Professional Documents
Culture Documents
Zac Hean
Unit Plan
EDUC4730G
Zac Hean
Practical Component:
Badminton
Theory Component:
Sport in Society (Olympics)
EDUC4730G Unit Plan 2
Zac Hean
Learning Requirements
Unit Preface:
This unit occurs at the beginning of Semester One for Year 11, Stage One
students. The topics focussed on in this unit include Badminton (practical) and
Sport in Society (Theory). Both the teacher and the students have chosen
badminton as they are aiming for the best possible grades for their following
year in Year 12. The theoretical component will focus on the Olympics games.
Students will be guided through the historical and societal factors of the
Olympic games and encouraged to inquire and research an area of their
choice. There will be three summative assessments undertaken in this six-
week unit, a practical and two folio tasks worth 20% each. The remaining
summative assessments will be completed during the rest of the semester,
after this unit.
Class Background:
This school is located on the Eyre Peninsula, South Australia. The class of
year 11s are predominantly well behaved students who want to do their best.
Some students need guidance and motivation to complete their tasks and
some appear disinterested and need constant encouragement to participate
and apply themselves. Students get along well with each other as they play in
the same sports teams on the weekends in this small country area.
EDUC4730G Unit Plan 5
Zac Hean
Unit Aims:
Practical: Theory:
-Get students competent with -Develop student’s ability to research and
badminton to perform the fundamental share their findings through their own
shots such as the serve, overhead creative display
smash, overhead clear and drop shot.
-Demonstrate ability to work
-Develop student anticipation and ability collaboratively with other students to
to read the play complete tasks
-Develop teamwork and ability to cover
the court through communication -Have an extensive knowledge of the
historical, societal, cultural and logistical
factors of the Olympic games and its
relevance to society.
Grading Allocation
Knowledge Understand the fundamental rules used in badminton. (point system, court size,
ins and outs)
Be able to identify space in order to win the point and gain an advantage.
Comprehension Describe why a badminton player would opt to serve long or short. What is the
thought process behind this decision?
Describe how space can be used to your advantage. Can you anticipate your
opponents next shot?
Be able to create space by using both long and short shots to gain an advantage
in a game.
Analysis Analyse a sporting sequence video of your choice. For example: a 50m kick for
goal in AFL.
Were any environmental factors evaluated by the athlete before the action?
Did anything go wrong?
What can the athlete improve on?
Synthesis Your task is to apply the fundamental movements in badminton to other sports.
How are they similar/ beneficial? What movements need to be refined? For
example: The overhead drive is similar to a tennis serve.
Evaluation Students should film themselves performing each 4 badminton stroke during a
game. With this, an analysis can be undertaken to identify the key elements
involved with each stroke (centre of gravity, movement sequence, positioning
and stability). From here recommendations can be offered to how the participant
might improve their performance and game play.
EDUC4730G Unit Plan 7
Zac Hean
Planning a Sport in Society Unit of Work Using Bloom’s Taxonomy
(Theory Component)
Knowledge Introduction to Olympics
Compare and contrast 3 different nations from the Olympic games. Under the
headings: History, medal tally, funding and Issues, elaborate on the
differences.
Summative Assessments:
Prac Skills 20 Combination of self-evaluation and Students are graded on their badminton performance and their
Assessment teacher assessment. ability to display tactical elements of badminton (off the ball
play)
Unit Outline:
Week Introducing Introducing Sport Developing a level of proficiency in performance of practical Pre Assessment-
One: Badminton - Skills, in Society - skills Prac and Theory
gameplay and Olympic Games*
rules* Developing knowledge of the nature of sport in society
Week * The life of an interpret, analyse, and effectively apply (independently, within Formative Task
Four: athlete - training groups, and in teams) skills, specific concepts and ideas, Due
and regime* strategies, techniques, rules, and guidelines
Olympics Theory
Shows a strong knowledge of the nature of sport in society,
Quiz (formative)
developing understanding of an athlete’s diet and exercise
planning
EDUC4730G Unit Plan 11
Zac Hean
Week Defending - * interpret, analyse, and effectively apply (independently, within Folio Assignment
Five: Overhead clear / groups, and in teams) skills, specific concepts and ideas, 2 Due (20%)
Chip shot strategies, techniques, rules, and guidelines
Week Round Robin * demonstrate a level of proficiency in performance of practical Prac Assessment
Six: Competition skills and techniques specific to a variety of human physical - Badminton Skills
activities (20%)
Week One:
Pre Assessment:
Lesson Outline:
play a round robin doubles tournament. Games first to 11 to promote short games
and maximise participation against different opponents. 20 mins
Lesson Outline:
Students write 2-3 paragraphs on their knowledge of the Olympics: Why it exists,
current or historical issues etc.
Answers are shared in class through group discussion lead by the teacher.
Video: https://www.youtube.com/watch?v=9Cc7xErhEyk
Lesson Outline:
Compare and contrast 3 different nations from the Olympic games. Under the
headings: History, medal tally, funding and Issues, elaborate on the differences.
Present the findings in a poster or PowerPoint and share with another member of the
class.
EDUC4730G Unit Plan 14
Zac Hean
Week Two:
Lesson Outline:
Pre assessment: Traffic light tournament. Building on from last week, gives students
another chance to improve and determine their current skill level.
Main: doubles tournament. Allows students to get plenty of hits and practice whilst
playing lots of students. Emphasise rules and fundamental movements.
Conclusion:
Lesson Outline:
Video: https://www.youtube.com/watch?v=1W_zM7koJy8
Students record their thoughts on the video in 3-5 sentences. Share answers with
class.
Research:
Students identify an area of interest from the video and research it, and record: why
EDUC4730G Unit Plan 15
Zac Hean
it’s an interest to them, what the research suggests, possible reasons and solutions.
Conclusion:
Emphasise the vast nature of the Olympics and the many underlying factors through
student lead, group discussion.
Lesson Outline:
Students use this lesson to work on their assignment, seek clarification and
assistance from the teacher.
Week Three:
Lesson Outline:
Warm up:
Small sided games on half courts
Main:
Lesson Outline:
Video: https://www.youtube.com/watch?v=aKe294SqWPE
Formative Assignment 1. Analyse the 1972 summer Olympic games. What went
wrong during this time and how could it be improved. What has changed since this
disaster? Has it been good or bad, why?
*Appendix 1.
Lesson Outline:
Work on Formative Assignment 1, utilising the teacher for questions and clarity.
EDUC4730G Unit Plan 17
Zac Hean
Week Four:
Lesson Outline:
Lesson Outline:
· As a type of pre-assessment, students create a personal profile for an athlete of their
choice. The profile must include: age, sport, diet plan, training plan, experience,
achievements and anything else of interest.
· Introduction to the life of an Olympic athlete, how they train and what they eat. Look
at the following videos:
o https://www.youtube.com/watch?v=HAG4Rg-B5n8 (42 Days in the life
of an Olympian – training camp)
o https://www.youtube.com/watch?v=ALY9L0cAtJc (The diet of an
Olympic athlete)
EDUC4730G Unit Plan 18
Zac Hean
Students work in groups to discuss the life of an athlete, what it would be like, is it
worth it etc.
Lesson Outline:
Students complete an investigation of a diet plan of their choice. They can
choose any athlete from any sport. Look for key factors such as: dietary
requirements, exercise requirements, sleep and rest requirements. Explain
your results - for example: Why does a weightlifter have a diet high in protein,
and a heavy lifting exercise regime?
Week Five:
Lesson Outline:
1. Students begin warming up in the lesson by playing in a cooperative rally
2. Using the same technology as last week, students record a few minutes of their
own badminton game play.
3. In groups, students analyse each other’s footage and look positives and needs
for improvement.
4. They then note how the movements that are used in badminton may be applied
to other sports.
5. The class is finished with a round robin tournament.
EDUC4730G Unit Plan 19
Zac Hean
Lesson Outline:
Using an example of an elite athlete, run through their diet plan training regime.
Explain the reasons behind the diet and training and how it might improve
performance and create multiple health benefits. Create ongoing discussion to
keep students engaged.
Give students additional time to conduct ongoing research surrounding diet and
training plans. Look at the following pointers:
o Performance benefits
o Health benefits
o How does it enhance the body in relation to the sport being played?
Lesson Outline:
· Students must create a diet and exercise plan for an athlete from a sport of your
choice, it must be a different athlete from last week. The plan must go for one week,
including all meals. Ensure you are meeting the dietary requirements for your sport,
based off the research.
· Next, the students are to complete a SWOT analysis of their diet and exercise plan.
They are to identify their strengths and weaknesses and justify this with an
explanation.
Week Six:
Lesson Outline:
1. Having gained an understanding of how to use the technology involved in
analysing their skill, students have a final lesson to film themselves performing
each of the 4 badminton strokes during a game.
2. With this, an analysis can be undertaken to identify key elements involved that
need improvement.
3. A lengthened period of play is provided for students to show their badminton
skills which are being finalised during this lesson.
Lesson Outline:
· Providing information to students based on the benefits of training to those who are
affected by injury or age. Create some discussion on how the elderly might benefit
from the correct training and diet regime.
· Once completed, give students the opportunity to create a brief diet and training plan
for a client of their choice (must be aged 40+, can include parent, grandparent etc).
How might this plan assist them in their health and well-being.
Lesson Outline:
· With a classmate, compare the findings from last week. Discuss what are the
differences and justify why you came up with your answer. Evaluate how the training
and diet of your chosen client may be better than that of your classmates. Justify your
decision with reference to primary resources.
· Complete any remaining work surrounding the diet and training regime and hand up
as a folio.
EDUC4730G Unit Plan 21
Zac Hean
Using a country of your choice: Create your own theoretical tournament. What 5
sports do you choose and why? (think: popularity, ability) What social aspects do you
need to consider? What sporting stadiums will you use? How will it be funded?
You can present the information however you like: PowerPoint, essay, oral
presentation, academic poster etc.
Steps:
1. Choose 5 sports. Why have you chosen these? Think: popularity, ability,
entertainment factor
2. Choose a country that will host your games. Why have you made this
choice?
4. What stadiums will you use? Research current stadiums and facilities in
your chosen country.
6. Summarise your games - why would they/ would they not be successful?
What else do you need to consider?
EDUC4730G Unit Plan 22
Zac Hean
Folio Assignment 2
Your task is to create a diet and exercise plan for an athlete or person of
your choice.
Steps:
Options:
Presentation Options:
500 words
Steps:
1. What went wrong?
1. Are there any other socio-cultural issues that could affect future Olympic
Games?
Overhead Smash
to clear the ball
Overhead Clear
Serving – serves
to give an
advantage
Anticipation of
rally
_____/
25
Justification:
Introduction
Both Badminton and Sport in Society were looked at in this six-week unit for
practical and theory respectively. The unit aimed to develop student’s deeper
understanding of badminton, rather than the basic fundamentals. This
included tactics, rules and match awareness. This was achieved through
small-sided games and constant inquiry questions throughout the lessons to
encourage students to justify their actions. The theory lessons emphasised
student centred learning and inquiry, so students would leave the unit with a
comprehensive understanding of the Olympics and a substantial tactical
knowledge and application of badminton to meet the learning requirements of
SACE stage one. All assignment tasks were created with the learning
outcomes and performance standards in mind, ensuring that students will
leave the unit with comprehensive knowledge and be prepared for stage two.
This essay will explain the choices behind this unit and how the Teaching for
Effective Learning (TfEL) framework was utilised to support and strengthen
the unit. How the unit creates conditions for vigorous learning, develops
expert learners and how it personalises and connects learning will be
elaborated on and justified below. The unit will then be critiqued and any
potential improvements will be outlined.
The Department of Education (2010) recognise that one way to teach for
effective learning is to personalise and connect learning. To allow for this, the
unit has used a number of techniques to ensure that this has been
accomplished. One of these techniques is the constant use of pre-
assessment throughout the unit, for both practical and theory components.
Finding out what students already know is an important step to being able to
build on their learning and progress further. Being aware of previous
knowledge also assists in creating appropriate challenge for students, wherein
they are able to enhance their learning (Tomlinson, 2005). The unit also
provides opportunities for students to connect their learning to real life
situations, such as the Munich Olympic games. They are also required to
analyse existing diet plans and create their own, which could be implemented
in their own lives. From comparing what went wrong in the Munich Olympic
games and creating their own plan for a sports day, learning is promoted
through connecting a real life issue (e.g. terror attack) to their own context.
Additionally, within the practical unit, students are able to learn through a
range of different activities. Using technology as a form to analyse movement
patterns and skills, students are able to identify strengths and weaknesses
during play. Reviewing their footage provides an opportunity to analyse their
technical and tactical skills and allows them to improve. Students also have
the ability to apply their own interests and hobbies into a number of the
activities. They are able to look at the diet and exercise plans of their favourite
athlete, or even analyse the movement patterns of a sport they enjoy the
most. As a result, students may feel more comfortable in their learning,
EDUC4730G Unit Plan 29
Zac Hean
making it more personal and engaging to learn about. From the opportunities
and techniques identified, teaching for effective learning can take place
through personalising and connecting learning (DECD, 2010).
Possible improvements
Even though the unit provides students with a large number of opportunities
and techniques to learn in varying ways and forms, there are always
opportunities to enhance a unit of work. Firstly, the unit should be more
connected with the wider community, to associate students’ learning with their
own personal lives and aspirations (DECD, 2010). As a possible
improvement, students could choose a role model from their local community
and look at how their diet and exercise plans might differ to that of an elite
athlete. Something that also wasn’t addressed enough in the unit was the
opportunity for students to integrate their own interests into the learning tasks.
Students all learn in different ways and some would find Physical Education
more interesting than others. So to ensure that all students are engaged and
learning effectively, time should be put aside for students to investigate and
share their learning interests within the setting of the theory component.
Additionally, to help with this, another improvement to the unit would be the
way that students are assessed. Although students are given a significant
variety of ways to complete their assessment tasks, it would be beneficial in
future units to broaden the topics of assessment. By allowing students to
choose one of several options, they can choose what is more closely aligned
with their personal interests which could lead to better results. It has been
proven that providing students with multiple ways of demonstrating their
learning is effective, so for future units, the assessment tasks will be broader
and have a larger scope (Pratt, 2002). Depending on the class that the unit is
implemented on, a tiered lesson could also be implemented at some stage of
the lesson. The tiering would be based on the readiness levels of students to
ensure that all students are progressing regardless of their ability (Doubet &
Hockett, 2015). Further improvements can also be discovered once the unit
has been completed, after self-assessment and student feedback. Every class
EDUC4730G Unit Plan 30
Zac Hean
is different and varying student needs must be accounted for, even if that
means changing aspects of the unit.
Conclusion
We verify that all group members have equally contributed to the production
of both part 1 and 2 of this assignment.
EDUC4730G Unit Plan 31
Zac Hean
Pratt, D. D. (2002). Good teaching: One size fits all? New directions for
adult and continuing education, (93).