PHYSICAL EDUCATION PEER PRESENTATION LESSON PLAN

University of South Australia • School of Education

NAME: Karly Neoh

ACTIVITY: Handball Skills (AFL)

DURATION: 10 minutes

DATE: 24 / 04 / 2018

Number of Participants:

Equipment/Space Requirements:

- Large space for students to spread out

- Footballs (one for every student)

- 2 x large bins (or other large containers to use as targets)

- Whistle & timer (for teacher)

Outcomes for Activity:

The students will:

- Practise and improve their handballing skills

- Demonstrate handballing with both hands

- Increase their heart rate

- Cooperate with others positively during the lesson, both in pairs and a team

The teacher will:

- Ensure there is enough space for students and establish boundaries

- Provide students with cues to improve their handball skills

- Offer students feedback to improve their skills

- Encourage all students to participate

Description of Activity/s
Introduction:
Explain to students that we will be
developing our AFL handball skills
in today’s lesson.
Demonstrate to students how to
correctly hold the ball and handball
action. Provide students with verbal
cues as you demonstrate. Repeat
demonstration.
Ask students to stand up and
practise the movement without a
ball.
Progression 1:
Get students into pairs, provide
each pair with a football. Ask
students to stand facing each other
along two lines approximately 2
metres apart to practise their
handballing skills.
Challenge students to practise
handballing with their opposite
hand.
Key Cues/Points/Questions/Feedback Detailed Diagram of Organisation/Space Time
2 mins
• Create a platform with your hand, place
the ball nose facing up
• Make a fist with your right hand
pretending you are holding an ice cream
cone
• Pretend the footy is the ice cream and
you are scooping the ice cream up with
the cone
• Arm slightly bent, let your punching arm
swing freely
• Keep your eyes on the ball
• Stand almost side on to your target,
knees slightly bent to maintain balance –
(For a right-hander, the left foot is
forward, and vice versa for a left-handed
handball)
4 mins
Remind students of the cues as they are
practising their skills.
Provide them with individual feedback during
this time.
Progression 2:
3 mins
Break students up into two teams. Offer students encouragement during the
Each student will have one football. handball race.
Each team will line up 3 metres
away from a bin (the target). Allow teams to set their own goal of how many
footballs they will get in the bin during the set
Teams will have races to speed up time.
their handballing skills
development. One at a time
students will try to handball the
footy into the bin. Challenge to see
how many each team can get in 30
seconds then 1 minute challenges.

Conclusion

Ask students to put their footballs 1 min

back where they got them from.
Bring them back together on floor.
(Same as diagram 1)
See if students can recall any of the Who can remember some of the cues we
cues from today to handball a learnt today when handballing a football?
football correctly.

Thank students of their time.

 Peer Presentation Evaluation:
Maximum Individual Participation (MIP)
At the beginning of the lesson I believe MIP was attained. I provided a short demonstration and clear cues
for handballing a football, then everyone joined in by individually practising the motions without equipment.
The lesson then progressed to handballing with partners. Having students work in pairs increased MIP as
students were constantly active and practising their skills and not running after the ball for half the activity.

Where students were finding the activity too easy, I challenged them to handball with their opposite hand or
to move further apart from their partner; or if they were finding it too hard encouraged them to move close
to practise their skills. This ensured students were engaged in the activity and were developing at the right
level for their skills, thus allowing for MIP.

In addition, having the activities organised and set up before the lesson ensured maximum time was spent
on students practising their skills and not on gathering equipment, setting up spaces and explaining
instructions. This ensured students were engaged and active.

As the lesson progressed to small teams I believe MIP decreased. To get through the lesson I modified this
activity on the spot. Therefore, I was not as organised and more time was spent on providing students with
instructions and explanations. Also teams were made up of about 7 students, therefore students were not
constantly practising and developing their own skills, instead they had to watch and wait for others. In the
future, to increase MIP I would form smaller groups of 4 students and have more goals around the space to
ensure students were getting more opportunities to practise their handballing skills.

Communication (demonstrations/voice/feedback)
I received positive feedback regarding the demonstration and verbal cues I provided at the beginning of the
lesson; For example, “make a fist with your hand pretending you are holding an ice cream” and “pretend
the footy is ice-cream and you are scooping it up with the cone”. This provided a nice imagery for students
and helped them to visualise the motions; it was also appropriate to relate it to ice-cream for Year 2
students.

To ensure instructions were clear for all students I ensured they were standing in a semi-circle around me
so they could see my demonstration. I also repeated the actions along with verbal cues. I then had students
practise the motions I showed them without equipment to check that they had understood instructions and
could modify them before I handed out footballs.

During the first activity, where students were practising their handballing skills in pairs, I had them spaced
out on parallel lines. This helped me to observe all students at once to see who needed assistance and
who needed extending. I received great feedback regarding my movement around the space to provide
praise and constructive feedback to all students. My comments were specific and related to individual
students to help them improve their skills. For example if students were finding the activity too easy I
challenged them to move further apart and/or practise their skills with their opposite hand. In contrast, if
students were struggling with the motion I observed their actions and offered feedback related to the cues I
provided at the beginning, (e.g. “try to cup your hands when making your platform”, “When you’re scooping
up your ice-cream try to keep your arm straight”, and “keep your eye on the ball”). Providing this timely and
individualised feedback allowed students to adjust their body’s and actions to successfully improve their
handballing skills. Giving positive feedback and praise also encouraged students’ to keep practising and
participate in all activities.

While my voice was clear and well projected at the beginning of the activity, during the second task some of
my peers could not hear my instructions. In the future, to ensure all students understand instructions I
would use a louder voice and also bring students closer together to give instructions instead of having them
in a spaced out line.
Physical Safety
I feel that safety was effectively managed throughout the lesson. In the first activity I set clear boundaries
for students when practising their handballing in pairs, having them spaced out on the parallel lines ensured
they remained in a set space where they could clearly see others to avoid any collisions.

During the second activity I hadn’t considered some of the safety risks that arose. For example, when
students were going to collect their ball from the baskets. However, this was quickly attended to by clearly
stating to students to wait until people were back behind the black line to start handballing again. Where
students do feel physically unsafe activities should be modified to help them feel secure and comfortable.

Progressions/modifications
I received positive feedback regarding the progression of the beginning activities in the lesson. First I
demonstrated actions and verbal cues to students; they then practised this individually without equipment;
and then practised their skills in pairs. This progression allowed students to gain confidence with these new
skills. My peers also commented that I timed the progressions well; I could see when students needed
extending or greater assistance. To help differentiate activities for students who found the task too easy I
challenged them to use their opposite hand and to move further away from their partner. In contrast where
students were struggling I asked them to move closer and provided them with individual feedback.

The final activity was not scaffolded as successfully. In the future I would begin with students practising
their handballing into the basket before speeding up the activity to a race. I feel the activity progressed too
quickly and students’ did have an opportunity to practise their skill