
personal strengths, encourage critical thinking, develop a better understanding of concepts
and inter-personal skills (O’Donnell, Hmelo-Silver & Erkens, (2014).

The ‘flipped classroom’ concept utilises time in the classroom more efficiently through
engaging students in content at home before they enter the classroom (Milman, 2012). For
example, in lesson plan 1, students are required to download and explore the
‘PDHPE’ video on sports psychology prior to coming to class. Setting students this task
engages students in content, introduces them to the topic and promotes questioning and
interest. Once in the classroom, time is saved and utilised on student’s deeper exploration
of content and activities and applying significance to content through class activities and
discussion.

Centering tasks around student investigation and problem solving is a pedagogical

approach called Problem Based Learning (Savery, 2015). In lesson plan 3, students are
given an open case study to work on and must self regulate their learning to create a
correct response. The key focus is not always the end result of the activity, but rather the
journey each student took to develop their opinion and answers. Teachers go from being
the centre of learning to facilitators of learning, prompting inquiry and interest. Problem
Based Learning strategy develops critical thinking and creative skills, improves problem-
solving skills, increases motivation and helps students learn to transfer knowledge to new
situations (Savery, 2015).

The self-directed approach permits students to navigate their own way through content at
their chosen pace and style with expectations to fulfil by the end. Four components of self-
directed learning are important for this approach to work; students being ready to learn,
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setting student learning goals, engaging students in the learning process and get students
to self evaluate (Gureckis & Markant, 2012). Teachers must “know their students and how
they learn.” Giving students flexibility in the way they finish their tasks will increase the
quality of work and improve student engagement with the task. Giving brief and open
instructions in the case study activities allow studies to use a range of modems or
research methods to answer the questions.

Student Centred learning is an approach that is only successful if the teacher knows their
student interests and know how to engage them in content (Jonassen & Land, 2012). In
the sports psychologist case study in lesson 3, students have the flexibility to choose their
own sport to research and answer on. Students are allowed to share in the aspects of
decision making, accountability and ability to lead their own learning experience. This also
allows for gifted and talented students to challenge themselves and select a more complex
sport. In each lesson plan, a student centred activity is scheduled at the start of the lesson
to get students focussed and engaged, which will assist in classroom management for the
duration of the class.

Having the knowledge of the above pedagogical theories, approaches and models
expands a teacher’s toolkit to implement good quality teaching practice. Though use of
these strategies, student engagement, focus and motivation should be increased as well
as overall understanding of syllabus content. Whilst implementing any pedagogical
strategy, teachers must still aim to build a safe and positive classroom environment for
their students, work collaboratively with students as a facilitator rather than an instructor
and continue their own teacher knowledge and practice using current literature.

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References

Australian Institute for Teaching and School Leadership (2014). Australian Professional Standards
for Teachers. Retrieved from http://www.aitsLedu .au/australian- professional-
standards-for-teachers/standards/list

Board of Studies, Teaching and Educational Standards (2009). Assessment

and reporting in Personal Development, Health and Physical
Education Stage 6. Retrieved from http://www.boardo
fstudies.nsw.edu.au/syllabus _hsc/pdhpe.html

Focus Games. (2011). Teacher Support Force. Retrieved 18 April 2017, from
http://www.teacher-support-force.com/focus-games.html

Framework for 21st Century Learning. (2016). P21. Retrieved 18 April 2017, from
http://www.p21.org/our-work/p21-framework

Gureckis, T. M., & Markant, D. B. (2012). Self-directed learning: A cognitive and computational
perspective. Perspectives on Psychological Science, 7(5),
464-481.

#HISTORYHAPPENS. (2016). Corey Parker - Away Game Routine. Retrieved from

https://www.youtube.com/watch?v=aekm9aKahLQ

Howell, M. (2011). How Bad Do You Want It? (Success) HD. Retrieved from
https://www.youtube.com/watch?v=lsSC2vx7zFQ&t=2s

Jack, B. (2015). PDHPE. Retrieved from https://www.youtube.com/watch?v=h7luTHEzjcM

Jonassen, D., & Land, S. (Eds.). (2012). Theoretical foundations of learning

environments. Routledge.

Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best
be used?. Distance Learning, 9(3), 85.
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 Elizabeth Baxter 17220141

Nike Golf. (2017). Tiger Woods on Game-Plan. Retrieved from

https://www.youtube.com/watch?v=E7y-5BQ5Jn8

O'Donnell, A. M., Hmelo-Silver, C. E., & Erkens, G. (Eds.). (2013). Collaborative

learning, reasoning, and technology. Routledge.

Pinterest. Retrieved 19 April 2017, from https://au.pinterest.com/pin/298222806560114360/

Savery, J. R. (2015). Overview of problem-based learning: Definitions and

distinctions. Essential readings in problem-based learning: Exploring and
extending the legacy of Howard S. Barrows, 5-15.

SpartPeople. (n.d). SMART Goal-Setting Worksheet (1st ed.). Retrieved from


https://www.sparkpeople.com/resource/SMARTgoalsWS-NN.pdf

The Australian Society for Evidence Based Teaching (n.d). John Hattie & His High Impact
Strategies. Retrieved 22 March 2017, from http://
www.evidencebasedteaching.org.au/hattie-his-high-impact-strategies/

v464mindful. (2012). Mindfulness Breathing Exercise. Retrieved from https://www.youtube.com/

watch?v=9Q9DrxEXXBg&list=PLlMgSxxK-aVxTFTt5YXdFjNWafbL1piRm

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Appendices

Appendix A - Goal Setting Worksheet (SparkPeople, n.d)

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Appendix B - Pre-Game Analysis Question Sheet

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Appendix C - Concept Map

HSC Core 2:
Factors Affecting Performance
(Board of Studies NSW, 2009)

How does the acquisition of skill

How does training affect
affect performance?
performance?

How can psychology affect How can nutrition and recovery strategies
performance? affect performance?

Motivation Strategies

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Appendix D - Scope and Sequence

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Appendix E - Assessment handbook/assessment schedule

Assessment Handbook – HSC

Task One – Sports Medicine

Due: Term 1 Week 7

Assessment Weighting: 10%

Outcomes:
• H8 explains how a variety of training approaches and other interventions enhance
• performance and safety in physical activity
• H13 selects and applies strategies for the management of injuries and the
promotion of safety in sport and physical activity

Task Description
Students are required to choose a body part of their choice and create an instructional
video on how to tape/bandage that body part.

Task Two – Health Priorities in Australia

Due: Term 2 Week 5

Assessment Weighting: 20%

Outcomes:
H2 analyses and explains the health status of Australians in terms of current trends
and groups most at risk
H3 analyses the determinants of health and health inequities
H4 argues the case for health promotion based on the Ottawa Charter
H5 explains the different roles and responsibilities of individuals, communities and
governments in addressing Australia’s health priorities
H15 critically analyses key issues affecting the health of Australians and proposes
ways of working towards better health for all

Task Description
Students choose an ‘at risk’ population experiencing health inequities. They must
develop a health promotion plan using the Ottawa Charter.

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Task 3 – Factors Affecting Performance

Due: Term 3 Week 6

Assessment Weighting: 20%

Outcomes:
H10 designs and implements training plans to improve performance
H11 designs psychological strategies and nutritional plans in response to individual
performance needs
H17 selects appropriate options and formulates strategies based on a critical
analysis of the factors that affect performance and safe participation.

Task Description
Develop and prescribe a nutrition and recovery plan for an elite athlete of student’s
choice.

Task 4 – Improving Performance

Due: Term 3 Week 10

Assessment Weighting: 10%

Outcomes:
H8 explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity
H17 selects appropriate options and formulates strategies based on a critical
analysis of the factors that affect performance and safe participation.

Task Description
Students are required to create a video presentation on the use of drugs in sport.

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Appendix F - Unit Outline

STAGE 6 PDHPE UNIT OUTLINE

Module title: Factors Affecting Performance Timing and Length: 9wks x 60

min=36 lessons

Module aim: This module explores the physical and psychological factors of performance and looks
at strategies which affect it.

Content links: Links to HSC Options 4: Improving Key competencies:

Performance - energy systems
- training methods and principles
- psychology and performance
(motivation, anxiety and arousal,
psychological strategies)
- nutrition and recovery
- skill acquisition

Objectives Outcomes
• analyse each energy system

H7 explains the relationship between physiology and


• assess the relevance of the types of training and training movement potential
methods for a variety of sports



H8 explains how a variety of training approaches and
• analyse how the principles of training can be applied to both other interventions enhance
aerobic and resistance training


 performance and safety in physical activity
• examine the relationship between the principles of training, H9 explains how movement skill is acquired and
physiological adaptations and improved performance


 appraised
• evaluate performance scenarios to determine the appropriate H10 designs and implements training plans to improve
forms of motivation, eg golf versus boxing
performance
• explain the difference between anxiety and arousal in terms of
H11 designs psychological strategies and nutritional
the effects on performance

plans in response to individual
• research case studies of athletes from different sports and
ascertain the nature of their motivation and the psychological
performance needs
strategies they employ H16 devises methods of gathering, interpreting and
• compare the dietary requirements of athletes in different sports
communicating information
about health and physical activity concepts
• critically analyse the evidence for and against supplementation
H17 selects appropriate options and formulates
• research recovery strategies to discern their main features and strategies based on a critical
proposed benefits to performance.
analysis of the factors that affect performance and
• examine the stages of skill acquisition by participating in the
safe participation.
learning of a new skill, eg juggling, throwing with the non-
dominant arm

• describe how the characteristics of the learner can influence

skill acquisition and the performance of skills

• design a suitable plan for teaching beginners to acquire a skill

through to mastery.

• develop and evaluate objective and subjective performance

measures to appraise performance

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Literacy/Numeracy
 ICT Differentiation

- writing - SmartBoard - extension activities for gifted and

- reading - YouTube talented
- grouping - devices - extra support and optional
- justification (laptop, activities for CALD & disability
- research phone) students
- time - applications
- counting - PowerPoint/
- critical analysis iMovie

Teaching and
Learning Strategies
Week Syllabus Content including Resources
assessment for
learning
1-2 Training and In class quiz, story SmartBoard, recording
Performance board, practical devices, student
application workbooks, research ICT
devices

3-4 Psychology and In class presentation, SmartBoard, recording

Performance video analysis, case devices, student
studies, games workbooks

5-6 Nutrition, Recovery and Assessment, video SmartBoard, recording

Performance analysis, group project, devices, student
research workbooks, research ICT
devices

7-9 Skill Acquisition and Practical application, SmartBoard, recording

Performance informal test, video devices, student
analysis workbooks, sporting
equipment

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