PDHPE Lesson Plan

Topic Athletics – Sprinting|Feel the Stage of learner: 4 / 5 Stage 4

area: Force
Date: XX/YY/ZZ Location School oval Lesson No. _1___ of _3____
booked:
Time: 60 mins No. of 30 Preparation/ See Organisation
students Resources: column &
attached
resources

Syllabus strand(s) Outcomes Assessment

Health, Wellbeing and Tick Syllabus outcomes: Assessment will be formative
Relationships through observation, discussion
and assessing how students
Movement Skill and Code: Description:
perform in the scheduled
Performance PD4- refines, applies and transfers movement
activities.
Tick
4 skills in a variety of dynamic physical activity
Health, Safe and Active contexts
Lifestyles
PD4- applies and refines interpersonal skills to
10 assist themselves and others to interact
respectfully and
promote inclusion in a variety of groups or
contexts

Key inquiry questions Syllabus content Contexts for learning

How can I evaluate movement
competence, adapt movement skills
and apply these skills in dynamic
movement situations?
How can I make decisions to adapt to
changing circumstances in different
movement contexts?
How can I apply my skills to
collaborate, communicate, solve
problems and include others in
physical activity?
How can I evaluate movement competence, adapt First-hand experiences
movement skills and apply these skills in dynamic
movement situations? Investigative/Problem solving
learning
How can I make decisions to adapt to changing
circumstances in different movement Social learning
contexts?
Practice and application of
How can I apply my skills to collaborate, communicate, background knowledge and new
solve problems and include others in skills
physical activity?
Games based learning

Cross Curriculum themes General capabilities PDHPE Skills

This lesson has a strong connection to
the Aboriginal and Torres Strait
Islander Cultures as there is an
embedded focus on exploring
different cultures, people and
identities through social interaction
and building effective/supportive
relationships.
S Description:
Select strategies that have been
successful previously and apply the
most appropriate ones
Critical & Creative thinking when solving new movement
challenges with and without
equipment
I Description:
Personal & Social capability Explain how changes to movement
concepts, skills and tactics can
improve performance
M Description:
Literacy Practise and refine fundamental
and specialised movement skills in
predictable and dynamic
learning environments

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Higher-order thinking Students are required to think critically and apply/develop specific skills to succeed in a range of activities

Social Students are engaged through numerous games-based/group activities where they contribute to their own
Support/Engagement and the learning of others

Connectedness The skills and knowledge learnt apply to other sports and activities students may engage in outside of the
classroom.

Time Teaching and learning activities Organisation Centred

T/S
5min Introduction – Teacher to introduce the topic of Teacher: Organise for students to be T
seated, have the class roll prepared.
athletics and its relevance to movement skill and Provide some statements/explanations
performance. Students are to be provided with of what will be covered during the
detail about what they will be learning during the lessons as well as expectations of the
students.
lesson which will be the athletic sport of sprinting.
Student: N/A

Resources: N/A

5min Warm up Game – Rabbits & Roosters Teacher: Teacher to provide students S
with instructions on how to play the
game and facilitate the operations of the
This warm activity is aimed at allowing students to game.
discover their sense of speed and athletics. Students
Student: Students to participate in the
will be paired with a peer of similar speed and game and discover effective strategies
ability. Each pair will be required to stand back to which can be used to successfully reach
back a couple of feet apart. the safe zone. Group activity which
requires students to be respectful to
each other and contribute to each
As such the students will be separated into two other’s learning.
lines, one being the rabbits and the other the
Resources: Cones, whistle.
roosters. A safe zone will be established via a line of
varying coloured cones. When the teacher calls out
rabbits, the rabbits will run as fast as they can to the Discussion Questions:
safe zone, while the roosters will turn around and  What strategies did you use to
chase them with the intention of catching their get away from your opponent?
 How important is the take-off
partner. to your speed?

Note: The teacher will alternate calls between

rabbits & roosters giving both teams an opportunity
to reach the safe zone.
 Differentiation: The teacher could increase the
difficulty of the task through several ways:
 Have students begin facing each other
 Have students begin sitting on the ground
 Have students begin laying on the ground
facing each other or their respective safe
zones
 Have students begin from the four-point
stance.
5min Zone Tag (Australian Sports Commission, 2010) Teacher: Teacher to set up the field and S
instruct students on how to participate in
this game. Teacher also to provide
This game enables students to practice skills such as feedback to students as the game goes
evasion, hand-eye coordination, burst of speed and on.
running within confined space. With their partners Student: Students to be organised into
from the last game students will be placed inside a pairs. They will engage in a respectful
square zone marked out with cones. and safe manner, inquiring about
effective running techniques.

One student in each pair will be the tagger to begin
and tasked with chasing their partner to tag them
within the zone. Students who leave the zone will
automatically become taggers. Once tagged
students will be provided a 10 second break before
switching roles.
10min The Amazing Race – (Relay Race)
Students will line up in teams of 4-5 to participate in
a relay race. The race will consist of several activities
before students are required to collect a small bean
bag placed in a hoop at the end of the obstacle
course and sprint back to collect it for their team.
There will be one bean bag for each team member.
Resources: Cones, whistle & tags
Teacher: Teacher to set up the obstacle S
course students are to race through and
explain the rules/instructions. Monitor
students to provide feedback.
Student: In their teams, students are to
navigate through the race as fast as they
can, implementing their preferred
sprinting techniques. Students need to
respectfully negotiate the order of each
runner within the group.

Students will be required to start from the Resources: Cones, agility ladders, whistle
traditional sprinting position (Four Point Start) which
Discussion Questions:
the teacher will demonstrate beforehand.  How important is the take-off
to your speed?
The relay race will be organised in the following  How did you maintain your
speed whilst changing
formation: directions?
 What strategies did you use to
1. Agility Ladder – students will be required to maintain your speed over the
course of the race?
run through the agility ladder as fast as they
possibly can.
2. They will then proceed to a set of cones
marked out in a zig zag pattern. Students are
required to run through and tap each cone
on their way through the course.
3. Finally, students will need to complete 5
burpees before they can retrieve their bean
bag and sprint back to their team.
The team who collects all their bags first is deemed
the winner.
5min Students to be provided with time to rest, get a
drink of water, stretch and regather their breath
before the next activity.
The teacher can also run through some breathing
exercises to help students feel a sense of calm and
peacefulness while taking a break from physical
activity.
10min Zone Ball (Australian Sports Commission, 2010)
Students will be organised into two teams with goals
set at each end of the field. The idea is to score by
passing the ball down the pitch to score. Players are
not allowed to run with the ball, so students are
required to practice the skills of evasion, visual
awareness, speed and movement into good
positions to receive the ball. Students are not
allowed to kick the ball and are only permitted to
throw the ball during the game.
Whilst one team attacks the other team will be
defending trying to gain control of the ball via
interception. To ensure all students participate, you
could implement a rule that every player on the
team Must touch the ball before you can score.
This activity is focused on visual awareness, sprint
speed, movement and agility. It is the
implementation of these aspects which enables
students to succeed in this game.
10min Bull Rush
This game is great activity which keeps all students
actively involved. The aim is for students to run from
one side of the field to the other without being
tagged. The teacher will select a certain number of
taggers who will chase the runners with the
intention of tagging as many people as possible.
Once tagged, students will then join the growing
number of taggers in the middle of the field.
Students will be reminded of the four point start
technique which they will can put into practice. The
focus of this activity is for students to refine their
sprinting technique and implement movement skill
to succeed.
5min Cool Down Exercises
Students are provided time to engage in cool down
activities which help them transition from intense
physical activity into a state of rest. It also reduces
the stress on the heart and muscles.
Teacher: Teacher to set up next activity S
while students are provided a break
Student: Students to rest, have a drink of
water
Resources: N/A
Teacher: Teacher to explain rules of the S
game. Monitor students to provide
feedback.
Student: Students will respectfully
engage in the activity as part of a team
thinking about how aspects of springing
can be adapted to other sports as well.
Resources: 2 goals, cones, whistle, bibs,
1 ball
Discussion Questions:
 What aspects of sprinting did
you use to succeed during this
game?
 How important is agility and
short bursts of speed
(acceleration) in this activity?
Teacher: Instruct students on the rules of S
the game and ensure the game is played
in a safe manner
Student: Students will respectfully play
this game with their peers in a safe
manner ensuring they don’t hurt one
another.
Resources: Cones, whistle
Discussion Questions:
 What techniques have you
learnt during this lesson that
helped you during this game?
 How have you adapted prior
knowledge of sprinting to
succeed in this activity?
Teacher: Teacher to provide students S
with a range of cool down exercises
Student: Students to engage in cool
down exercises
Resources: N/A
 Some cool down activities include light jogging on
the spot, walking, star jumps and stretching of the
muscles.
5min Conclusion Teacher: Teacher to conduct a discussion T/S
recapping what was learnt asking
students for their input
Recap of what has been learnt during the lesson,
discuss skills and techniques students implemented Student: Students to raise their hands to
speak
during the various activities. Teacher will ask
questions based on the skills and activities learnt to Resources: N/A
gauge student knowledge and understanding.
Resources Attached:

Sprinting – The Four Point Start

The four-point start is the most commonly used techniques for sprinters at the beginning of a race. It enables them to gain
power through their arms and legs to increase their burst of speed. The following steps explain how to successfully form
the four-point stance:

1. Begin in a crouch position, placing your front knee over both hands on the starting line. Your hands should be
placed in line with the width of your shoulders allowing you to push off the floor for power.
2. Place your back knee on the ground close to your front ankle
3. When the race announce calls out “GET SET”, you should extend both legs which allows your hips to be
slightly higher than your shoulders.
4. Lean your shoulders forward so that they are slightly over the starting line. You should also be looking straight
down at the ground in preparation to start the sprint.
5. Bend your front knee at approximately 90 degrees and your back knee at approximately 120 degrees. Your
knees are bent to generate force and power as you would find in a bent spring.
6. Remember to distribute most of your body weight between your hands/arms and your front leg for optimum
power.

References
Black athlete kneeling at track starting line [Image] (2018). Retrieved from https://dissolve.com/stock-
photo/Black-athlete-kneeling-track-starting-royalty-free-image/101-D145-112-326

Four-point stance explained [Image] (2018). Retrieved from http://www.nflrush.com/story/usa-football-dl-

four-point-stance-2/83 …pic.twitter.com/opkh9OHkij

Milan Stojanovic [Image] (2018). Retrieved from https://www.livestrong.com/article/418336-standing-and-

start-techniques-in-sprinting/

Powell, A. (2010). How to Do a 4 Point Start without Starting Blocks. Retrieved from
http://speedendurance.com/2010/06/07/asafa-powell-how-to-do-a-4-point-start-without-starting-
blocks/
Source: Royal Navy (2014)
Source: Royal Navy (2014)
Source: Royal Navy (2014)
 PDHPE Lesson Plan
Topic Athletics – Long Jump|Feel the Stage of learner: 4 / 5 Stage 4
area: Force
Date: XX/YY/ZZ Location School Oval Lesson No. __2__ of ___3__
booked:
Time: 60 mins No. of 30 Preparation/ See Organisation
students Resources: column &
attached
resources

Syllabus strand(s) Outcomes Assessment

Health, Wellbeing and Tick Syllabus outcomes: Assessment will be formative
Relationships through observation, discussion
and assessing how students
Movement Skill and Code: Description:
perform in the scheduled
Performance activities.
Tick
PD4- Transfers and adapts solutions to complex
Health, Safe and Active 5 movement challenges
Lifestyles
PD4- Applies and refines interpersonal skills to
10 assist themselves and others to interact
respectfully and promote inclusion in a
variety of groups or contexts

Key inquiry questions Syllabus content Contexts for learning

How can I evaluate movement
competence, adapt movement skills
and apply these skills in dynamic
movement situations?
How can I make decisions to adapt to
changing circumstances in different
movement contexts?
How can I apply my skills to
collaborate, communicate, solve
problems and include others in
physical activity?
How can I evaluate movement competence, adapt First-hand experiences
movement skills and apply these skills in dynamic
movement situations? Investigative/Problem solving
learning
How can I make decisions to adapt to changing
circumstances in different movement Social learning
contexts?
Practice and application of
How can I apply my skills to collaborate, communicate, background knowledge and new
solve problems and include others in skills
physical activity?
Games based learning

Cross Curriculum themes General capabilities PDHPE Skills

This lesson has a strong connection to
the Aboriginal and Torres Strait
Islander Cultures as there is an
embedded focus on exploring
different cultures, people and
identities through social interaction
and building effective/supportive
relationships.
S Description:
Participate in initiative/challenge
physical activities designed to
develop teamwork,
Critical & Creative thinking cooperation and problem-solving
I Description:
Identify factors that enable them
Personal & Social capability to achieve success in movement
activities and explain how
these factors can be transferred to
other movement contexts
M Description:
Participate in movement activities
Numeracy that demonstrate and reinforce
the transfer of skills across
different movement contexts

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Problematic Knowledge
High Expectations
Knowledge Integration
Students are placed in scenarios which may be new to them and require the development and application of
specific skills
High expectations are placed upon the students to successfully implement long jump techniques across
activities of varying difficulty
Students will integrate knowledge they have learnt about sprinting and how that can help them gain
momentum for an effective long jump.

Time Teaching and learning activities Organisation Centred

T/S
5min Introduction/Recap Teacher: Organise for students to be T
seated, have the class roll prepared.
Provide some statements/explanations
Have a class discussion on what students have learnt of what will be covered during the
last lesson and how they can be applied to different lessons as well as expectations of the
students.
sports. The teacher will then inform the students of
what will be covered during the lesson and what
students will be learning which will be the athletic Student: N/A
sport of long jump. Resources: N/A

10min Warm Up – Dodge Ball Teacher: Teacher to provide explanations S

of the rules of this activity and ensure it
is played in a safe manner. Monitor
The aim of this activity is for students to engage in a students to provide feedback.
fun warm up activity which requires the
Student: Students to respectfully engage
implementation of key movement skills relevant to in this team warm up in a safe manner
the purpose of the unit. Dodge ball is team-based
game where students are organised into two teams. Resources: 5 dodge balls, cones, whistle
There will be four balls placed in the middle of the
field which students need to collect at the start of
Discussion Question:
the game.  What strategies did you use to
help you avoid being hit by the
The objective is for students to throw the ball at the ball?
opposing players to hit them on the waist or below
to get them out. If a student catches a ball thrown at
them, an eliminated team member can return whilst
the person who threw the ball is also eliminated.

This activity requires students to practice the skills of

sprinting and evasion whilst also involving new skills
such as jumping.
10min Jump to Base (Australian Sports Commission, 2010)
This game is focused on double foot jumps in
preparation for long jump. A 10m x 10m square will
be marked out with bases spread across the field
with varying distances. Students will be provided an
opportunity to practice jumping across the varying
bases before the game begins.
Teacher: Teacher to explain the rules of S
the activity and monitor students to
provide feedback.
Student: Participate in the activity in a
safe and respectful manner.
Resources: cones, whistle, bases

This activity requires students to jump between the

bases and avoid being tagged by the designated
tagger. If a student lands on a base they cannot be
tagged. Once a student has been tagged, they will
then assume the role of tagger.

Variations: This game could be variated in the form

of changing the bases to boxes. This will change the
focus from long jump to high jump, expanding
student skill base and providing an extension of the
game. You could also increase or decrease the
distance between bases/boxes or increase the
number of taggers from one to two.
5min Students to be provided with time to rest, get a Teacher: Teacher to set up next activity S
while students are provided a break
drink of water, stretch and regather their breath
before the next activity. Student: Students to rest, have a drink of
water
The teacher can also run through some breathing Resources: N/A
exercises to help students feel a sense of calm and
peacefulness while taking a break from physical
activity.
10min Jump The River (Australian Sports Commission, Teacher: Teacher to explain the rules of S
the activity and monitor students to
2010) provide feedback.

This activity will place students into groups of 4 or 5. Student: Participate in the activity in a
safe and respectful manner
Students will produce a standing jump in attempt to
jump as far as they can. Each student must jump Resources: cones, whistle, measuring
from where the other landed i.e. student 2 must tape
jump from where student 1 landed. The total
distance for each group will be recorded, and the
Discussion Questions:
team with the highest distance will be the winner.  How did you jump long
distances?
Variation: This activity could be modified into the  What strategies do you think
helped you succeed?
form of a relay race, with the teacher to measure a
certain distance across the field. Teams will be
required to jump across the field following the same
procedure in the least number of jumps as possible.
The team with the least number of jumps to reach
the end of the field will be the winner.
10min Jumpathon Relay Race Teacher: Teacher to explain the rules of S
the activity and monitor students to
provide feedback.
In their groups from the previous activity, students
will compete in a relay race where they are required
 to jump over varying sized obstacles. Once a student
reaches the end, they must return through the
obstacle course and tag in the next team member.
The team who completes the obstacle course first is
deemed the winner. This activity is aimed at getting
students to practice jumping over obstacles of
different lengths whilst running at speed.
Variations: Increase/decrease the size or number of
obstacles. Increase the height of the obstacles
leading into practice for high jump.
5min Cool Down Exercises
Student: Participate in the activity in a
safe and respectful manner
Resources: cones, varying obstacles (e.g.
boxes, hurdles), whistle
Discussion Questions:
 What did you implement that
you have previously learnt to
help you during this task?
 How did you adjust to the
difficulty of the activity?
Teacher: Teacher to provide students S
with a range of cool down exercises

Students are provided time to engage in cool down Student: Students to engage in cool
activities which help them transition from intense down exercises
physical activity into a state of rest. It also reduces Resources: N/A
the stress on the heart and muscles.

Some cool down activities include light jogging on

the spot, walking, star jumps and stretching of the
muscles.
5min Conclusion Teacher: Teacher to conduct a discussion T/S
recapping what was learnt asking
students for their input
Recap of what has been learnt during the lesson,
discuss skills and techniques students implemented Student: Students to raise their hands to
speak
during the various activities. Teacher will ask
questions based on the skills and activities learnt to Resources: N/A
gauge student knowledge and understanding.
Resources Attached:

Long Jump Explained

Approach:

The approach to long jump should be a gradual acceleration through performing a run up to ensure you
have enough speed and momentum to jump long distances. You need to ensure that your run up is not too
long so you can control the momentum gained. It is important to remain relaxed and focused to allow for
an effective sprinting technique to be used.

Take Off:

To prepare for a successful take off, make sure your feet are planted firmly into the ground and push off
as hard as you can to gain maximum power and push through into the air. Your main focus should be on
the distance; not how high you jump. You should look ahead whilst you jump and not at the ground.

Flight:

During flight you should rotate your body from an upright stance into a curved position (i.e. out-stretched
legs and chest bent forward) to prepare for landing. As you form this shape your arms should begin above
your head with your legs hanging down, followed by swinging your arms down and lifting your legs up.
This allows for maximum distance to be achieved through your jump and the ability to prepare for a safe
landing.

Landing:

Ensure you bend your knees to soften the impact of landing on your legs. Swing your arms forward to
assist with balance and make sure they don’t hit the ground before your legs which would decrease your
jump distance.
Source: Royal Navy (2014)
Source: Royal Navy (2014)

Topic Recap Lesson: Sprinting & Long
area: Jump|Feel the Force
Date: XX/YY/ZZ
Time: 60 mins
Syllabus strand(s)
Health, Wellbeing and
Relationships
Movement Skill and
Performance
Health, Safe and Active
Lifestyles
Key inquiry questions
How can I evaluate movement
competence, adapt movement skills
and apply these skills in dynamic
movement situations?
How can I make decisions to adapt to
changing circumstances in different
movement contexts?
How can I apply my skills to
collaborate, communicate, solve
problems and include others in
physical activity?
Cross Curriculum themes
This lesson has a strong connection to
the Aboriginal and Torres Strait
Islander Cultures as there is an
embedded focus on exploring
different cultures, people and
identities through social interaction
and building effective/supportive
relationships.
PDHPE Lesson Plan
Stage of learner: 4 / 5 Stage 4
Location School Oval Lesson No. ___3_ of ___3__
booked:
No. of 30 Preparation/ See Organisation
students Resources: column &
attached
resources
Outcomes Assessment
Tick Syllabus outcomes: This lesson has been designed as a
recap lesson to assess student
knowledge and progress. The
Code: Description:
students will also participate in
the 100m and long jump events as
Tick
PD4- Refines, applies and transfers
a form of assessment.
4 movement skills in a variety of dynamic
physical activity contexts
Demonstrates how movement skills and
PD4-
concepts can be adapted and transferred to
11
enhance and perform movement sequences
Syllabus content Contexts for learning
How can I evaluate movement competence, adapt First-hand experiences
movement skills and apply these skills in dynamic
movement situations? Investigative/Problem solving
learning
How can I make decisions to adapt to changing
circumstances in different movement Social learning
contexts?
Practice and application of
How can I apply my skills to collaborate, communicate, background knowledge and new
solve problems and include others in skills
physical activity?
Games based learning
General capabilities PDHPE Skills
S Description:
Participate in physical activities
including competitive and non-
competitive, individual and team
Critical & Creative thinking activities and evaluate the degree
to which they meet their needs
and interests
I Description:
Personal & Social capability Apply behaviours that illustrate
ethical and inclusive behaviours for
other students during physical
activity
M Description:
Select strategies that have been
ICT successful previously and apply the
most appropriate ones when
solving new movement challenges
with and without equipment
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Deep Understanding Students are required to have a deep understanding of the skills required to complete the activities.

High Expectations Students are expected to be able to achieve high standards in these activities

Background Knowledge This lesson requires students to use their background knowledge to successfully complete the activities

Time Teaching and learning activities Organisation Centred

T/S
5min Introduction/Recap Teacher: Organise for students to be T/S
seated, have the class roll prepared.
Provide some statements/explanations
Have a class discussion on what students have learnt of what will be covered during the
last lesson and how they can be applied to different lessons as well as expectations of the
students.
sports. The teacher will then inform the students of
what will be covered during the lesson and what
students will be learning which in this case will be a Student: N/A
revision lesson of sprinting and long jump. Resources: N/A

5min Warm up – Builders & Wreckers Teacher: Teacher to explain the rules of S
the activity.

Mark out a field approximately 20m x 20m with a Student: Participate in the activity in a
large number of cones spread across the field with safe and respectful manner.
half of them pointing up and the other half pointing Resources: cones, whistle
down. Students will be split into teams of two:
Builders & Wreckers.

Once the teacher blows the whistle, the Builders

must try and flip all the cones that upside down to
their correct position and Wreckers are trying to flip
cones in the correct position upside down.

Allow each round to run for no longer than 1

minute. All players must freeze on the whistle and
the teacher will count the cones and see which team
has more. Play a series and determine the winner
(Best out of 3).
5min Modified Hopscotch Teacher: Teacher to explain the rules of S
the activity and monitor students to
provide feedback.
Hopscotch is a game traditionally played on a
concrete area with the field marked out using chalk Student: Participate in the activity in a
safe and respectful manner
where 8 to 10 squares are drawn up for students to
hop over in the following formation: Resources: cones, whistle

8
6 7 Discussion Questions:
 What strategies were effective
5 for this activity?
 How have you adapted
3 4 previous skills to succeed I this
activity?
2
1

The modified version which has been adapted for

the suitability of high school students in a secondary
education setting. A field will be marked 10m x 10m
with 10 bases to be spread across the field at varying
lengths appropriate for the nature of the task.
Students will be required to hop/Jump over these
bases, testing their ability and strength to hop long
distances to help improve their long jump.

10min Round the World Relay Teacher: Teacher to explain the rules of S
the activity and monitor students to
provide feedback.
Students will be organised into groups of 5 to
participate in a relay race activity. A round racing Student: Participate in the activity in a
safe and respectful manner
track will be marked out with 5 zones whereby
students will stand enabling them to decide as a Resources: cones, whistle, various
group who will stand at which zone. Students are obstacles
required to run between zones tagging in each team
mate to continue running the lap in a relay fashion, Discussion Questions:
effectively changing each student’s position on the  How did you apply skills from
course until they finish each lap. both sprinting and long jump?
 Were there any specific
techniques which made you
Teams will be timed in order to see how many laps feel more comfortable during
they can complete in 5 minutes. Teams will run this activity?
simultaneously which will also require students to
be visually aware of the space around them.

The race track will also contain obstacles such as

hurdles which students will need to jump over and
markers for them to run around to progress through
the course.

At the conclusion of the activity, a class discussion

will be had on strategies used during the race,
including positioning of team members at zones.
5min Students to be provided with time to rest, get a
drink of water, stretch and regather their breath
before the next activity.
The teacher can also run through some breathing
exercises to help students feel a sense of calm and
peacefulness while taking a break from physical
activity.
10min Rounders
Teacher: Teacher to set up next activity S
while students are provided a break
Student: Students to rest, have a drink of
water
Resources: N/A
Teacher: Teacher to set up next activity S
while students are provided a break

This activity is a variation of baseball where teams Student: Students to rest, have a drink of
will be organised into teams of two. There will be a water
batting and fielding team. Instead of using a bat and Resources: N/A
ball like a conventional game of baseball, players will
kick a soccer ball as far as they can whilst the fielding
team must collect the ball and throw it to home
base for the runner arrives.

The objective of this game is to see if the batting

team can run through all the bases in one attempt
after kicking the ball, testing their endurance, speed
and agility in a high-pressure situation. The team
with the most runs is deemed the winner.
10min 100M Sprint Races & Long Jump Teacher: Teacher to set up next activity S
while students are provided a break

Students will be provided an opportunity to perform Student: Students to rest, have a drink of
the 100-metre sprint and long jump activities as if water
they were competing in an athletics carnival. This Resources: N/A
will enable them to implement the skills which they
have learnt and built up over the three lessons to Discussion Questions:
successfully compete in these activities.  Have the previous activities
adequately prepared you to
complete these events?
Numeracy: Measure the 100m for the race and  Has any skill or technique stood
measure out the distance for the long jump. out as being important?
 What would you do differently
if you were to compete in
these events next time?
5min Cool Down Exercises Teacher: Teacher to provide students S
with a range of cool down exercises

Students are provided time to engage in cool down Student: Students to engage in cool
activities which help them transition from intense down exercises
physical activity into a state of rest. It also reduces Resources: N/A
the stress on the heart and muscles.

Some cool down activities include light jogging on

the spot, walking, star jumps and stretching of the
muscles.
5min Conclusion Teacher: Teacher to conduct a discussion T/S
recapping what was learnt asking
Recap of what has been learnt during the lesson, students for their input
discuss skills and techniques students implemented
during the various activities. Teacher will ask Student: Students to raise their hands to
speak
questions based on the skills and activities learnt to
gauge student knowledge and understanding. Resources: N/A
Resources Attached:

PowerPoint Presentation – Sprinting & Long Jump

Academic Justification

Personal Development, Health and Physical Education (PDHPE) is a unit which aims to enable students to
develop the knowledge, understanding and skills to make positive and informed decisions to protect and
improve their own and other’s health, safety and wellbeing (NSW Education Standards Authority, 2018). It
provides students with opportunities to acquire skills to apply and analyse movement concepts to improve
and maintain health and wellbeing. The lesson plans in this paper have been developed in accordance with
the topic Movement Skill and Performance which focuses on a broad range of movement contexts in
physical activity enabling students to develop movement skill to enhance performance (NSW Education
Standards Authority, 2018). The embedded theme of the sequenced lessons is feel the force, particularly
directed at athletics for stage 4 students. This section of the paper will critically discuss the teaching and
learning strategies implemented with reference to literature and academic publications in light of the
Australian Professional Standards for Teachers (APST) and the NSW Quality Teaching Model.

The lessons developed in this paper have implemented a range of teaching and learning strategies for
optimal engagement student motivation. All of the lessons have been structured in the same format which
provides students with routine and continuity, enabling them to learn in controlled environments. The
lessons begin with an introduction to the topic, concepts and skills to be learnt which presents an
opportunity for teachers to express their expectations of the students. Patrick, Kaplan and Ryan (2011)
have indicated that students have an increased motivation when participating in achievement behaviour
i.e. are more engaged when required to achieve specified outcomes during activities. This establishes
planning for effective teaching and learning with explicit learning outcomes for students as an important
aspect of teaching in the classroom setting. It is the expectations which shape the structure and sequence
of the lessons, increasing student engagement and motivation by challenging their capabilities to achieve
desired outcomes.

Additionally, providing students with clear expectations is an important feature of successful teaching and
developing effective lessons. It allows students to apply prior and background knowledge in order to
perform to the best of their abilities during activities which challenge them to develop new skills. It also
enables teachers to plan for and implement effective teaching and learning methods, assess student
knowledge and provide feedback to students based on their performance. Providing students with clear
expectations motivates them to achieve common goals, facilitating engagement in structured and
coherent lessons, building an effective learning environment. This portrays the importance of making
activities significant to the students and relevant to activities outside of the classroom, motivating students
to participate as they recognise the application of what is being learnt and how it is related to real world
scenarios. An effective introduction with explicit expectations derived from the PDHPE syllabus, the
intellectual quality of the lesson will be improved, placing importance on the content being delivered and
enhancing the students’ overall learning experience.

Game sense pedagogy has been a recurrent theme throughout the sequenced lessons developed. Games
sense is a methodology derived from teaching games for understanding. It involves designing a game or
sequence of games to enable students to achieve particular outcomes (Light, 2013). Game sense allows
students to enhance their knowledge and understanding of particular sports without the use of mundane
drills which increases student participation and engagement. Teaching games for understanding gave rise
to game sense pedagogies, providing students with a more holistic learning experience focused on learning
distinct skills and techniques and adapting background knowledge to achieve desired outcomes (Light,
2013). Hence, game sense has been an important feature of the sequenced lessons teaching students
about athletics and improving movement and performance.
Cooperative learning is another prominent feature of the designed lessons whereby students learn with,
by and for each other. It is an effective strategy which promotes a safe and supportive learning
environment inclusive of all learners and encourages active participation. The aim of cooperative learning
is to facilitate the development of effective social and emotional skills as students build relationships with
their peers, working together to achieve common goals. It also presents additional benefits as a student-
centred practice focusing on increasing student engagement and motivation through interaction and team
building activities. Li and Lam (2013) have specified the importance of cooperative learning, indicating that
students are more engaged and motivated as they participate in group-based activities where they are
able to build relationships with their peers. An important aspect of teaching is developing important life
skills transferable to contexts outside of the classroom, making cooperative learning a key focus
throughout the designed lessons.

Moreover, Inquiry based learning is another strategy implemented throughout the lessons. Inquiry based
learning is where students are the focal point of the activity central to a problem which they are required
to solve. It places them in the role of a researcher where they discover new knowledge through active
participation and engagement in higher order thinking (Pedaste et al. 2015). The sequenced lessons
involved numerous activities whereby students are required to discover varying strategies and techniques
relative to athletic movement and performance. It provided them with autonomy and responsibility for
their learning, enabling them to build connections with the content covered. The unit movement skill and
performance has an overarching theme feel the force which facilitates active investigation and inquiry to
successfully develop knowledge, skills and understanding to navigate through the sport of athletics. Inquiry
based learning involves a sequenced and ordered schedule of activities which motivates students to
discover new techniques and concepts to achieve common goals (Pedaste et al. 2015). Hence, inquiry
based learning is an effective pedagogical approach employed in the lessons.

Overall the lessons have been designed in accordance with the APST and NSW Quality teaching model
having considered the domains of teaching in its conception. The sequenced lessons have aimed to meet
the needs of diverse students through effective planning for safe and supportive learning environments.
The final lesson has also been structured as a recap of what has been learnt to enable formative
assessment and feedback on student progress and development. The lessons also provide students with
knowledge and skills which are significant as they relate to activities applicable outside of the classroom. In
addition, the activities presented require critical higher order thinking to successfully complete a range of
tasks and develop new techniques and skills. The students are also engaged in a quality learning
environment with self-regulation opportunities and explicit criteria for academic achievement in the field
of movement and skill performance.
References
Australian Institute for Teaching and School Leadership (2011). Australian Professional Standards for
Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Australian Sports Commission. (2010). Athletics Play. Retrieved from

http://www.athletics.com.au/Portals/56/Athletics%20Play%20Manual.pdf

Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong Kong Institute of
Education, 1-33. Retrieved from
https://www.eduhk.hk/aclass/Theories/cooperativelearningcoursewriting_LBH%2024June.pdf

Light, R. (2013). Game Sense – Pedagogy for performance, participation and enjoyment. London, England:
Routledge

LiveStrong.com. (2015). Sprinting & Running Games. [Video file]. Retrieved from
https://www.youtube.com/watch?v=HOKlrX-Ikuo

NSW Education Standards Authority (2018). PDHPE K-10 Syllabus. Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-a440-
9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID=

NSW Department of Education and Training (2003). Quality Teaching in NSW Public Schools: A classroom
Practice Guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational environments: Convergence
between mastery goal structure and classroom social climate. Journal of Educational Psychology,
103(2), 367. doi: 10.1037/a0023311

Pedaste et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational
Research Review (14), 47-61. Retrieved from
https://reader.elsevier.com/reader/sd/pii/S1747938X15000068?token=F81FEFC2D9FDDF95AB9F5E
D243B61104D4B829C7F17B9C96E4C92CA9F0AD078F37AF4F70B5F1690CC3F8BFEC972B30C4

Prime Coaching Sport. (2018). Relay race: Moving › Zig-zag sprinting | Teaching fundamentals of PE (K-3).
[Video file]. Retrieved from https://www.youtube.com/watch?v=oaFYHppRm-A

Royal Navy. (2014). Athletics. Retrieved from https://www.peai.org/wp-content/uploads/2014/04/Intro-

to-Athletics-Resources.pdf