LESSON THEME: Games and Sports STAGE & YEAR: Stage 1

LESSON NAME: 2016 1/2Y Olympics training. Lesson 1/2

FMS: Locomotor skills - Year 1 and 2

Knowledge and Understanding Outcomes:

GSS1.8 - Performs fundamental movement skills with equipment in minor games.
ALS1.6 - Participates in physical activity, recognising that it can be both enjoyable and important for health.
Skills Outcomes:
COS1.1 - Communicates appropriately in a variety of ways.
INS1.3 - Develops positive relationships with peers and other people.
MOS1.4 - Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
PSS1.5 - Draws on past experiences to solve familiar problems.

Section Content Teaching & Learning Strategies Resources

Introduction N/S/E/W Warm-up Location  Personal hats’, water and

5min Students spread out accordingly within the space. The
 Outdoors – Approximately one quarter of the oval space. appropriate running shoes.
teacher will discuss with students the directions of the
 Indoors – The school hall (wet weather).  4 ✕Ground markers/ cones.
coordinates, identifying where the sun rises, where the
sun sets, and where north will be. The aim of the game  Time keeper/ stop watch.
Teaching Strategies
is to run in the direction that is called out by the
 Escort students to the appropriate learning space. Seat
teacher. Variations can include skipping, jumping and
students in a suitable area, separate from distractions and
hopping.
under relative shade.
Students form a circle. Stretches include head, arms,  Ask for two volunteer students to mark out the activity space
shoulders, hips, quads and hamstrings. by setting coloured cones 20 paces from the starting line.
These tasks can be delegated to monitor students with
challenging behaviours.

Instruction of the activity:

“Welcome to the 2016 SPS Olympics training. I'm going
to ask some question about the Olympic Games. Put
your hand up if you can tell me; Who has been watching
the 2016 Rio Olympics? Can anyone tell me some
sports events they have seen? Today we will begin our
training for the 2020 Olympics, held in Tokyo. Can
anyone tell me which country Tokyo is in? Today we
will be focusing on skills that are essential when
competing in most Olympic sports including running,
hopping, skipping and jumping. First we must warm up
our bodies. Can anyone tell me why it is important to
warm up before we begin playing games and sport?”

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Kate Addison WSU Student #17249166
Body Teacher demonstrations of FMSs and exercises
5 min Explain and revise the components involved in performing
the following movements according to the strategies.
 Running/ Lands on ball of the foot on bent knee, high
knees, strong trunk, bent arms move opposite to legs.
 Side Gallop/ side on stance, step on leading leg, slide
lagging leg and clap feet together, hands on hips.
 Hop/ Support leg bends on landing, then straightens to
push off, lands and pushes off on the ball of the foot,
non-support leg bent and swings in rhythm with the
support leg, arms bent and swing forward as support leg
pushes off.
 Skip/ Lands on ball of the foot, knee of support leg
bends to prepare for hop, arms swing in opposition to
legs.
5 min Rob the Nest
Students apply FMSs including sprint running and hopping.
 Arrange students into groups before the instruction is
given. Students are given a number they must sit behind
the coloured cones, e.g. 1’s will sit behind the red cone,  Intentionally arrange the students using the numbering
2’s will site behind the blue cone, 3’s behind the green
and 4’s behind the yellow. Give the students their
numbers to ensure inclusivity. In front of each cone
students will have a hoop on the ground with 5
beanbags contained inside.
 If time persists this game can be played twice more with
variations including steeling two eggs at a time and
hopping on one leg.
Kate Addison WSU Student #17249166
Teaching Strategies for teaching FMSs  FMS teaching guidlelines cited
 Begin first by demonstrating a poor attempt at each skill, from NSW Department of
whilst inviting the students to describe your errors. Ask three Education and Training, (2000).
students to volunteer and demonstrate for each action at a Get Skilled: Get Active. A k-6
time, whilst asking the class to observe and describe the three resource to support the teaching of
key components to each skill. Scaffold the students along the fundamental movement skills.
recommended components noted and published by the NSW Curriculum Support Directorate.
Department of Education and Training (2000).
Teaching Strategies
 4 ✕Ground markers/Cones.
 Arranging the students into groups and allocation will better
support the students’ understandings of the instruction, as  4 ✕Hoops.
they are able to visualise the setting and understand the
demonstration in context.  16 ✕ Beanbags.
 Time keeper/ stop watch.
system to appropriately equalise and support students with
challenging behaviours and students with learning
difficulties.
 The teacher will give the instruction with a demonstration.
Students will play a short trial game first to ensure their
understanding of the game.
Instruction of the activity:
“Hands up if anyone knows what a track and field event
is and has watched the track and field events of the Rio
Olympics? These events are similar to your Athletics
carnivals. The following activities are similar games to
the relay track events at the Olympics. First up we will
be playing Rob the Nest. Who has played Rob the Nest
before? Would someone like to explain the rules?,
2

Relay Game
10 min Teacher demonstrations of FMSs and exercises
Explain and revise the components involved in performing
the following movements.
 Vertical Jumping/ Crouches with knees bent and arms
behind the body, use arms as momentum forward and
upward, legs straighten in the air, and lands on balls of
the feet and bends knees to absorb landing.
 Students are now asked to return their hoops and
beanbags to the side and relocate their teams to line up
from a starting point indicated by the teacher.
 The teacher will give the instruction with a
Kate Addison WSU Student #17249166
please listen carefully.
Instructions: (reference in case some have been missed)
 The aim of the game is to steal eggs from another
teams nest to place in your teams’ nest. You are
sitting in your teams now. The hoop is your nest
and the beanbags are the eggs.
 One at a time the person at the beginning of your
line will run to another teams nest to steal only
ONE egg and return this egg back to the nest, as
soon as the egg is back the next runner can leave
the nest.
 You must only take one egg at a time and you must
wait until the runner in front of you is back before
you may leave.
 You will have one minute and you need to have at
leats 3 eggs in your nest before the minute is up.”
Ask the students to repeat important rules.
“When is it your turn to steel an egg? How many eggs
can you steel at one time?”
 After the first game teacher will ask evaluation questions to
ensure understanding and encourage self-assessment?
“Who enjoyed that game? What are some things that
didn’t work for you? What will your try in the next
game to improve?
Teaching Strategies
 Begin first by demonstrating a poor attempt at the jump.
Teacher will ask three students to volunteer and demonstrate  12 ✕Ground markers/Cones.
the action, whilst asking the class to observe and describe the  Time keeper/ stop watch.
three key components to the skill. Scaffold the students along
the recommended components as noted and published by the
NSW Department of Education and Training .
Instruction of activity:
“ Now we are going to move onto a similar game of team
relay running. This game is just like Rob the Nest,
however instead of steeling eggs you will be running
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 demonstration. Students will play a short trial game first
to ensure their understanding of the game.
If time persists this game can be played twice more with
variations, changing the FMS to jumping and skipping, and
reducing the time to 1.5 minutes and 1 minute. It may also be  After the first game teacher will ask evaluation questions to
possible to add cones as obstacles.
Spy Kids
10 min Students practise FMSs including sprint running, hopping,
skipping, side gallop, and jumping,
 The students are to stay seated at their cones, ask one
student from each team to space out one extra cone and
the two hoops according to the designated paces, and
according to the space. In case of indoor location the
course can be adapted and decreased in size.
 The teacher will give the instruction with a
demonstration. Students will play a short trial game first
to ensure their understanding of the game.
 If timing persists the game will be played once or twice
more.
Conclusion Students will participate in cool down breathing and
5 mins stretching activities. Students form a circle with the teacher
in the middle and perform stretching and controlled breathing
exercises.
Behaviour management strategies:
Kate Addison WSU Student #17249166
around the cone opposite your team and back, to high
five the next runner on your team, so they can run. You
must get through all of your team players before the
timer runs out at 2 minutes.”
ensure understanding and self-assessment.
Instruction of activity:
“This last game today will be much like the relay game
we have just played. This game is called Burglar Bust. I  12 ✕Ground markers/Cones.
will explain the rules of the game to you.
1) The aim of the game is to get all of your team and  8 ✕Hoops.
stolen jewels (beanbags) safely in and out of the bad  16 ✕ Beanbags.
guys club house before the timer runs out, and before
 Time keeper/ stop watch.
you are noticed.
2) One at a time beginning with the first runner on
your team you will skip across the coded floor to the
first cone.
3) You will then side gallop past the guards to the
first hoop.
4) You will then jump in and out of the hoop three
times to break the first security code.
5) You will then walk heel to toe past the sensory
cameras to the second hoop.
6) You will jump in and out of the hoop again to
break the second code.
7) And finally you will hop over the laser beams to
the stolen jewels before taking back a jewel and
running back to your team for the next runner to go.
Your team has 4 minutes to steel all the jewels.”
 After the first game teacher will ask evaluation questions to
ensure understanding and self-assessment.
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  The games have been designed and instructed to ensure the students understand that they are not competing against each other. This must be implemented and clearly explained to
the students to encourage sportsmanship and positive reinforcement across the class.
 Activities can be modified by eliminating one element to cater for students with poor motor skills.
 Students with behaviour problems have been selected to be demonstrators and game organizers which allows them to keep active without disrupting other students while you are
giving verbal instructions.
 Students are questioned for understanding of activities given to accommodate ESL and students with learning difficulties.

Evaluation and Assessment

 Evaluation and assessment will be based revised during the evaluation discussions following the first round of each game. Students will be asked what they enjoyed most about the game
and where they believe they need to improve their skills in the following rounds.
 Evaluation should consider the following; Was there enough time allocated for each activity? Did students work well in the arranged groups? Did students understand the instructions?

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Kate Addison WSU Student #17249166
LESSON THEME: Games and Sports STAGE & YEAR: Stage 1
LESSON NAME: 2016 1/2Y Olympics training. Lesson 2/2.
FMS: Locomotor and Manipulative Skills - Years 1 and 2.

Knowledge and Understanding Outcomes:

GSS1.8 - Performs fundamental movement skills with equipment in minor games.
ALS1.6 - Participates in physical activity, recognising that it can be both enjoyable and important for health.
Skills Outcomes:
COS1.1 - Communicates appropriately in a variety of ways.
INS1.3 - Develops positive relationships with peers and other people.
MOS1.4 - Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
PSS1.5 - Draws on past experiences to solve familiar problems.

Section Content Teaching & Learning Strategies Resources

Introduction 5min Pirate Ship Location  Personal hats’, water and

The space is an imaginative pirate ship and the students are • Outdoors – Approximately one quarter of the oval appropriate running shoes.
the crew who must follow the demands of the captain, the space.
teacher. The students move freely throughout the space until • Indoors – The school hall (wet weather).
the teacher gives the commands indicating their movement as Teaching Strategies
follows: • Escort students to the appropriate learning space. Seat
 Port – run to the left side of the ship. students in a suitable area, separate from distractions
 Starboard – run to the right side of the ship. and under relative shade.
 Bow – run to the front.
 Stern – run to the back. Instruction of the Introduction and Warm Up:
 Scrub the deck – mimic the movement. “Welcome back 1/2Y to your Olympics training. Last training
 Hit the deck – lay on your front. session we learnt and practiced a range of Fundamental
 Row the boat – students find a partner and sit down Movement Skills that we would use for a variety of games and
opposite, holding hands and pretending to row a boat. sports. Who can tell me what those movements were and one
 Attention on deck – students respond “Aye Aye important component to that skill? To begin today’s training we
Captain!” and await further instructions including will need to warmup just like last lesson. The warm up today is
skipping, side gallop, and hopping. called Pirate Ship. You must imagine that this space is a pirate
ship.”
Students will then be asked to form a circle to begin the
warm up stretches. (Clearly direct the coordinates of the ship including bow, stern,
port and starboard)

“I will be your Captain and you will be the crew. When I give the
direction you must run to that direction. When I say scrub the deck
you must scrub the deck. (etc.) The aim of this game is to listen
carefully.”

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Kate Addison WSU Student #17249166
Body Teach the FMS of the Over Arm Throw and the Catch
10min  Over Arm Throw/ Throwing arm bent at the elbow
behind you, point and aim with other arm and leg
together, remember aiming one side of the body, twist at
the hips, extend throwing arm up and out.
 Catch/ Eyes on the object, hands together to form a cup, describe the three key components to each skill. Scaffold the
placed at chests, trap the object and bring into chest.
Students will form two lines and practise their over arm
throwing and catching opposite each other. Add variations to
the throwing and catching including;
 throwing and catching on their knees,
 with one hand behind their backs,
 standing a further three steps from each other,
 using a ball.
Teaching Strategies for teaching the Over Arm Throw  FMS teaching guidlelines cited from
• Begin first by demonstrating a poor attempt at the Over Arm NSW Department of Education and
Throw, whilst inviting the students to describe your errors. Ask Training, (2000). Get Skilled: Get
three students to volunteer and demonstrate for Active. A k-6 resource to support
each action at a time, whilst asking the class to observe and the teaching of fundamental
movement skills. Curriculum
students along the recommended components noted and published Support Directorate.
by the NSW Department of Education and Training (2000).
 14 ✕ Beanbags.
 If required spend more time on this activity as opposed to the
following, unless student engagement is declining.  14 ✕ Balls.
Instruction:
“May I have two straight lines, (indicating the line) may I have
this line take three steps back. Using the bean bags you will know
practice over arm throwing and catching keeping in mind the
components we have discussed. Who can remind us the key
components we need to remember to use?”

10min Relays Game 2.0 (Over Arm Throwing)
The game involves relay throwing a ball until the timer runs
out. The first student runs out to their opposite cone, the
second student then throws the ball to the first student. Once
the ball is thrown the second student runs to take the first
students position. This action is continued until all students Teaching Strategies
have had their turn.
 Arrange students into groups before the instruction is
given. Students are given a number they must sit behind
the coloured cones, e.g. 1’s will sit behind the red cone,
2’s will site behind the blue cone, 3’s behind the green
and 4’s behind the yellow. Give the students their
numbers to ensure inclusivity.
 Students first race against a timer and then each other.
 The game can be varied including FMSs of skipping and
jumping.
 After two minutes ask the students to change their action
according to the listed variations.  8 ✕Ground markers/ cones.
 Time keeper/ stop watch.
 14 ✕ Balls.
 Ask for one student to mark out eight coloured cones in a
line, two cones per group. Students are then arranged into
groups. Once students are seated give the instruction. During
the instruction ask the line leaders to run one of the coloured
cones out into the activity area, ensure the students have kept
the cones inline and allocate the distance.
 Intentionally arrange the students using the numbering
system to appropriately equalise and support students with
challenging behaviours and students with learning
difficulties.

Instruction:
“Who can remember what games we played last week? Who can
explain how we played the relay games? Does anyone have
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Kate Addison WSU Student #17249166

10min Rob The Nest 2.0 (Over Arm Throwing)
Players break into four teams grouped in the shape of four
corners of a large square, each with their own holla hoop of
beanbags symbolising eggs. When the game begins the first
two players of each team steel an egg, passing the ball to
each other using their over arm throwing and catching skills.
Players are not allowed to move when they are holding the
egg.
• Students play in their same groups.
 Students have 3 minutes to complete each round.
 In the final round students compete against each other to
win the game.
 The game can be varied including FMSs of skipping,
hopping and extending the size of the space.
Kate Addison WSU Student #17249166
anything else they would like to add? Today we are going to play
relay games, however this time we are going to include throwing
and catching. When the timer begins, your line leader will run out
to the opposite cone, the person next in line will throw the ball out
to the first person, once they have caught the ball the second
person will run out behind the person they threw the ball to and so
on.”
 Invite one group to demonstrate the action.
“Before we play our first game lets have a practice run”
 Invite all the students to try the action.
“Now we know how the game works, the aim is to get through
every person on your team before the timer runs out. Once you
have taken your turn you must sit down, once everyone in your
team is seated then I will know your team has finished.”
 After the first game teacher will ask evaluation questions
to ensure understanding and encourage self-assessment?
“Who enjoyed that game? What are some things that
didn’t work for you? What will your try in the next
game to improve?
Teaching and Behaviour Strategies
Ask two students to arrange the games space using the map  4 ✕Hoops.
provided with 40 paces between the coloured cones. These two
students could be selected as model students with a privilege, or  16 ✕ Beanbags.
students who are having trouble with concentration. Overall select  Time keeper/ stop watch.
students that have demonstrated competency in the previous
games lesson as they will be missing out on the instruction.
Instruction:
“Hands up if you remember how we played Rob The Nest in our
last lesson. Hands up if you would like to explain how we played
this game? Does anyone have anything they would like to add?
This time we play Rob The Nest we will be playing it a little bit
differently. Instead of running to another teams’ nest to steel eggs
you will be passing the eggs back through your team members,
8
 just like players do in Basketball. Who can tell me the rules of
Netball?”

 Students identify that they can not run with the ball.

“Therefore if you want to steel an egg you must run to the

oppositions nest, pick up an egg, one team member must then run
close to you, and then you must throw the egg between you, as you
run closer to your home nest. Remember you must not run with the
egg and only two team members can steel an egg at one time.
Once two team members have successfully stolen an egg, they will
go to the end of the line and the next two waiting will take their
turn”

 Demonstrate how this is done with a student who has

played Netball or who has shown their understanding of
the rule.

Teaching Strategy
 Allow students to play one mockup game to develop further
understandings.
 After the first game teacher will ask evaluation questions to
ensure understanding and self-assessment.

Conclusion 5min Cool Down and Stretching Teaching Strategy

Students form a circle and participate in breathing and  Having the students form a circle will allow for clear view
stretching activities, including holding and controlling breath between yourself and the students.
and rolling out stretched of the spin, head and sides of bodies.  Creating the circle will also give opportunity to create a
discussion of the overall evaluation of the lesson, including
what was enjoyable, the key components of FMSs, and
sections or elements they found difficult and may need work.

Instruction:
“Thank you for your efforts today. I hope to see you all in four
years time representing Australia at the Olympics in Tokyo. Now
we will cool down. May everyone form a circle, holding hands
with the person next to you, let go, and take 3 big steps back.”

Include:
 Breathing in and out for five seconds each time, include
using arms and standing firmly feet shoulder width apart.
 Students stand firmly with hands out either side and lean to
both sides.
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Kate Addison WSU Student #17249166
  Students slowly bend down to the ground, starting from their
head to chest until hand to the ground, relaxing the whole
way through.

 Ask evaluation lessons to ensure understanding and allow

for self-assessment of learnt outcomes.

Instruction:
“Going around the circle can each person share one skill they
have learnt or improved on today. This can include a physical
action or how we work in a team.”

Behaviour management strategies:

 The games have been designed and instructed to allow competitive and non-competitive aims. This must be implemented and clearly explained to the students to encourage
sportsmanship and positive reinforcement across the class.
 Activities can be modified by eliminating one element to cater for students with poor motor skills.
 Students with behaviour problems have been selected to be demonstrators and game organizers which allows them to keep active without disrupting other students while you are giving
verbal instructions.
 Students are questioned for understanding of activities given to accommodate ESL and students with learning difficulties.

Evaluation and Assessment

 Evaluation and assessment will be revised during the evaluation discussions following the first round of each game. Students will be asked what they enjoyed most about the game and
where they believe they need to improve their skills in the following rounds.
 Evaluation should consider the following; Was there enough time allocated for each activity? Did students work well in the arranged groups? Did students understand the instructions?

10
Kate Addison WSU Student #17249166
Assignment One: PDHPE Lesson Reflection

For the purpose of this assignment I have prepared two sequential Physical Education (PE)
lessons, teaching the Fundamental Movement Skills (FMSs), recommended by the NSW Department
of Education and Training (2000), through structured games as required in the NSW Personal
Development, Health and Physical Education (PDHPE) syllabus (Board of Studies, NSW, 2007).
These lessons were prepared and taught to a combined year one and two class at Springwood Public
School. The lessons were taught two weeks apart alongside the supervising class teacher.

As a result of incorporating the Games Sense approach to teaching PE, I found the teaching
strategies advocated were commonly student centred as students were enabled to explore the FMSs of
PE through play and participate in their own development and assessment through scaffold self-
evaluation strategies. As discussed by Georgakis, Wilson and Evans (2015), prioritising a Games
Sense pedagogy over a skill and drill based approach, repetitive practice of skills through drills, takes
away from the general activity of students, social constructs, and solely depends the learning focus
onto the teacher, allowing for greater possibilities for student disengagement. Therefore, when
executing the lessons, I utilised signs of disengagement as a prompt for varying the current action or
changing the game activity altogether. Responding to these signs supported the structure of the lesson
and the essence of the Games Sense pedagogy as the students remained the centre of the learning
experience. These signs worked as indicators to measure and control the pace of the lesson. From the
first lesson taught I found the timing of activities did not run according to the plan, as less time was
spent on one activity over the other. This was mostly due to gauging student engagement and keeping
the direction of the game in their favour. Therefore, in the planning of my second lesson I had
indicated activities that may be disregarded if timing proved more valuable spent on the catching and
throwing FMSs activity.

In conjunction with sustaining a student centred approach to learning, Georgakis et al., (2015)
raised concerns of promoting assessment through self-evaluation strategies to ensure the process
remained authentic. In particular, the topic of authentic assessment was highlighted as an issue across
the board of all physical education pedagogies, as assessment and evaluation of activities has been
poorly missed. As recommended I incorporated strategies from Gulikers, Bastiaens and Kirschner’s
(2004) structure, promoting Authentic Assessment, by constantly raising questions and encouraging
prompts, allowing the students to evaluate where they believe improvement is required and how it is
relevant to their personal experiences. From the experience of the first lesson I found the cooling
down activity to be a valuable time frame for running a scaffold group discussion on what each
student had learnt from the lesson. Incorporating this strategy assisted in both the assessment of
achieved outcomes and the tailored directed of the lesson.

As the facilitator of the learning environment, and for the success of Games Sense strategies,
it is important to involve creativity in the process of lesson planning. As emphasised by McNeill, Fry
and Hairil (2011), high levels of student engagement and motivation stem from the reliance of
imagination and structured play. As exemplified in my deliverance of activities such as Spy Kids,
Pirate Ship and Rob the Nest, when elements of imagination and play were condoned, in particular
with Spy Kids a game unknown to them, their motivation and levels of engagement improved as the
aims and desired success of the skills appealed and proved relevant to their experiences (Webb &
Pearson, 2012).

Kate Addison WSU Student #17249166

11
 Along with supporting creativity and placing the learning focus of FMSs in the hands of the
students, the Games Sense pedagogy caters for all levels of ability and does not discriminate on
previous experiences. A topically common issue found with most dated approaches to PE, as
mentioned by Georgakis et al., (2015) and Light (2013), is the limiting opportunities these strategies
give to students who may not have prior school-based experience or understanding in sport, or
students whose learning capacity of physical activity is limited to those of their fellow peers.
Involving games and structured play opposed to the skill and drill approach allowed for the students
in the class to gain a clearer understanding, relevant to a wider scope of experience; as students
related FMSs to how they operate in games, raising students from an equitable level of confidence.
This was particularly crucial with the class as a small group of students demonstrated having a wide
knowledge of sports and played sports outside of school, whilst many others had limited knowledge
and experience in playing sports, and a varying range of ability in between.

Strategies that proved successful throughout both lessons included establishing behavioural
management standards prior to the beginning of the lesson and leaving the classroom. Before both
lessons I spoke with the class about expected and crucial behaviour required to successfully
participating in the upcoming lessons. Topics discussed included expected behaviour such as respect,
listening, cooperation, and taking safety precautions including wearing appropriate head wear and
bringing drinking water. The introductory discussion included an explicit explanation of the
consequences at stake, including a time out zone deciphered by myself, if students could not
demonstrate the standards of the expected behaviour. Establishing these behaviour standards and
bringing attention to the students understanding and implementation of cooperation and team work
proved crucial to the operations of the lesson. Setting these social frameworks allowed for students to
further explore and develop these important PE skills such as patience, cooperation and team problem
solving (Georgakis et al., 2015, Butler, 2013). As revised from my first lesson, I found the lessons and
the games sense approach incorporates and allows for achievement in most skills outcomes from the
NSW PDHPE syllabus (Board of Studies, NSW, 2007), including communicating, interacting,
moving, and problem solving. As a result, I emphasised how these skills are crucial to the operation of
the games and encouraged these behaviours throughout.

Overall I found the profound presence of creativity and themes throughout the games, and the
early establishment of positive behavior expectations and social responsibilities to be highly
successful. Both these strategies were notably valuable when reflecting on the progress between
lessons. During the first lesson I had included these strategies, however without consistency. Though,
during the second lesson, and when adjusting my plan, I heavily endorsed these strategies throughout
the duration and noticed a considerable difference in student engagement and success in students’
learning of the intended outcomes.

Kate Addison WSU Student #17249166

12
 References

Board of Studies, NSW. (2007). Personal development, health and physical education k-6 syllabus.
Retrieved from http://syllabus.bos.nsw.edu.au/pdhpe/

Butler, J. (2013). Situating ethics in games education. Canadian journal of education, 36(4), 93-114.
Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1562044854?accountid=36155

Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic assessment in physical education: A case
study of game sense pedagogy. Physical Educator, 72(1), 67-86. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1700478916?accountid=36155

Gulikers, J., Bastiaens, T., & Kirschner, P. (2004). A five dimensional framework for authentic
assessment. Educational Technology Research and Development, 52(3), 73. Retrieved from
http://ltc.nutes.ufrj.br/constructore/objetos/obj3406.pdf

Light, R. (2013). Game sense. London, England: Routledge.

McNeill, M., Fry, J., & Hairil, J. (2011). Motivational climate in games concept lessons. The
ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance,
6(1), 34-39. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/917531947?accountid=36155

NSW Department of Education and Training. (2000). Get skilled: Get active. A k-6 resource to
support the teaching of fundamental movement skills. Curriculum Support Directorate.

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Kate Addison WSU Student #17249166

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