102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis Contents

Original Lesson Plan………………………………………………………….2

Lesson Plan Analysis………………………………………………………….6

Modified Lesson Plan…………………………………………………………10

Reflection……………………………………………………………………...14

Academic Justification……………………………………………………….15

References…………………………………………………………………….17

Learning Portfolio Web Link……………………………………………......18

1
Original Lesson Plan:
Teacher: Wayne H Date: OCT 8, 2016
Topic: High Intensity/Intermittent Effort (Phosphate Decrement)
Overview of Content/Summary:
NSW PDHPE Syllabus for the
Australian Curriculum Outcomes
(Stage 5):
Class: Personal
Development, health and
Physical Education
(PDHPE), Year 10 (Stage
5); 1 Lesson
This lesson provides students with the
opportunity to participate in a physical activity
that is designed to enhance fitness and develop
a skill-related fitness component. This lesson
was designed for a Year 7/8 – 9/10 classes, has
been tested with 7-10 classes and worked well
with high student engagement.
 Design, implement and evaluate
personalised plans for improving or
maintaining their own and others’
physical activity and fitness levels
(ACPMP102).
 Analyse the impact of effort, space,
time, objects and people when
composing and performing movement
sequences (ACPMP103).

Resources/ Equipment:  Johnston RD1, Gabbett TJ, Jenkins DG.

(2014) Applied sport science of rugby
league. Sports Med. Aug;44(8)
 High Intensity-Intermittent Effort
(Phosphate Decrement) Manual
Recording Sheet (XLSX)
 EXCEL Version of High Intensity-
Intermittent Effort (Phosphate
Decrement) Recording Sheet (XLSX)

Timing: Learning Activities/Strategies: Learning Goals

Outcomes:
 Explain that, in sports  experimenting with
requiring High Intensity- the manipulation of
Intermittent efforts, force and speed
2
 findings highlight that applied to an object
preparing players based on to examine the
the average demands of difference created
competition is likely to in movement paths
Introduction leave them underprepared (GS)
for the most demanding
passages of play. As such,  demonstrating and
coaches should incorporate describing how the
drills that replicate the body can absorb
most intense repeated force
high-intensity demands of
competition in order to
prepare players for the
worst-case scenarios
expected during match-
play. Egs: Rugby, Netball,
Basketball, etc.
 The Phosphate Decrement
Test was designed to
simulate the high intensity
intermittent nature of team
sports and as such remains
an indicative measure of
player preparedness for
such demands. While the
distances and recovery
times may vary between
games and levels of play, a
standardized test can
inform interested parties as
to such fitness standards.

 Explain the test structure:

(May vary effort and
dispatch times as desired.
On the whistle* (or beep
gun), students sprint over
the 20m course until
second whistle* 5 seconds
later. Students assemble on
the 30 metre line and about
face for the next sprint 25
seconds later ie: 5 second
Effort followed by 25
 investigating target
training heart-rate
zones for a range of
different people and
how these zones
relate to health,
wellbeing and
fitness (HBPA,
LLPA)
3
 second Recovery. This is
repeated 10 times. 10 x 5
second Sprints on 30
second Dispatch time = 5
Body minutes. (See Diagram
below).
 Provide each student with
a High Intensity-
Intermittent efforts
Recording Sheet
 Write names on sheets and
partner with another
student for recording i.e.:
One partner runs while
partner records, then
reverse. Recorder stands
approx. 10m back and
adjacent to middle
markers.
 It is important that all
efforts are at 100%
intensity for most
informative results
 Adequate Warm Up
should precede this test.
 Calculate results on
manual Recording Sheets
and/or enter into Excel
Sheet provided for
automated calculations of
Conclusion Phosphate Decrement
score
 Class discussion about
what students learnt from
this learning experience.
 What implications might
these results have
 justifying the
selection of
physical activities
included in a
personalised plan
linked to the
components of
health- and skill-
related fitness they
wish to improve or
maintain (HBPA,
LLPA)
 using non-
specialised
equipment to
develop health- or
skill-related fitness
circuits that can be
used by family or
community
members (LLPA,
HBPA)
 creating a group
performance that
demonstrates
synchronous and
individual
movements
 using ICT to
design, implement
and monitor a
personal fitness
plan which includes
a timeframe, goals
and a variety of
specific activities
that meet the needs
of different people
(LLPA, HBPA)
4
 regarding individual  using ICT to
fitness or suitability for a analyse movements
specific team position or and enhance
sport movement
sequences and
performances (RE,
GS)

Assessment:
Students create and monitor personal fitness plans based on their performances.

Students reflect on implications these results might have regarding individual fitness or
suitability for a specific team position or sport.
Source: http://www.australiancurriculumlessons.com.au/2016/10/08/high-
intensityintermittent-effort-pe-lesson-phosphate-decrement/

Diagram 1:

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APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.
Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: Suitable for all students from different cultures, religions and socioeconomic
5 backgrounds as the lesson does not discriminate and is applicable to all students but there is
no direct mention of diversity within the lesson.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: No teaching strategies have been mentioned for Aboriginal and Torres Strait
5 Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: The learning methods that have been put into practice do not meet the specific
5 needs of all the students as it focuses on students as a whole.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – Comments: No strategies have been mentioned to support students with disabilities.
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2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4– Comments: The selection of content and organisation has been made evident through the
5 lesson as it clearly focuses on what students need to learn.

2.3 Curriculum, assessment and reporting

1–2–3–4– Comments: Assessment strategies are relevant to the lesson plan through the use of discussion
5 and practical participation.
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – 4 – Comments: a series of technology has been used through the lesson to attain results. There is
5 a room for improvement in using technology.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4– Comments: Instructions regarding the challenges for learning goals are clear.
5
3.2 Plan, structure and sequence learning programs
1–2–3–4– Comments: The plan and structure is sufficient and mentions a warm up activity but does not
5 say what will be played which should be implemented at the beginning of the body to have

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 an effective sequence. There is no set time for each activity in the lesson which therefor
hinders the designated time for each section of the lesson.
3.3 Use teaching strategies
1–2–3–4– Comments: Strategies implemented for teaching are clear as it explains each process step by
5 step.
3.4 Select and use resources
1–2–3–4– Comments: Resources are organised in an effective manner for the completion of the lesson.
5
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: support of student participation is evident in the methods and activities provided
5 by the teacher. The consistent monitoring done after each interval highlights the teacher’s
support of the students’ participation.

4.2 Manage classroom activities

1–2–3–4– Comments: Classroom activities have been managed through students being paired up to
5 monitor each other through each interval.

4.3 Manage challenging behaviour

1–2–3–4– Comments: Challenging behaviour has been handled through the use of pair work among
5 students and the consistent supervision from the teacher throughout each activity.

4.4 Maintain student safety

1–2–3–4– Comments: Safety of students is evident through the instruction made clear by the teacher
5 and the monitoring done on the student participating by both their peer and teacher but does
not say what surface the activity will be trialled on. For example, concrete or grass etc.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: ICT is used safely, responsibly and ethically as there isn’t much use of it besides
5 beeper to track time and excel worksheets to record scores.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4– Comments: Assessment regarding student learning is recorded on an excel worksheet so they
5 are able to keep track of their progress and results. Students’ learning experience are discussed
within the class allowing room for feedback.

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: Feedback is provided to students through their scores on both the beeper and
5 excel worksheet. Also, through verbal feedback from teachers and their peers whilst the
activities are taking place. A discussion was also taken place to allow student to grow in their
learning and improve themselves.

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Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: No indication of a previous lesson building up to this lesson but the lesson is well
5 detailed thus showing deep knowledge.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Students will gain a deep understanding on the content as the lesson is explained
5 thoroughly.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Students are encouraged to address multiple perspectives as each sport requires
5 a different High Intensity-Intermittent Effort.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Challenges students to think about what is being practiced throughout the lesson
5 and how they can apply it to their individual fitness.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Metalanguage is used briefly through the lesson to explain the activities that the
5 students are required to complete. Definitions of metalanguage is not present thus students
may not understand what each word means.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Students are consistently involved both orally and through writing as they are
5 timing their peers and recording their results.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Students are provided with explicit criteria as they are given a recording sheet
5 and are required to write results on each interval.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students are engaged thoroughly as they are constantly involved in the
5 participation of each activity and required to record results consistently thus consistently
requiring the attention of each student.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: All students are required to be involved and is implemented through the activity
5 due to them being paired up as one completes the activity and the other records the results
and vice versa.
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 2.4 Social support
1 – 2 – 3 – 4 – Comments: There is positive support among peers as the students are working in pairs but
5 there is no mention of the teacher’s effort to support the students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: To an extent there is students’ self-regulation because of the group based nature
5 of the activity.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: The teacher has given clear instruction in directing the students throughout the
5 lesson. Peers also direct each other within the lesson.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Background knowledge is not necessary as it a new lesson.
5
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan does not integrate any cultural aspects.
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: This lesson integrates their current knowledge of PDHPE to execute the activity.
5
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: All students are involved comprehensively throughout the lesson as they are
5 dependent on each other to complete the activity.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Connectedness is clearly illustrated through the pairing of students within this
5 lesson. This then allows the students to take this knowledge they have gained and perform in
sporting teams outside of school, thus being able to benefit themselves and their teams.

3.6 Narrative
1–2–3–4– Comments: Narrative isn’t a strong factor throughout the instruction within this lesson. There
5 are clear instruction for the direction required of the students, but without any form of
narrative implemented.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.6 Strategies to support full participation of 2) 3.2 Plan, structure and sequence learning programs
students with disability
QT model
1) 1.5 Metalanguage 2) 2.4 Social support

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 Modified Lesson Plan

Topic area: Stage of Learner: 5 Syllabus Pages:

Personal Development, Health LS.9, LS.19, LS.24, LS.25
and Physical Education (BOSTES 2017)
(PDHPE).
Date: 9/05/17 Location Booked: Lesson Number: 1 /1
Sports field
Time: 60 minutes Total Number of students Printing/preparation
24 students 24 High Intensity-intermittent
efforts recording sheets.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Aspects of movement Participate in physical
skill development. activities as part of a
Participates in a range of Calculate results group.
physical activities. on manual Challenges and
Recording Sheets opportunities. Demonstrate safe practice
Demonstrates skills and/or enter into when participating in
required to participate in Excel Sheet physical activities.
a preferred physical provided for Strategies for enhancing
activity. automated others’ enjoyment of Use movement skills to
calculations of participation in physical participate in physical
Moves confidently in a Phosphate activity. activities, games and
range of contexts. Decrement score. sports.
Developing equal and
Engages in practices Students create respectful relationships. Participate in physical
that promote health and and monitor activities as part of a
safety. personal fitness Supporting others. group.
plans based on
(BOSTES 2017) their performances (BOSTES 2017) (BOSTES 2017)

Students reflect on
implications these
results might have
regarding
individual fitness
or suitability for a
specific team
position or sport.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities

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Use ICT – Microsoft Excel
Literacy – the use of metalanguage to discuss
results.
Environment – link between healthy lifestyle
and a healthy environment.
Difference and Diversity – understanding and
accepting/respecting all students.
Students will be completing a High Intensity-
intermitted efforts intensity activity which will
require them complete a 100 metre sprint in a broken
up process.
Students are required to record the results at each
interval and calculate their results through Microsoft
spreadsheet.
Students will be able to apply this knowledge to
their specific sport that they play (if they play a
sport).
Students will be able to improve their own fitness
and wellbeing by monitoring their behaviour through
their assessment.

Time Teaching and learning actions Organisation Centred

T/S
Introduction  Explain that, in sports requiring Teacher: Provide each
High Intensity-Intermittent student with a High
10 minutes efforts, findings highlight that Intensity-intermittent
preparing players based on the efforts recording sheet.
average demands of competition
is likely to leave them Student: Listen to
underprepared for the most instructions and receive
demanding passages of play. As the recording sheet. Write
such, coaches should incorporate names on sheets and
drills that replicate the most partner with another
intense repeated high-intensity student for recording.
demands of competition in order Teacher
to prepare players for the worst- Resources: High centred
case scenarios expected during Intensity-intermittent
match-play. Egs: Rugby, Netball, recording sheet.
Basketball, etc.
 The Phosphate Decrement Test
was designed to simulate the high
intensity intermittent nature of
team sports and as such remains
an indicative measure of player
preparedness for such demands.
While the distances and recovery
times may vary between games
and levels of play, a standardized
test can inform interested parties
as to such fitness standards.

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  Explain the test structure: (May
vary effort and dispatch times as
desired).

Body Warm up activity. Teacher: Gives

- Students are to go for a instructions and sets up
10 minutes light jog around half the the activity. Teacher
sporting field. and
- Teacher is to set up the Students: Warm up. student
designated area for the centred
activity in this time. Resources: cones
- Once students return they
will play a game of bull
rush to keep them active.
Students are to complete a set of Teacher: Explains and
3 minutes stretches after the warm up to ensure completes stretches with Student
there are no injuries whilst completing students. and
the activity. teacher
Student: Completes centred
stretches

Resources: No resources
 . On the whistle* (or beep gun),
30 minutes students sprint over the 20m
course until second whistle* 5 Teacher: Gives
seconds later. Students assemble continuous feedback and
on the 30 metre line and about encouragement.
face for the next sprint 25 seconds Gives the signal for
later ie: 5 second Effort followed students to begin the Teacher
by 25 second Recovery. This is activity. and
repeated 10 times. 10 x 5 second student
Sprints on 30 second Dispatch Student: Begins activity centred
time = 5 minutes. (See Diagram while the other records
below). the results.
 During this process the teacher
should be encouraging the Resources: cones, stop
students while they are watch, hooter, pen and
completing the activity as it will recording sheet.
boost the students’ confidence
and understand what they are
doing is correct.
 Use scientific terms. For example;
maximal capacity, rest period,

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 cardiovascular, anaerobic
threshold and interval training.
 Students with disabilities are
encouraged to complete the
activity at their own pace.
Students with a disability will
sprint 10 metres rather than 20
metres and can have as much rest
as they like.
 Have a suitable partner so they
can feel comfortable whilst
completing the activity.

Conclusion - Get students to cool Teacher: Begins cool

down by completing a set down and begins
7 minutes of stretches. discussion.
- Class discussion about
what students learnt from Student: Complete cool Teacher
this learning experience. down and begin and
- What implications might discussion. student
these results have centred
regarding individual Resources: No resources
fitness or suitability for a needed.
specific team position or
sport

Diagram 1:

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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

While modifying the lesson plan, I have learned how to adapt to certain situations that I may
come across in the teaching profession. For example, the original lesson plan was lacking the
inclusion of students with disabilities and did not include a specific warm up and cool down.
PDHPE is known for physical activity, the use of content to perform physical activity is
illustrated through the original lesson plan but does not consider if there are any students with
a disability. So by including activities that target students with disabilities you are able to
have participation and enjoyment from all students. Through modifying the lesson, I have
stressed an importance on moral support and positive encouragement to help the students
complete the activity and understand if they are doing the activity correctly. By doing so, I
am able to create a positive and supportive environment for all students and influence them to
make healthy decisions through the enjoyment of the activity.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

LS.9 Completion of the warm up activities and main lesson
activity.
LS.19 How students adapt to the activity based on their
capability and sport they play.
LS.24 Observing student behaviour.
LS.25 Through the assessment tasks students must complete.

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?
The only major key risk issues would be injuries that the students may receive whilst
completing the activities, this includes students with disabilities. It is important that
the required clothing and footwear must be worn while participating in each activity
to reduce the chance of an injury. It is important that the teacher explains to the
students that they should be comfortable with what they are doing and it is not a
competition. Each student is different and must not feel pressured to complete the
activity like their peers. Students with disabilities need extra monitoring and adapted
activities to ensure their safety.

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Academic Justification:
While the original lesson plan was sufficient and addressed everything the students needed to
know, there is room for improvement concerning the Australian Professional Standards for
Teachers (APST) and NSW Quality Teaching model (NSW QTM) outcomes I have chosen to
discuss. With regards to the QT model regarding metalanguage, it is important that the
teacher continuously implements specific scientific terms so that the students can understand
and adapt these terms in class. By using metalanguage, you allow the students to understand
each term and concept in depth and apply them outside of school and into the sports they play
as they now know what activities must be completed for improvement. The constant use of
metalanguage will benefit the students as they can now implement it into their assessment
tasks thus improving their marks and improving the literacy standards of the students
(Andrews, 1997).
Outcome 2.4 in the QT model focuses on social support and is an important factor in PDHPE.
Due to the lesson being an activity completed in pairs there is social support amongst the
students but not the teacher. It is important that the teacher is continuously encouraging the
students throughout the lesson and providing them with positive criticism and feedback
which will ensure the students are completing the task adequately efficiently. This will allow
the students to feel a sense of belonging during the lesson and increase student enjoyment as
they are being encouraged that what they are doing is correct (Cox, & Williams 2008).
With regard to the APST, I have stressed a big importance on outcome 1.6 being the
strategies to support full participation of students with disabilities. The lesson focuses on the
inclusion of all students but does not specifically mention students with disabilities thus
assuming no students have any ill health. It is the teacher’s role to ensure that all students are
involved in the lesson and activities. By having a suitable partner to assist the students with
disabilities it will provide moral support as well as a sense of belonging to the class which
very much ties into the QT model and social support. Students with disabilities should have
the same opportunities that the other students have.
The lesson should include activities that the students with disabilities can complete (Moore,
Durstine, Painter, & American College of Sports Medicine. 2016). For example, if the student
is in a wheel chair then I will include the same activity but they can perform it by wheeling
themselves throughout the completion of the activity, if the student has a leg injury they can
complete the activity at their own pace do not have to put the added stress on their body and
if there are any students with health conditions such as diabetes/high blood-pressure I will
alter the lesson by instructing these students to sprint for 10 metres and have a 10 second
break rather than sprinting for 20 metres and having a 5 second break as instructed in the
lesson activity.

15
Outcome 3.2 on the APST lacked in the original lesson plan, yes the structure was set out
reasonably well it did not include the essential steps of a practical lesson. I have modified the
lesson by including a warm up and stretches before the main activity followed by a cool
down which is of great importance for physical activity. It is important that you sufficiently
warm before stretching to prevent muscular injuries. “Injuries to skeletal muscle represent
>30% of the injuries seen in sports medicine clinics” (Woods, Bishop & Jones 2007). By
doing so the students will increase blood flow to the desired muscle groups being placed
under this stress in order to complete the activity quicker and more effectively.
Once warmed up, students will do their stretches and then proceed to completing the activity.
The use of stretches is another important mechanism with regard to physical activity.
Stretching allows the muscles to increase in length and improves flexibility in the muscle
groups. By stretching sufficiently, you allow less room for injury and an increased
performance as the body will not be shocked by the amount of effort placed on it to complete
the activity.
The purpose of a cool down is to return the body to its original state and to minimise the
amount of lactic acid that is being held in the body. A cool down can consist of a light jog
after the students finish the activity followed by the same stretches that they completed in the
warm up. A cool down will reduce the effects of cramps and muscle soreness that is expected
the days after.

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References
Andrews, S. (1997). Metalinguistic awareness and teacher explanation. Language
Awareness, 6(2-3), 147-161.
BOSTES (2017). NSW Syllabus PDHPE 7-10 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/pdhpe/pdhpe-7-10
Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate,
and psychological need satisfaction in students’ physical education
motivation. Journal of sport and exercise psychology, 30(2), 222-239.
H, W. (2016). High Intensity/Intermittent Effort PE Lesson (Phosphate Decrement).
Australian Curriculum Lessons. Retrieved 9 May 2017, from
http://www.australiancurriculumlessons.com.au/2016/10/08/high-
intensityintermittent-effort-pe-lesson-phosphate-decrement/
Moore, G., Durstine, J. L., Painter, P., & American College of Sports Medicine.
(2016). ACSM's Exercise Management for Persons with Chronic Diseases and
Disabilities, 4E. Human Kinetics.
Woods, K., Bishop, P., & Jones, E. (2007). Warm-up and stretching in the prevention of
muscular injury. Sports Medicine, 37(12), 1089-1099.

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Learning Portfolio web link.
http://anthonynakhoul.weebly.com/

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