Assessment 1 - Lesson Plan Game Sense

PDHPE Extension:
Assessment 1
1
Table of Contents
Lesson Plan 1.……………………………………………………………..3
Lesson Plan 2……………………………………………………………...12
Lesson Plan 3.……………………………………………………………..21
Academic Justification …………………………………………………... 29
2
Lesson Plan
Topic area: Movement Skill Stage of Learner: 4 Syllabus Pages: 24

and Performance
Date: 16/6/17 Location Booked: Basketball Lesson Number: 1/10

Courts
Time: 60 minutes Total Number of students: 25 Printing/preparation
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • types of movement Practise and refine
Informal assessment
skills fundamental and
Outcome 4.4 A student – fundamental specialized movement
strategies by
demonstrates and refines questioning and – specialized skills in predictable and
movement skills in a range of acknowledging how – locomotor and non- dynamic learning
contexts and environments well students answer
locomotor environments.
debrief questions.
– manipulative
Life Skills
LS.9 participates in a range

of physical activities
LS. 23 supports and

cooperates with others in a
range of activities
LS.24 moves confidently in a

range of contexts
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Numeracy – Keeping score

 Personal and Social Capabilities Interacting
Moving
Decision Making
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
3
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 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
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 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.6 Substantive In this lesson, the activities such as the possession game require students to be placed in
Communication cooperative and collaborative groups. This enables students to communicate substantive
ideas about tactical approaches to the game.
2.4 Social The inclusion of cooperative and collaborative teams enables students to help each other
Support throughout the possession game activity. The lesson also includes the modification for any
physically or intellectually impaired students by providing special equipment such as the
bell soccer ball. The lesson includes activities that require paired or group tasks.
3.4 Inclusivity The lesson encourages a student-centred approach where students are in control of most
of the lesson. Inclusivity is evident where students are encouraged to participate in team
activities, as well as the survivor game in which it requires the whole class to participate.
4
Time Teaching and learning actions Organisation Centred
T/S
5 Introduce the topic Movement skill and
Performance.
Introduce what skills the students will be aiming

to achieve.
 Practise and refine fundamental and

specialized movement skills in predictable
and dynamic learning environments.
15 Passing Bullrush Teacher:
Student:
Begin the activity by asking students to pick a
partner. Resources:
Once students have picked a partner, they then line
up on either end of the netball court opposite each
other.
These two lines become the two teams.
Next, outline the perimeter of the field.
The field will be broken up into three sections

mimicking a netball field. One team stays lined up
on the baseline and the other team spreads out in the
mid section of the netball court.
The next process is to set clear instructions to the

game.
The team in the mid section are to spread across the

mid section of the netball court, the aim is to pass the
basketball around and try tag the opposing team with
the basketball, however they must do this with out
running with the ball.
The aim for the opposing team will be to run to the

other side of the court without getting tagged while
staying in the boundaries.
If the running team is tagged, they then join the

tagging team.
5
Modifications
- Add more then one ball

- Tagging team are allowed to take one step
- Decreasing the size of the court
Debrief Questions
Why is it hard to tag the attacking team?
What can we do to modify this game to make it

harder for the attacking team?
What are some strategies in tagging the running

team?
15 Survivor
 At the beginning of this activity, ask students

to sit inside the 3pt line of the basketball
court so they can listen to further instructions.
Once students are seated, set clear instruction
for the game.
 On the teachers command, students will pick

up a basketball from the equipment area and
hold the ball standing in their own space
inside the 3pt line of the basketball.
 Once students are standing still, explain that

students will need to keep dribbling the
basketball inside the 3pt zone.
 The aim of this game is to knock the ball out

of the others players hand while continuously
dribbling the ball.
 If the ball has been knocked out of ones hand

or a player loses the ball while dribbling, they
are then to move on to the next zone which is
from the outside of the 3pt zone to half way
of the basketball court and continue with the
same rules.
 If the player loses the ball in this zone, they

then move to the next zone which is from
half way to the outside of the 3pt line in the
opposing half while applying the same rules.
 Again if a student loses the ball in this zone,
6
they then move to the last zone, which is
inside the opposing 3pt zone.
 The last player who stays inside the original

3pt zone is deemed the sole survivor and the
winner of this activity.
Modifications
- Only use dominant hand

- Only use non-dominant hand
- Use both hands
- Physically impaired students can role ball back and
forth
- Use smaller or bigger balls
Debrief Questions
Is it easier to knock someone’s ball out if they

bounce the ball higher or smaller
Where should your eyes be focused?
Teacher:
10 Pass-Catch-Pass
Student:
Once the first activity is complete, ask students to Resources:

pair up with their partners from the warm up activity.
Once this is complete both partners should line up at
the same end of the netball court facing each other.
Next, ask one student from each pair to pick up a

basketball from the equipment area and then line
back up facing their partner.
The aim of this activity is for students to pass the

basketball to their partner back and forth. However,
once their partner catches the ball, they are then to
take one step back to make the pass harder.
Modifications
Drop ball results in taking a step toward your partner
Pick another pair. Play 2 on 2 piggy in the middle
Physically Impaired students may use different

equipment such as the bell ball
7
Debrief Questions
How can we make the game harder?
What techniques work well to throw the ball far?
How have you maintained accuracy when throwing

the ball?
15 Possession Game Teacher:
Ask the students to stand opposite their partners on Student:

the baseline. Separate the partners into two groups.
Resources:
These groups will become the two teams for the next
game.
 Outline that half the netball court will

become the perimeter for the game.
 The aim of the game is for a team to make as

many consecutive passes without losing
possession. The team with the most
consecutive passes wins the game.
 Any drop balls will lead to a change over in

possession.
 If the opposing team strikes down the ball,

the team who picks up the ball first will
maintain possession, however the pass count
will restart.
 If the ball goes out of bounds, the team who

did not strike the ball out of bounds will
maintain possession but the pass count will
restart.
 Students cannot run if they are holding the

ball.
 A player cannot pass the ball straight back to
the player who has passed it to them.
Modifications
Use a different ball

Change the size of the court
Use more then one ball
Reduce Players
8
Debrief Questions
How can we find open players?
How can a player become open?
How can teams utilise space?
What can we do to make more accurate passes?
9
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Upon reflection, it was important to observe how the students are participating the
game to make any modifications if needed. It was also important to ask any debrief
questions to initiate to student tactical awareness. It was also important to consider
students safety, as it was a practical lesson on the basketball courts.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Outcome 4.4 A student Observe how well students utilise special awareness.
demonstrates and refines Observe how well students respond to debrief questions.
movement skills in a range Do they understand the concept of the game? Observe how
of contexts and often modifications need to be implemented.
environments
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Standards Evidence within this lesson

The lesson includes a number of modifications to differentiate the
1.5 Differentiate teacher for a range of diverse learners.
teaching to meet the
specific learning
needs of students
across the full range
of abilities
The lesson plan includes strategies to support the inclusion with

1.6 Strategies to students with disabilities such as modifications to games and the
support full use of different equipment.
participation of
students with
disability
The lesson plans are sequenced and scaffolded so that students are
2.2 Content selection always progressing through different skills needed to play
and organisation basketball.
10
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Make sure students are playing by the rules and there are minimal behaviour
problems. Make sure all equipment is safe to use. Ensure that there is a safe playing
environment.
11
Lesson Plan

and Performance
Date: 25/6/17 Location Booked: Basketball Lesson Number: 2 / 10

Courts

Syllabus outcomes Lesson assessment aspects of movement participate in a variety
Informal assessment
skill development of movement
Outcome 4.4 A student – body control and activities to
strategies by
demonstrates and refines questioning and awareness demonstrate and
movement skills in a range of acknowledging how – object manipulation enhance
contexts and environments well students answer
and control body control, body
debrief questions.
– anticipation and awareness, object
timing manipulation,
Life Skills outcomes – technique anticipation and timing
LS.9 participates in a range • contexts for • demonstrate
of physical activities specialised movement movement skills
skills: through a
LS. 23 supports and – games range of experiences
cooperates with others in a including:
range of activities
– games from
LS.24 moves confidently in a categories such as
range of contexts target,
striking/fielding,
invasion and
net/court
 Numeracy – Keeping score Communicating

 Personal and Social Capabilities
 Critical and Creative Thinking Decision Making
Moving
12
and among students.
How the quality teaching elements you have identified are achieved within the
lesson.

element
1.3 Problematic This lesson includes team tactical games, which teams must think of strategies that will
Knowledge help them win the game. The strategies help students solve different problems during the
game.
2.2 Engagement Each game incorporates different levels of modifications and variations to keep each game
engaging.
3.4 Inclusivity Inclusivity is evident where students participate in team games.
13
T/S
15 Possession Target Game Teacher:
Debrief questions Student:
What worked well in the previous possession Resources:

game? What can you guys do better in the next
game? How will adding targets bring a different
element in the next game?
Ask students to line up in the same teams as the

warm up game, with one team on the base of the
netball court and the other team on the half way
line.
From here clarify that the perimeter of the netball

court is the field of play, however teams must only
use the one half of the netball court.
There will be two cones placed on the base line

2m in from either sideline and there will also be
another two cones placed on the half way line 2m
in from either sideline.
Next set clear instructions on the rules of the

game. Explain to students that this game is very
similar to the possession game where teams will
have to pass it to each other a minimum of 5 times
without losing possession.
Once a team has reached 5 passes, they are then

allowed to throw the basketball at one of the two
cones and that will be worth 1 point.
The team starting on the baseline will need to

throw the basketball at the 2 cones position on the
half way line and the team starting on the halfway
line will need to throw the basketball at the two
cones positioned on the baseline to score a point.
The team with the most points will win the game.
Modifications
Change the position of the targets
Change the size of the targets
14
Use a different ball
Increase or decrease the size of the field.
Debrief Questions
What strategies worked well within this game?
How did creating a target bring a different element

in the game?
What strategies worked well within the game?
15 Shuffling Target Teacher:
Student:
Resources:
Once the first activity is complete ask students to
line up in their teams starting positions on either
the base line or half way line.
Introduce the rules of the new game.
 The perimeter of the field stays the same as

the previous games using half of the
netball court.
 The two teams are to pick one goal scorer

for their team. The goal scorer can only
stand on their team’s baseline, however
they are allowed to move from side to side.
 The aim of the game is to continue to play

the possession game with a minimum of 5
passes but once teams reach the 5 passes,
they then need to proceed and pass the ball
to the goal scorer on their team standing on
the baseline to receive one point. If the
goal scorer does not catch the ball on the
baseline it will not count for a goal.
 Any drop balls will lead to a change over

in possession.

maintain possession, however the pass
count will restart.
15
 If the ball goes out of bounds, the team
who did not strike the ball out of bounds
will maintain possession but the pass count
will restart.
 Students cannot run if they are holding the

ball.
 A player cannot pass the ball straight back
to the player who has passed it to them.
Modifications
Add multiple goal scorers
Reduce the number of players for one team
Debrief Questions
What strategies worked well within this game?
How did a moving target bring a different element

in the game?
Did multiple targets make the game easier? Why?
What strategies worked well within the game?
How did special awareness help within the game?
Teacher:
Endzone Student:
Resurces:
15 Ask students to line up in their teams starting
positions on either the halfway line of the
basketball court or on the baseline.
Introduce the rules of the new game.
 The perimeter of the field will be a full

sized basketball court.
 Students must score an end zone point by

catching the ball over the opposing teams
baseline.
16
 Teams need to make a minimum of 5
consecutive passes before they catch the
ball of the end zone line for a point.
 If a team is standing inside the opposing

teams 3pt line, they are allowed to shoot
the ball inside the basketball ring. If a team
makes this shot it is worth two points.
Teams can only shoot the ball if they are
standing inside the 3pt zone.
 Players can dribble the ball to move but a

player cannot hold possession of the ball
for more then 3 seconds even whilst
dribbling.
 Players are allowed to make bounce

passes.
 A player cannot pass the ball straight back

to the player who has passed it to them.
 Any drop balls will lead to a change over

in possession.

maintain possession, however the pass
count will restart.
 If the ball goes out of bounds, the team

who did not strike the ball out of bounds
will maintain possession but the pass count
will restart.
15 Cool Down Teacher:
Student:
Number game
Resources:
Ask students to stand on the baseline of the
basketball court and prepare for the next game.
The next game involves students to group

together depending on the number the teacher
calls out. For example if the teacher yells the
number 3, students must group together in a
group of 3 and sit down. The aim of this game is
17
to not be the last group to sit down, or be left out
as an odd number.
When the teacher is satisfied, the last number the

teacher should call out is the number 5.
Once students assemble in a group of 5, let

students know that this is going to be their group
for the basketball world cup tournament they will
be participating in the next lesson.
Write each of the groups down on a piece of

paper.
Ask students to delegate a role each within the

group. The options are as follows.
Coach, Board Member, Statistician, Team Publicist

and Team Manager.
The aim of the roles:
Coach – Organise the team and make sure they

are ready for their event.
Board Member – Help the teacher with

conducting the lesson.
Statistician – Update the ladder and in charge of

who are in the finals. Update the scores of each
game.
Team Publicist – Create any videos of the game or

by interviewing players. Upload the videos to
Google Classrooms page.
Team Manager – Organise any equipment. Pack

away equipment.
Students must make sure they understand their

roles and prepared before they attend the next
lesson.
18
Reflection
lesson?
Upon reflection, it was important to observe how the students are participating the
game to make any modifications if needed. It was also important to ask any debrief
questions to initiate to student tactical awareness. It was also important to consider
students safety, as it was a practical lesson on the basketball courts. Sequential
learning was also important to progress student’s skill level.

environments
the standard.
Graduate Evidence within this lesson

Standards
The lesson uses a number of game modification and debrief question to help
3.3 Use students engage in the games.
teaching
strategies
The lesson is scaffolded so students progress through certain skills needed to

2.2 Content play basketball.
selection and
organisation
WHS
environment.
19
20
Lesson Plan

and Performance
Date: 4/7/17 Location Booked: Basketball Lesson Number: 3/10

Courts

Syllabus outcomes Lesson assessment • influences on skill • participate in
Informal assessment
development and movement activities
Outcome 4.4 A student performance
demonstrates and refines strategies by that
questioning and – applying demonstrate and
movement skills in a range of acknowledging how skills across contexts
contexts and environments reinforce the transfer of
well students answer
debrief questions.
– predictable and skills across different
dynamic movement contexts
environments
Life Skills outcomes
• demonstrate
LS.9 participates in a range • contexts for movement skills
of physical activities specialised movement through a
skills: range of experiences
LS. 23 supports and including:
cooperates with others in a
range of activities – games – games from
categories such as
LS.24 moves confidently in a target,
range of contexts striking/fielding,
invasion and
net/court
 Numeracy – Keeping score

 Personal and Social Capabilities Interacting
 Critical and Creative thinking
 ICT Moving
Decision Making
21
and among students.
How the quality teaching elements you have identified are achieved within the
lesson.

element
1.6 Substantive This lesson encourages the inclusion of several basketball games, so students have the
Communication opportunity to communicate several tactics at how they want to approach each game.
2.2 Each student has a specific role through out the lesson even if they are not involved in a
Engagement game, this will help keep each student enthusiastic and interested.
3.4 Inclusivity Each student has a specific role through out the lesson even if they are not involved in a
game.
22
T/S
15 Warm up Teacher:
Dynamic stretching Student:
Introduce the team draw. Resources:

Print and hand out to students.
Game 1
Group 1 vs Group 4
Group 2 vs Group 3
Group 5 – Two students are to keep score,

one student for each game.
2 students are the referees, one student for

each game.
The remaining student helps the teacher with

any further roles.
Game 2
Group 2 vs Group 5
Group 3 vs Group 4
Group 1 – 2 scorekeepers, 2 referees and

teacher helper
Game 3
Group 1 vs Group 3
Group 4 vs Group 5
Teacher helper
Game 4
Group 1 vs Group 5
Group 2 vs Group 4

teacher helper
Game 5
Group 1 vs Group 2
23
Group 3 vs Group 5

teacher helper
Finals
Finals will work on a point system.
The team with the most points will vs the

team with the second most points in the
Grand Final.
The team who had the 3rd most points will vs

the Team who had the 4th most points will vs
each other for 3rd and 4th place.
The team who came fifth will be distributed

as scorekeepers, referees and teacher helper.
Team 1 vs Team 2
Team 3 vs Team 4
Team 5 – 2 scorekeepers, 2 referees and

teacher helper.
Game Rules
7 Game 1 Teacher:
Student:
Group 1 vs Group 4
Group 2 vs Group 3 Resources:
Group 5 – Two students are to keep score,

one student for each game.
2 students are the referees, one student for

each game.
The remaining student helps the teacher with

any further roles.
Allow time for students to complete their

roles.
7 Game 2 Teacher:
Student:
24
Group 2 vs Group 5
Resources:
Group 3 vs Group 4

teacher helper

roles.
7 Game 3 Teacher:
Student:
Group 1 vs Group 3 Resurces:
Group 4 vs Group 5
Teacher helper

roles.
7 Game 4 Teacher:
Student:
Group 1 vs Group 5

teacher helper

roles.
7 Game 5 Teacher:
Student:
Group 1 vs Group 2

teacher helper

roles.
7 Finals Teacher:
Student:
Team 1 vs Team 2
Resources:
25
Team 3 vs Team 4
Team 5 – 2 scorekeepers, 2 referees and

teacher helper.

roles.
26
Reflection
lesson?
Upon reflection, there is sufficient time needed to plan this lesson. The better the
preparation the smoother the lesson will run.

environments
the standard.
Graduate Evidence within this lesson

Standards
Students are in charge of adding scores and constantly updating the
2.5 Literacy team ladder. This is a specific numeracy strategy.
and numeracy
strategies
Students have the opportunity to take videos of the basketball
2.6 Information games being played as well as interviewing students on their
and performance. This can be uploaded on Google classrooms for
Communication students to see beyond the lesson.
Technology
(ICT)
The games within the lesson support the inclusion of all students by
4.1 Support providing every student with a specific role.
student
participation
WHS
27
environment.
28
Academic Justification
The three lesson plans were designed for the stage four unit of movement and skill,
specifically based on target games – catching and throwing. The aim of the three
lesson plans was to sequence learning and incorporate a game sense approach to
teaching, so students learn fundamental skills by tactical awareness and game
appreciation rather then skill execution drills. The three lesson plans also included
specific pedagogical practices to adhere to the NSW Quality Teaching Model.
All three lesson plans are strategically sequenced so that students can gradually build
on fundamental skills needed for basketball, which include catching, passing,
dribbling, shooting, special awareness and anticipation. The purpose of sequencing
the three lesson plans was to create a smooth transition between activities in order to
meet the outcomes of the lesson. Combs (2004) states that well sequenced lessons
provide a smoother functioning classroom with minimal disruptions. Furthermore,
Zhang and Quintana (2012) states that sequencing activities as well as lessons can
significantly reduce the stress of teachers, which can also help create an optimal
learning environment. The purpose of the sequential lessons was to initiate a game
sense approach to teaching, aimed to increase student’s skill, movement and tactical
awareness in preparation for the third lesson, which involves a whole class basketball
world cup lesson. In addition, Combs (2004) states that scaffolding sequenced lesson
plans allow teachers to anticipate any difficulties or problem areas within the lesson
and provide support where it’s needed. This is highly evident within the three lesson
plans where the activities are scaffolded so they increase in difficulty as the lesson
progresses. This was strategically implanted throughout out the first two lessons, so
the teacher could observe students skill level and modify the game by increasing or
decreasing the level of difficulty.
In addition to scaffolding, the three lesson plans include a high number of game sense
activities, so that the student focus is heavily on technique rather then skill-based
drills. By applying a game sense approach to the activities, this provides the
opportunity for students to develop a more substantive understanding about learning
the critical elements of game play (Pearson,Webb and Mckeen, 2006). The main
target was to develop students understanding of catching and throwing techniques
while still focusing on particular targets. By participating in game sense activities,
29
students are able to apply cognitive skills such as tactics, decision-making and
problem solving, which correlate to 1.3 and 1.4 of the NSW Quality Teacher Model
(Olosová and Zapletalová, 2015). The first lesson plan includes games, such as
dribbling survivor and catch-pass-catch so students can appreciate the basic concepts
of basketball without having prior knowledge to the game. The focus of the second
lesson plan was to ensure that students appreciate the concept of passing to open
teammates while maintaining possession and throwing to a particular target to score
points. This approach is very similar to basketball where players are trying to move
the ball up the court maintaining possession and shooting for a basket. The activities
in the second lesson plan vary with different targets so students a given the
opportunity to consider different tactics and create a more engaging approach. The
aim of creating engaging games is to increase student interest and also challenge
students to build success, which is relates to standard 2.2 of the NSW Quality
Teaching Model.
However, what sets the game sense approach apart compared to the traditional forms
of games and skill-based drills is the use of questioning and debrief questions.
Questioning can be a powerful method to enable players to analyse their actions and
generate tactical awareness, complying with the lesson outcomes. Pearson,Webb and
Mckeen (2006) states that questioning can be a powerful method that encourages
players to analyse their performance both and as an individual and as a team. This is
evident within the first two lesson plans where the teacher asks debrief questions after
the activity or when the games are being modified such as “How can the difficulty be
increased”, “why is it hard to tag the attacking team?” and “what can we do
differently to increase the chance of tagging the attacking team?”. The use of open-
ended questions is a great technique used to help guide players if they are struggling
with a specific activity. However, age, experience and ability level should be
considered to determine the complexity of the questions (Pearson,Webb and Mckeen,
2006). Furthermore, Light (2016) also states that debrief questions also help
encourage players to be tactically aware and make better decisions whilst developing
skills within a realistic concept of a game. In this case, this will help students have a
deeper understanding of basketball, which also correlates to standard 1.2 of the NSW
Quality Teaching Model.
30
Lastly other modifications were strategically imbedded in the lesson plans used as
differentiation techniques to help those students that may be physically or
intellectually impaired. These modifications are evident in the survivor activity where
students had the option to roll the basketball from hand to hand instead of dribbling in
the survivor game, as well as using different equipment such as the bell soccer ball to
assist with the catch-pass-catch game. The aim of including these modifications in the
lesson plans is to help assist these students with life skills deprived from the syllabus
such as LS.9, LS.21, LS.23, LS.25 and LS.26. Including these modifications also help
the inclusivity of physically or intellectually impaired students as well as giving the
opportunity to provide social support, addressing the standards 2.4 and 3.4 of the
NSW Quality Teaching Model.
31
References
Combs, D. (2004). A Framework for Scaffolding Content Area Reading Strategies. Middle School
Journal, 36(2)
Light, R. (2016). Implementing a game sense approach in youth sport coaching: Challenges, change
and resistance. Waikato Journal Of Education, 10(1)
Olosová, G., & Zapletalová, L. (2015). Immediate And Retention Effects Of Teaching Games For
Understanding Approach On Basketball Knowledge. Acta Facultatis Physical Education, 55(1).
Pearson, P., Webb, P., & Mckeen, K. (2006). Linking teaching games for understandingand quality
teaching in NSW seconday schools. The Hong Kong Institute Of Education, 34-46.
Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online
inquiry processes. Computers & Education, 58(1)
32

Assessment 1 - Lesson Plan Game Sense

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Assessment 1 - Lesson Plan Game Sense

Hochgeladen von

Copyright:

Verfügbare Formate

PDHPE Extension:

Topic area: Movement Skill Stage of Learner: 4 Syllabus Pages: 24

Date: 16/6/17 Location Booked: Basketball Lesson Number: 1/10

Outcomes Assessment Students learn about Students learn to

LS.9 participates in a range

LS. 23 supports and

LS.24 moves confidently in a

 Numeracy – Keeping score

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Introduce what skills the students will be aiming

 Practise and refine fundamental and

15 Passing Bullrush Teacher:

These two lines become the two teams.

Next, outline the perimeter of the field.

The field will be broken up into three sections

The next process is to set clear instructions to the

The team in the mid section are to spread across the

The aim for the opposing team will be to run to the

If the running team is tagged, they then join the

- Add more then one ball

Why is it hard to tag the attacking team?

What can we do to modify this game to make it

What are some strategies in tagging the running

 At the beginning of this activity, ask students

 On the teachers command, students will pick

 Once students are standing still, explain that

 The aim of this game is to knock the ball out

 If the ball has been knocked out of ones hand

 If the player loses the ball in this zone, they

 Again if a student loses the ball in this zone,

 The last player who stays inside the original

- Only use dominant hand

Is it easier to knock someone’s ball out if they

Where should your eyes be focused?

Once the first activity is complete, ask students to Resources:

Next, ask one student from each pair to pick up a

The aim of this activity is for students to pass the

Drop ball results in taking a step toward your partner

Pick another pair. Play 2 on 2 piggy in the middle

Physically Impaired students may use different

How can we make the game harder?

What techniques work well to throw the ball far?

How have you maintained accuracy when throwing

15 Possession Game Teacher:

Ask the students to stand opposite their partners on Student:

 Outline that half the netball court will

 The aim of the game is for a team to make as

 Any drop balls will lead to a change over in

 If the opposing team strikes down the ball,

 If the ball goes out of bounds, the team who

 Students cannot run if they are holding the

Use a different ball

How can we find open players?

How can a player become open?

How can teams utilise space?

What can we do to make more accurate passes?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

The lesson plan includes strategies to support the inclusion with

Topic area: Movement Skill Stage of Learner: 4 Syllabus Pages: 24

Date: 25/6/17 Location Booked: Basketball Lesson Number: 2 / 10