EDUC4729G-

Physical Education Curriculum Specialisation: Senior Years 1

Marley Fairclough
ID: 2151189
Lesson Plan – Peer Teaching
Year Eleven - SACE Stage One

Date: 12/3/18 Topic: Volleyball- “Perceptual Motor Workspace”

Performance Description:
This lesson aims to focuses on Principles and Issues of Physical Activity by exploring the nature of Volleyball.
Students work to develop knowledge, skills and understanding of Net and Ball Games. Students will interpret,
analyse and effectively apply (independently, within groups and in teams) skills, specific concepts and ideas,
strategies, techniques, rules and guidelines (SACE, 2018). Students will be required to demonstrate a level of
proficiency in performance of practical skills and techniques specific to the sport volleyball (SACE, 2018).
Practical assessment will be structured to cater for different skills, interests and needs of students. This form
of assessment will provide students with the opportunity to show evidence of their learning in practical
skills, initiative, leadership and collaboration (SACE, 2018). Students will review their own techniques
independently, implement and effectively apply strategies to perform a wide range of skills and techniques,
and interpret and apply rules and guidelines, knowledge and strategies (SACE, 2018).

Learning Intentions:
Mosston and Ashworth’s (2002) learning concept of Guided Discovery demonstrates how active exploration
of motor skills helps transfer practice from ‘closed’ repetition to uncontrollable game situations. Learning
will be aimed to shape movement to patterns of play (Schmidt & Bjork, 1992). With this focus helping
students to develop greater success in skill performance through exploration of movement opportunities in
modified game settings.

Tactical:
Skilled performance is determined by technique and tactical components; a player must be able to ‘Read the
Play’ in order to effectively preform a movement. Emphasis will be placed on decision-making, timing and use
of space in order to allow students to dynamically respond to the performance context (Den Duyn, 1997). Pill
(2016) suggests that learners should practice in variable and random situations when possible, to encourage
students to explore movement opportunities.

Underpinning Theory:
The Theory of ‘Perceptual Motor Workspace’ refers to the information processing approach to perception
and action within a physical setting. It places emphasis on the development of internal representations for
anticipating movement behaviour and suggests that practice must focus on active and continuous processing
(Schmidt and Bjork, 1992). Schmidt and Bjork further indicate that ‘Practice Conditions that produce the best
retention performance seem to provide added ‘difficulty’ for the learner during the practice phase.’
Randomised non-linear practice forces the learner to preform a different outcome upon each play. Thus,
allows for greater opportunity for skill acquisition that focuses on individual coordination dynamics to
effectively preform technical and tactical movement skills.

SACE Performance Standards: SACE Learning Requirements:
Knowledge and Understanding: In this Lesson, students are expected to:

• KU1 Knowledge and understanding of the • Demonstrate a level of proficiency in

nature of physical activity performance of practical skills and techniques
• KU2 Knowledge and understanding of specific to a variety of human physical activities
appropriate terminology • Demonstrate knowledge and understanding of
Practical Skills Application: the nature of physical activity, and communicate
• PSA 2 Interpretation and effective using appropriate terminology
application of skills, specific concepts, • Interpret, analyse, and effectively apply
ideas, strategies, and techniques. (independently, within groups, and in teams)
Initiative and Collaboration: skills, specific concepts and ideas, strategies,
• IC 2 Collaboration with others in team techniques, rules, and guidelines Interact
activities collaboratively and demonstrate initiative and
leadership
Analysis and Reflection

• AR 1 Analysis of and reflection on practical
techniques and performance

As a result of actively engaging in this lesson Consideration for students with special needs or
students will: abilities:
Understand (concepts): Block (2007) and Morley, Bailey, Tan and Cooke (2005)
Skilled performance is determined by technique suggest that ‘inclusiveness is the right for all students to
and tactical components; a player must be able to actively participate regardless of their physical or
‘Read the Play’ in order to effectively preform a mental limitations.’ Within Physical Activity effective
movement. inclusion goes beyond students helping with time
keeping or scoring; it rather is about providing students
Know (Facts):
with the opportunity to learn, perform and develop
‘Perceptual Motor Workspace’ refers to the through appropriate modification and application of
information processing approach to perception activity and assessment methods (Morley, Bailey, Tan
and action within a physical setting. and Cooke, 2005).
Do (be able to): Below indicates some appropriate adjustments made
• As the passer, make a successful transition within the lesson:
to the hitter • In this class we have a student with vision
• Effectively Read and Anticipate Play impairment. The student has short sighted
vision and has difficultly seeing object in the
distance clearly. While glasses are worn the
student requires adjustments to equipment and
teacher direction.
• Both visual and verbal queues will be provided
for demonstration given from the teacher.
• Student will be situated in close proximity to the
teacher when direction is being given.
• Students will use brightly coloured equipment,
including yellow/blue volleyballs, cones, hoops
and bibs.
Safety Considerations: Equipment Requirements:
• Students have appropriate footwear/clothing • 3 x volleyball half courts set up (with padding)
• Student have removed all jewellery, watches, • Bag of volleyballs (approx. 15)
accessories • Whistle
• Prior Injuries have been addressed • Whiteboard/Marker
• Volleyball poles have padding • Markers (15)
• Unnecessary sporting equipment in the gym
has been removed to provide space around

the courts
• Gymnasium floor has a clear non slippy
surface
• Volleyball nets have been checked and poles
are secure
• Students are appropriately warmed up to
prevent injury

Lesson Plan
Time: (5 minutes) Introduction to task:
Students will begin lesson with a brief introduction to the concept of
‘Perceptual Motor Workspaces,’ whereby learning intentions will be outlined.
The lesson focus will be outlined on the white board displaying Concepts,
Knowledge and Skills that will be developed during the lesson, along with the
lessons game/drill progression. Connection to previous learning will be draw
emphasis on preforming movement skills in a game setting.
Students will be introduced to key terms of ‘Perceptual Motor Workspace’
‘Anticipation,’ with students being given the chance to pose questions.
Warm up Partner Drill
The Lesson will commence with a warm up drill. Students will use this time to
practice primary skills of the Dig and Set movement patterns in a controlled
environment.
Player 1: Blue
Figure 1: Diagram of Warm
up Partner Drill Player 2: Green
Player 1 will act as a setter for player 2.
Player 1 places the ball in the back left of the court, player 2 will return the
pass with a dig pass back to player 1.
Player 1 will then place the ball in the back right of the court, with player 2
running from back left corner to return a dig pass back to player 2.
Player 1 will then place a pass up high to the front right of the court, with
player 2 running forward to return the ball with a set pass back to player 2.
This sequence will be continued back to the left hand corner.
Each player will preform three rounds each before swapping positions.
Time: (20 minutes) Main Learning Task
Progression Activity One
The court will be divided in to halves.
Students will be divided into groups of four, with two players on either side of
the court. Each student will wear a different colour bib. On each side of the
net player 1 will be the setter and player 2 will preform the pass over.
Students will preform the same sequence of movements as warm up game,
however this time player 2 will have to preform their final pass over to the
players on the other side of the net using a spike.
On each pass the setter will indicate which player the pass must will directed
to, by shouting the colour of there bib. This will be preformed back and forth
with player 1 and player 2 swapping positions after both sides have
preformed three rounds each.



Figure Two: Diagram of
Progression Activity One
Progression Activity Two – Anticipation Game
Students will be divided into equal teams, playing full court. Each player will
be given a colour bib.
Student will work together in there team to play a game of volleyball. This
game has a focus on anticipation of both the defence and attack. Students will
work to identify the appropriate movement patterns required for each
sequence of game play.
Game Constraint:
• The setter has to indicate what colour bib the spike or dig must be
directed to on each pass over the net.

Time: (5 minutes) Conclusion to Task

Students will be brought back to the white board, where the key idea of
‘Perceptual Motor Workspace’ will be summarised in relation to anticipation
and movement patterns.
Students will be given a exit card whereby the following questions will be
asked:
• What can you do during a game to anticipate an opponents movement
patterns effectively?
Possible Response
• Reading the Play – fast and accurately recognising movement
patterns
References • Block, M.E. (2007) A teacher’s guide to including students with disabilities
in general physical education. Brookes Publishing Company. PO Box
10624. Baltimore, MD 21285
• Den Duyn, N. (1997) Game Sense: Developing thinking players: A
presenters guide and workbook. Belconnen, ACT: Australian Sports
Commission.
• Mitchel, S., Oslin, J., & Griffin, L. (2013). Teaching sport concepts and
skills: A tactical games approach. Champaign, Ill: Human Kinetics
• Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive Physical
Education: Teacher’s views of including pupils with special educational
needs and/or disabilities in physical education. European Physical
Education Review, 11(1), 84-107.
• Mosston, M., Ashworth, S. (2002). Teaching Physical Education, 5th ed.
New York, NY: Benjamin Cummings.
• Phillips, E., Davids, K., Renshaw, I., & Portus, M. (2010). Expert
performance in sport and the dynamics of talent development. Sports
Medicine, 40(4), 271-283.
• Pill, S. (2013) Play with Purpose (edn 3) ACHPER. Australia
• Pill, S. (2016, January 02). Learning Through Sport: Play with Practice.
From Blog Spot:
https://learningthroughsport.blogspot.com.au/2016/01/what-is-being-
taught-in-senior-pe.html
• Schmidt, R. & Bjork, R. (1992). New conceptualisations of practice:
Common principles in three paradigms suggest new concepts for
training, Psychological Science, 3(4), 207- 217.
• Siedentop, D., Hastie, P., & van der Mars, H. (2011). Complete guide to
sport education. Human Kinetics
• Government of South Australia. (2018) Physical Education Stage One.
From South Australian Certificate of Education:
https://www.sace.sa.edu.au/en_US/web/physical-education/stage-1
(Government of South Australia, 2018)