Health and Physical Education Lesson Plan

School:
University of Auckland
Class: Edcurric 431

Date:18/05/2016
Student Nos.20

PeriodLesson length- 15-20 minutes

Module or Unit
Diversity
Supervising Teacher Signature
Lesson Aim
The broad aim of this lesson is to:

-Gain an understanding as to how students with disabilities may find participation in physical education difficult.
-Understand how we can help these students to participate in physical education.
Lesson Objectives
By the end of this lesson the students will be able to:

-Tell a partner how they would accommodate a type of disability in their class with an example. I would expect 3-4 examples
from this class thinking outside of the square
Personal Objectives
-To make sure the students have empathy and understanding towards why it might be difficult for a disabled student to
participate in PE how hard it is for students with disabilities in a physical education setting.
Links to Curriculum
This lesson links to the curriculum in the following ways:

STRAND
C. Relationships with Other People

ACHIEVEMENT OBJECTIVE
Demonstrate and understanding of
how attitudes and values relating to
difference influence their own safety
and enjoyment and that of other
people.

KEY AREA OF LEARNING

Mental Health
Physical Activity
Body care and Physical Safety

KEY COMPETENCIES
Relating To Others- By learning how to accommodate and work with students with disabilities in a physical education setting
students will get a better understanding and be able to relate to all students in classes.
Entry Assessment
This lesson is based on the students having the following prior knowledge
-General understanding of what disabilities are
-Ability to catch and throw balls for particular games.
Equipment and resources required

2 Soccer balls
Bibs for half the class
Cones to mark out areas
Two netballs

Lesson Flow
Time

2
Minute
s

Activity

Introductory Activities
Introduction as to what I will be teaching and
why I choose to teach disabilities
-Teaching three disabilities
-

Teaching Points

Will look at a few more quickly at the

end of class with everyone
- Everyone needs to keep an open
mind and try to play the games to the
best of their abilities.
DO not say what the disabilities are, we
will explain each one after each activity.

7mins

Activity 1: Cerebral Palsy- 7 Passes

Equipment- 2 Netballs and Bibs for the
class.
Instructions:
The class will be split into four teams (two
teams on each court), about 5 people in
each team. Aim is to make 7 passes to gain
a point before the other team makes an
intercept or knocks ball to the ground. Every
person in your team must have a turn at
having a pass in order to gain a point. Once
a point is made the ball gets placed on the

one person from each team, to

symbolise a disability this one student
will not be able to straighten their legs
or arms at all in the game.
these four students and myself will not
tell the class why or that this is
happening.

7 mins

3 Mins

ground and it goes to the other team. If the Discussion points:

ball hits the ground the ball goes to the team
- How did you feel if you were the
that werent the last touching it and the
disabled students? More
passes go back to 0.
questions?
- Explain what this disability
means: Physically unable to
Once teams have played for five minutes
speak very fast, react or move
come in and have a discussion about this
quickly. My friend couldnt
disability and how the disabled students felt
straighten her arms or legs when
when playing.
playing.
Activity 2: Hearing Impaired- Side Line
Football
Teacher will split students into two
teams. Then split each team into thirds.
One team stands on one side of the gym
The third will sit close to the teacher,
and the other on the other side. A teacher
the next half way across the gym from
calls out a certain number e.g. 3 and three
the teacher and the final third in the
people from one end of the line run to the
corners of the gym. The teacher will
opposite end of the gym, once the students talk in a normal voice when explaining
touch the wall they can run to middle to get the game. After finishing explaining the
the ball to try and make a goal, the people
group closest can try to explain to the
on the side line can be part of the game as group furthest away how to play, but
well e.g. passing and kicking the ball. Once without words. Students can use
a goal is made the ball goes back to the
whiteboards if they wanted. The middle
teacher and students go to the back of the
group doesnt get further information
line waiting for the next number to be called. about how to play.
NOTE: Remind students that the ones
furthest away cannot hear the calling of
the numbers so students must decide
how to accommodate these students.
Extra if Time- Autism
Students in two groups can choose one of
Before doing this part of the lesson the
the two activities previously done in this
teacher needs to choose two people
class. In their groups they must discuss 2
from each team and explain to them
changes they would make to the game.
that in the conversation they can only
talk as long as no one else is talking
and that they will only talk to the other
person who has been pulled aside, no
one else in the group.

Resources:
http://www.freepatentsonline.com/article/VAHPERD-Journal/180748261.html
http://listdose.com/10-common-children-disabilities/
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg5.html
http://www.cerebralpalsy.org.nz/Category?Action=View&Category_id=88
http://www.health.govt.nz/your-health/conditions-and-treatments/disabilities/hearing-loss

http://kidshealth.org/en/teens/hearing-impairment.html

O'Connor, J., French, R, & Henderson, H. (2000). Use of physical activity to improve behavior of children with
autism--Two for one benefits. Palaestra, 16(3), 22-29.
http://www.stats.govt.nz/browse_for_stats/health/disabilities/DisabilitySurvey_HOTP2013.aspx
http://www.autismnz.org.nz/about_autism
http://www.oticon.org.nz/pdf/hearingimpaireddeafpeoplenzmar05a.pdf

ExplanationPointsforeachDisability:

Cerebral Palsy

Disablesmovementandposture,occursatbirthhappenswhenthereisalesiontothebrain
Weakorpoorcontrolofmusclesandcanstrugglewithswallowing,breathing,talking,balance
Itdoesntgetworse
7000peopleinNewZealandhavesomedegreeofitandathirdofthesepeopleareunder21.
Notdirectlyfatal.
WhyIchoosethisone=Fromyear28Iwenttoschoolwithandoneofmybestfriendshasthisdisability.
Notmanypeopleunderstandhowharditisphysicallyforthembuttheyalwayswanttobeincludedlike
everyoneelse.

Hearing Impaired

Mayhavebehaviouralproblems,shortattentionspans,andstruggletofollowverbalinstructions.
In1in10peopleintheUShaveahearingimpairedissue.
Thereisnottechnologytohelpstudentswithhearingimpairment.
GirlIcoach,wedidntknowshecouldnthearbecauseshecouldnthearingaidsatpractise,alwaysacted
out
9%ofthepopulationrecordedhavinghearinglossand11%hadhearingorvisionloss.

Autism

Developmentaldisability
1in100peopleinNewZealandhaveAutism
Studentscanbeverymildveryaggressiveintheirpersonalities
In a physical activity setting, students with autism may experience problems coping with a variety of
auditory, visual, and tactile stimuli in wide-open spaces (O'Connor, French, & Henderson, 2000).
May also be hyper activity, aggression, random outbursts etc. They may have lower levels of fitness as well.
How to teach students with autism: consistent routines- through how equipment is handled, transitions
between activities short, clear instructions. A constant management system needs to be put in place and the
teacher needs to watch the student for frustration in the activity/ class so that this can be avoided.

Statistics:
In 2013 24% of New Zealanders were disabled in some way 1 in 4
6% of students have a learning disability
Lesson Evaluation
Choose up to three of the following
statements to help you evaluate this
lesson

I had good subject matter knowledge of the content

being taught and was able to provide accurate
information to students

I understood the prior knowledge and abilities of

the students and planned meaningful tasks that
provided challenge but also allowed students to
experience success

I designed instructional tasks that were relevant

and meaningful to students and linked to a clear
learning intention for the lesson

I allocated as much time as possible to content

coverage and provided all students with sufficient
opportunities to learn

I communicated clearly, was positive and

enthusiastic about the subject matter, my students
achievements and their efforts to learn and
improve

I communicated high, realistic expectations to my

students and developed a clear, work-oriented
class climate.

I created and sustained a brisk pace for class

activities and prevented events from disrupting the
momentum of this pace

I held students accountable for appropriate

participation in practice, for task completion, and
for performance outcomes

Associate Teacher or Peer Comment