Nathan Gardiner 18037454

HPE Unit Outline

PDHPE Course PDHPE 5 weeks
Subject Duration (weeks):
10 lessons
(2 x 60 minutes lessons/week)
Movement skill and performance Unit Tile: Net/wall/court Year 8 Stage 4
Strand: Year/Stage:
What is the importance of shot selection?
Key Concepts / Big Ideas
What skills/tactics and techniques are needed to be successful in net/wall/court games?
(Essential Question)
Due to the challenging aspects involved in net/wall/court games this unit will be taught after target and strike/field games so that
Unit Context:
students can practice and develop basic skills needed for net/wall/court games. Students will be provided with the opportunity to play
(Scope and Sequence Information) modified, small sided, free play and whole games to fully enhance skill acquisition and skill development. Sports include volleyball,
badminton and tennis.
This net/wall/court unit will provide opportunities for different learners in terms of the type of game (modified, small sided, free play
Rationale:
and whole games) and ways that these games will be taught (teacher and student directed learning). Throughout this unit students will
(The importance of this learning) be asked and taught the technical and tactical aspects of each game so that both physical and cognitive development occurs.
Literacy Focus Numeracy Focus ICT Focus Differentiation

Diaries/blog – Students will write a diary
entry/blog online after each game played
or lesson. Students will be given some
criteria to base this off. Questions may
include – how did you perform in this
activity? What can you improve upon?
Could this activity be improved and how?
Understand learning area vocabulary –
Students will learn to implement specific
vocabulary regarding the games
techniques and tactics. This will be
achieved through formative assessment
and informal including class discussions.
Rate and record – Students will be
given the opportunity to rate each
other’s performance out of 10 in
different categories and then
provide feedback.
Generate ideas plans and processes -
Students will write a diary entry/blog online
after each game played or lesson. Students
will be given the opportunity to choose their
ICT device and application for making these
blogs/diary entries.
Collaborate share and exchange – After
students complete their own individual blog
an open class blog (for example an open
google document) will be used to share and
exchange information regarding the class
activities.
Objective:
 Hit a target or area/win the point.
 Rally for a certain amount of shots.
Coaching style:
 Students teach each other the shots
(reciprocal teaching) and guided inquiry.
Area:
 Increase or decrease field size/target area for
increasing or decreasing difficulty.
 Raise or lower net to increase or decrease
difficulty.
Numbers:

 Play as an individual, pairs and as a team.

Game Rules:

 Vary the nature of the pass and how many

 Nathan Gardiner 18037454
times it can be passed before crossing the
net.
 Range the number of points needed to win.
Equipment:

 Different hitting equipment (tennis racquet,

badminton racquet and hand).
 Size and type of ball.
 Size of target (witches hat or traffic cone for
example).
Inclusion:

 How could this game be improved/increase

inclusion of all participants?
Time:

 Limit/increase the time limit of each team

catching and hitting.
 Time games and create a round robin.

AC Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and cultures  Sustainability

 Asia and Australia’s engagement with Asia

AC General Capabilities

 Critical and creative  Ethical understanding  Information and

communication
 Intercultural
understanding
 Literacy  Numeracy  Personal and social
capability
thinking
technology capability

Other learning across the curriculum areas (Cross-curriculum content)

 Work, Employment and Enterprise  Aboriginal and Indigenous  Difference and Diversity  Environment  Gender
Nathan Gardiner 18037454
 Nathan Gardiner 18037454

Outcomes
Values and Attitudes Outcomes
Students Will:

Value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles

Knowledge and Understanding Outcomes

Strand Outcomes
Strand 2: Movement skill and 4.4 A student demonstrates
performance and refines movement skills
in a range of contexts and
environments.
Content
Learn about: Learn to:
Types of movement skills:  Practise and refine fundamental and specialised
 fundamental movement skills in predictable and dynamic learning
environments.
 specialised
 Participate in a variety of movement activities to
 locomotor and non-locomotor demonstrate and enhance body control, body
 manipulative awareness, object manipulation, anticipation and
Aspects of movement skill development: timing.

 body control and awareness  Participate in movement activities that demonstrate

and reinforce the transfer of skills across different
 object manipulation and control movement contexts.
 anticipation and timing  Participate safely in movement activities.
 technique  Demonstrate movement skills through a range of
Influences on skill development and performance: experiences including:
 applying skills across contexts - Games from categories such as net/wall/court.
 predictable and dynamic environments
 importance of practice
 safety
Contexts for specialised movement skills
 games

Skills Outcomes
Strand Outcomes
Decision-Making 4.12 Assesses risk and social
influences and reflects on
personal experience to make
informed decisions.
Moving 4.14 Engages successfully in a
wide range of movement
situations that displays an
understanding of how and
why people move.
Content
Students develop the capacity to move with skill and creativity in
a wide range of movement contexts and environments and to
value movement as a source of personal enjoyment and
satisfaction. It is through moving that students learn about the
capabilities of the body in motion. They use movement as a
medium for expression and communication, as a context for
social interaction, cooperation and teamwork, and as a source of
problem-solving and personal challenge.
Students develop the capacity to move with skill and creativity in
a wide range of movement contexts and environments and to
value movement as a source of personal enjoyment and
satisfaction. It is through moving that students learn about the
capabilities of the body in motion. They use movement as a
medium for expression and communication, as a context for
social interaction, cooperation and teamwork, and as a source of
problem-solving and personal challenge.
Nathan Gardiner 18037454
In developing movement skills students learn to:
- determine the purpose of movement, and their
personal needs and interests
- adapt and combine movements according to purpose
- act to participate safely
- communicate and collaborate to achieve group goals in
movement settings.
In developing movement skills students learn to:
- determine the purpose of movement, and their
personal needs and interests
- adapt and combine movements according to purpose
- act to participate safely
- communicate and collaborate to achieve group goals in
movement settings.

Overview of learning
Duration: Knowledge & Understanding
Week 1
1 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
Types of movement skills:
2  fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Content
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
Activity 1: The teacher will provide a PowerPoint Teacher observation: Classroom/hall
introducing badminton (attached in appendix). Teacher will observe with projector
students in activity
Warm up activity pacman: Students must run along a Multi-purpose
participation, both
chosen line (basketball lines) to avoid the pacman, once court
physically and verbally
tipped you become a blocker and must block that line.
(contributing to Badminton nets,
Game 1: Students are divided into pairs and are to face discussion). shuttlecocks and
each other approximately 15 metres away. Students must racquets
Self-assessment: After
first underarm hit the shuttlecock to their partner. After
the lesson is complete
the students feel comfortable doing this they can move
students will be given 5
onto the racquet and do the same. The top two
minutes to reflect on
performing students will help the teacher in refining other
their participation in the
students strokes and technique.
lesson. Focus question:
Modification (increase difficulty): After each successful hit What are the main
students must take a step back until they drop/miss the coaching points for a
shuttlecock. badminton swing?
Activity 2: A class discussion will commence discussing the Note: Students may also
correct technique for a swing, where the best contact utilise activity 2 (class
point is and the difficulty level of the game. discussion) for answers
in their blog as well.
Game 2 around the world: Half the class will be at one
end while the other at the other end. Students must hit
the shuttlecock once and then run around the other side
of the court to join the other line. Try keep the rally going
for as long as possible.
Modification: Students are only allowed three ‘lives’.
Activity 1: Kahoot quiz recapping the first lesson and Teacher observation: Classroom/hall
providing new information. Teacher will observe with projector
students in activity
Warm up activity turtle tag: Two people are in and are Multi-purpose
participation, both
required to tag the other ‘turtles’. Once tagged students court
physically and verbally
must go into their shell and curl up into a ball until
(contributing to Badminton nets,
someone not in comes and picks them up.
discussion). shuttlecocks and
Game 1 birds nest: Students are required to take turns racquets

Duration: Knowledge & Understanding
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
Week 2
3 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
Content
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
serving over the net and try to land the shuttlecock into a Self-assessment: After Pegs
hoop. Once landed into the hoop the student can take a the lesson is complete
Ask students to
peg from the basket and place it at the bottom of the net students will be given 5
bring an IT device
(see how many times you can land it into the hoop). minutes to reflect on
(have this in
their participation in the
Modification: Move hoops closer or further away. notices two days
lesson. Focus question:
prior to the
Activity 2: A class discussion will commence discussing the What is the difference
lesson).
difference you must make (to your swing) when directing you must make (to your
the shuttlecock to a specific space. swing) when directing Hoops
the shuttlecock to a
specific space.
Game 2 climb the ladder: Played in pairs this game
requires students to rally the shuttlecock back and forth. Note: Students may also
For every shot made in the rally a student from either side utilise activity 2 (class
can move the peg up that many rungs on the net until discussion) for answers
they reach the top and then they must go back down. in their blog as well.
Modification: Students must first bounce (or catch) the
shuttlecock (on or after serve) on their racquet before
hitting it over.
Warm up activity pirates: In quadrants of four and in equal Teacher observation: Soft balls of
groups of four students must try and take the balls from Teacher will observe different colours
other quadrants hoops. If tagged outside their quadrant students in activity (5 x 4 for
they must sit by that teams’ hoop until one of their own participation, both example)
team members tags them. physically and verbally
Hoops
(contributing to
Game 1 badminton volleyball: Similar rules to volleyball,
discussion). Badminton nets,
students are spread across two courts and must keep the
shuttlecocks and
shuttlecock in play with a limit of three hits before going Self-assessment: After
racquets
over the net. A team scores a point once the shuttlecock the lesson is complete
hits the ground. First team to 21 wins. students will be given 5 Multi-purpose
minutes to reflect on court
Modification: Add in a second shuttlecock, all team
their participation in the
members must hit the shuttlecock before going over the
lesson. Focus question:
net.
What is the difference
Activity 2: A class discussion will commence discussing the you must make (to your
importance of footwork and communication. Strategies swing) when directing
from both teams will also be discussed. the shuttlecock to a

Duration: Knowledge & Understanding
 technique
Contexts for specialised
movement skills:
 games
4 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
Content
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
Game 2 round the clock: Students are in a circle and must specific space.
hit/throw/place the shuttle to the student next to them.
Note: Students may also
When the teacher blows the whistle, they must change
utilise activity 2 (class
direction.
discussion) for answers
Modification: Add in another shuttlecock, students must in their blog as well.
handle the racquet with their non-dominant hand,
students are only allowed three lives (loose a life if you
drop the shuttlecock.
Warm up activity elf express: In groups of four students Teacher observation: Badminton nets,
must stay in their hoops always. The person at the back Teacher will observe shuttlecocks and
must jump into the third person’s hoop and then their students in activity racquets
hoop is passed down to the first person in line who jumps participation, both
Multi-purpose
into that hoop and so on. First person to cross the line 20 physically and verbally
court
metres away wins. (contributing to
discussion). Hoops
Game 1 pass the parcel: Two students are on each side of
Bean bags
the net and must rally back and forth with each other. Self-assessment: After
After one person hits the shuttlecock they must the lesson is complete
immediately swap with their partner who then hits the students will be given 5
next shot that comes over the net. minutes to reflect on
their participation in the
Modification: Students can keep score (first team to 10
lesson. Focus question:
wins), add in a second shuttlecock, elimination and play
Explain the importance
with groups of 6 a side.
of court positioning.
Activity 2: A class discussion will commence discussing the
Note: Students may also
importance of positioning on and off the court during the
utilise activity 2 (class
last activity and what the consequences are of poor
discussion) for answers
positioning.
in their blog as well.
Game 2 shuttle cricket: Six students are allocated on both
sides of the court. The batting team are in a line after the
first person, while the catching team on the other side
underarm throws the shuttlecock to the batter. If the
batter hits a deep part of the court without getting caught
out they receive six points.
Modification: Catchers are only allowed one hand to
catch, increase court size.

Duration: Knowledge & Understanding
Week 3
5 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
6 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Content
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
Warm up activity stretch snake: All students are allocated Teacher observation: Badminton nets,
in one line. The person at the front of the line performs a Teacher will observe shuttlecocks and
stretch (while slowly walking) and then everyone else in students in activity racquets
the line also must perform the stretch for 20-40 seconds. participation, both
Multi-purpose
After that student does the stretch they run to the back of physically and verbally
court
the line then the next person in line does a stretch. (contributing to
discussion).
Game 1 king of the court: Maximum six people down one
end and one person down the other. The student by Self-assessment: After
themselves is the king and the others are challengers. One the lesson is complete
challenger versus the king, play points best of three. If the students will be given 5
challenger wins they replace the king. If the king wins they minutes to reflect on
verse another challenger. their participation in the
lesson. Focus question:
Modification: Challengers build up and stay on court every
What were the main
time the king wins, all challengers start on court (6 on 1).
strategies to win a point?
Activity 2: A class discussion will commence discussing the
Note: Students may also
importance of finding space on the court and the best way
utilise activity 2 (class
to win the point.
discussion) for answers
Game 2 team add on: Two teams of about six players. The in their blog as well.
first round starts with one verses one student. If one
student wins another student comes on and so on. If you Main activity for
have more than one student on the court and lose the badminton teacher
point you go back down to one student. First team to win
observation: Team add
a point with all players on the court win that round.
on.
Modification: To score a team must win the point with all
players on the court and then take one away each time
then win the point back with one person (1 to 6 then 6 to
1).
Activity 1: YouTube video - Teacher observation: Four witches hats
https://www.youtube.com/watch?v=1ZSDIK23T7o Teacher will observe
students in activity Tennis racquets
Warm up activity numbers game: Students are to jog
participation, both and balls
around a playing field marked out by witches hats. The
physically and verbally
teacher will then call out a number (e.g. 5), students must
(contributing to
form a group of whatever number that is as fast as 2 multi-purpose
discussion).
possible. courts or tennis
Self-assessment: After

Duration: Knowledge & Understanding
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
Week 4
7 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
Content
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
courts
Game 1: Students are divided into pairs and are to face the lesson is complete
each other approximately 15 metres away. Students must students will be given 5
first underarm hit/throw the tennis ball to their partner. minutes to reflect on Basket of tennis
After the students feel comfortable doing this they can their participation in the balls
move onto the racquet and do the same. lesson. Focus question:
What are the differences Ladder
Modification (increase difficulty): After each successful hit
between a badminton
students must take a step back until they drop/miss the
swing and a tennis
tennis ball.
swing?
Activity 2: A class discussion will commence discussing the
Note: Students may also
correct technique for a swing, where the best contact
utilise activity 2 (class
point is and the difficulty level of the game.
discussion) for answers
Game 2, 3 across the court into ladder: Students will be in their blog as well.
fed (from a basket by the teacher or another student)
three balls across the court (one on the side, middle and
other side of the court). Once they hit these three balls
over the net they go through a ladder working on
footwork.
Modification: Add lives and elimination, have catches
down the non-hitting end.
Warm up activity self express: In groups of four students Teacher observation: Hoops
must stay in their hoops always. The person at the back Teacher will observe
must jump into the third person’s hoop and then their students in activity
Tennis racquets
hoop is passed down to the first person in line who jumps participation, both
into that hoop and so on. First person to cross the line 20 physically and verbally and balls
metres away wins. (contributing to
2 multi-purpose
discussion).
Game 1 pass the parcel: Two students are on each side of
courts or tennis
the net and must rally back and forth with each other. Self-assessment: After
After one person hits the ball they must immediately swap the lesson is complete courts
with their partner who then hits the next shot that comes students will be given 5
over the net. minutes to reflect on
their participation in the
Modification: Students can keep score (first team to 10
lesson. Focus question:
wins), add in a second ball, elimination and play with
Explain the importance
groups of 6 a side.
of court positioning.
Activity 2: A class discussion will commence discussing the
Note: Students may also

Duration: Knowledge & Understanding
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
8 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
Content
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
importance of positioning on and off the court during the utilise activity 2 (class
last activity and what the consequences are of poor discussion) for answers
positioning. in their blog as well.
Game 2 round the clock: Students are in a circle and must
hit/throw/place the shuttle to the student next to them.
When the teacher blows the whistle, they must change
direction.
Modification: Add in another shuttlecock, students must
handle the racquet with their non-dominant hand,
students are only allowed three lives (lose a life if you
drop the shuttlecock.
Warm up activity pacman: Students must run along a Teacher observation: Tennis racquets
chosen line (basketball lines) to avoid the pacman, once Teacher will observe and balls
tipped you become a blocker and must block that line. students in activity
participation, both 2 multi-purpose
Game 1 community: Students are split in equal teams and
physically and verbally courts or tennis
must rally the point out until someone misses the shot.
(contributing to
The person who misses the shot is out and plays on the courts
discussion).
other court. Play the game until everyone is eliminated on
one team.
Modification: Play across two courts and have teams. Self-assessment: After
Teams move up and down according to a win or a loss. the lesson is complete
students will be given 5
Activity 2: A class discussion will commence discussing the
importance of communication as a team. minutes to reflect on
their participation in the
Game 2 team add on: Two teams of about six players. The
lesson. Focus question:
first round starts with one verses one student. If one Explain the importance
student wins another student comes on and so on. If you
of communication as a
have more than one student on the court and lose the team.
point you go back down to one student. First team to win
Note: Students may also
a point with all players on the court win that round.
utilise activity 2 (class
Modification: To score a team must win the point with all discussion) for answers
players on the court and then take one away each time in their blog as well.
then win the point back with one person (1 to 6 then 6 to
1).

Duration: Knowledge & Understanding
Week 5
9 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
10 Types of movement skills:
 fundamental
 specialised
 locomotor and non-
locomotor
 manipulative
Content
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Practise and refine
fundamental and
specialised movement
skills in predictable and
dynamic learning
environments.
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
Warm up activity pirates: In quadrants of four and in equal Teacher observation: Tennis racquets
groups of four students must try and take the balls from Teacher will observe and balls
other quadrants hoops. If tagged outside their quadrant students in activity
they must sit by that team’s hoop until one of their own participation, both 2 multi-purpose
team members tags them. physically and verbally courts or tennis
(contributing to
Game 1 tennis volleyball: Similar rules to volleyball, courts
discussion).
students are spread across two courts and must keep the
Soft balls of
ball in play with a limit of three hits before going over the Self-assessment: After
different colours
net. A team scores a point once the ball hits the ground the lesson is complete
(5 x 4 for
twice. First team to 21 wins. students will be given 5
example)
minutes to reflect on
Modification: Add in a second ball, all team members
their participation in the Hoops
must hit the ball before going over the net, ball is only
lesson. Focus question:
allowed to hit the court once.
Explain the importance
Activity 2: A class discussion will commence discussing the of footwork and
importance of footwork and communication. Strategies communication.
from both teams will also be discussed. Strategies from both
teams will also be
Game 2 triples: Three players on each side of the net must
discussed in relation to
play the point out against each other. Once the point ends
the game: triples.
move a position and so on. This game allows students to
hit different shots in different parts of the court. Note: Students may also
utilise activity 2 (class
Modification: Add an elimination rule to the game, after
discussion) for answers
every hit students must rotate instead of when the point
in their blog as well.
finishes.
Main activity for tennis
teacher observation:
Triples.
Tennis racquets
Warm up activity stretch snake: All students are allocated Teacher observation:
in one line. The person at the front of the line performs a Teacher will observe and balls
stretch (while slowly walking) and then everyone else in students in activity
the line also must perform the stretch for 20-40 seconds. participation, both 2 multi-purpose
After that student does the stretch they run to the back of physically and verbally courts or tennis
the line then the next person in line does a stretch. (contributing to courts
discussion).
Game 1 tennis cricket: Played between two teams of six. Three badminton
One team down one end is the batting team who (one at Self-assessment: After courts
a time) must try and hit a specific part of the court for the lesson is complete

Duration: Knowledge & Understanding
Aspects of movement skill
development:
 body control and
awareness
 object manipulation and
control
 anticipation and timing
 technique
Contexts for specialised
movement skills:
 games
Content
Participate in a variety of
movement activities to
demonstrate and enhance
body control, body
awareness, object
manipulation, anticipation
and timing.
Demonstrate movement
skills through a range of
experiences including:
 Games from categories
such as net/wall/court.
Nathan Gardiner 18037454
Teaching and Learning Strategies Assessment FOR Resources
Learning
specific points (back = 6, service boxes = 2 and doubles students will be given 5
alley = 1 point). The team down the other end is the minutes to reflect on
catching team who try and catch the balls hit by the their participation in the
batting team. Once all members of the batting team are lesson. Focus question:
caught out three times each they swap and become the Explain the importance
catching team. of shot selection and
placement.
Modification: Catching team are allowed one hand one
bounce, can only catch with non-dominant hand. Note: Students may also
utilise activity 2 (class
Activity 2: A class discussion will commence discussing the
discussion) for answers
importance of shot selection and placement. Strategies
in their blog as well.
from both teams will also be discussed.
Game 2 free play: The teacher will set up 3 badminton
nets and one tennis courts with associated equipment.
Students are allowed free play for this last activity. The
teacher may also referee any games the students would
like to play from the previous lessons.
Modification: Students can change the field size and
equipment within reason.
 Nathan Gardiner 18037454

Assessment/Evaluation
Summative assessment Description (Assessment of Learning): Outcomes Assessed:
Knowledge and Understanding Outcomes:
Teacher assessment: movement skill and performance assessment.

Task: Observe student during the game team add on (for badminton) and triples (for tennis).  Strand 2: Movement skill and performance (4.4): demonstrates and refines
Students will be assessed (out of 5 each category) on the following categories – participation, movement skills in a range of contexts and environments.
decision making, execution of skill in a forehand and backhand swing. Skill Outcomes:

Components:
 Moving (4.14): engages successfully in a wide range of movement situations that
displays an understanding of how and why people move
 Participation: Students try to move when a ball comes in their strike range/actively
participates in team communication.
 Decision making (4.12): assesses risk and social influences and reflects on
personal experience to make informed decisions.
 Decision making: Students make the appropriate play for the situation.

 Execution of skill (forehand and backhand): Students make clean contact with the
ball with their swing starting low with a follow through up high finishing over the
shoulder.

Evaluation of Teaching and Learning:

Teachers evaluate the extent to which the planning of the unit has remained focused on the syllabus outcomes. After the unit has been implemented, there should be
opportunity for both teachers and students to reflect on and evaluate the degree to which students have progressed because of their experiences, and what should be
done next to assist them in their learning.

References:

ATGStores.com. (2012, June 14). How to master 3 basic tennis strokes [Video file]. Retrieved from https://www.youtube.com/watch?v=1ZSDIK23T7o.
Nathan Gardiner 18037454
 Nathan Gardiner 18037454

Suggested strategies
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers Movement Activities
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps  Technical practice
 Visual Representations  Jigsaw  Venn Diagrams  Applied skill practice
 Think all possibilities (TAP)  Brainstorming  Five Ws  Modified game
 Predict, Explain, Observe  Numbered heads  PMI charts  Small-sided game
 Y Chart or W Chart  Discussion  T charts  Full game
 Constructing Experiments  Expert Groups  Flow Charts  Free play
 Analogies  Round robin brainstorming  Frayer diagram  Games for outcomes

Some suggested Assessment Strategies:

Assessment Strategies
 Presentations (audio/video/multimodal)  Examinations and tests
 Group Work  Research projects
 Written reports  Peer-assessment
 Diaries, journals and logbooks  Self-assessment
 Debates/Speeches  Critiques
 Movement tasks
 GPAI
 TSAP
 Teacher observation
 Designing games

Appendix:

PowerPoint

Slide 1 Slide 2
 Nathan Gardiner 18037454

Slide 3 Slide 4

Slide 5 Slide 6
 Nathan Gardiner 18037454

Slide 7
 Nathan Gardiner 18037454
Kahoot

YouTube Video - https://www.youtube.com/watch?v=1ZSDIK23T7o

ATGStores.com. (2012, June 14). How to master 3 basic tennis strokes [Video file]. Retrieved from https://www.youtube.com/watch?v=1ZSDIK23T7o.
 Nathan Gardiner 18037454

Pedagogical Approach Extended Response

Unit planning/outline is essential for all teachers as it provides programming ideas for selected syllabus content. Units demonstrate ways to present syllabus content and
model a range of teaching, learning and assessment activities. Unit planning is essential for not only setting out specific content for specific outcomes but also planning out
how long and what amount of time is to be used for certain topics. Teachers must also consider diverse learners when creating the unit outline by exploring different
programming, planning and delivery of content supporting student learning. Teachers can work with the students to create and modify activities to suit their needs,
therefore creating an engaging positive environment. As Gilakjani et al. (2012) noted “teachers should make concentrated efforts to teach in a multi-style fashion that both
reaches the greatest extent of students in a given class and challenges all students to grow as learners”. Four main concepts included in the unit outline include the program,
scope and sequence, unit plan and lesson plan.

This net/wall/court unit will provide opportunities for different learners in terms of the type of game (modified, small sided, free play and whole games) and ways that these
games will be taught (teacher and student directed learning). Throughout this unit students will be asked and taught the technical and tactical aspects of each game so that
both physical and cognitive development occurs. Due to the challenging aspects involved in net/wall/court games this unit will be taught after target and strike/field games
so that students can practice and develop basic skills needed for net/wall/court games.

The sequence and order of activities are related to the types of skills and movement required in each sport. Badminton was placed before tennis due to the less complex
swing process required. Badminton uses a quick wrist action rather than a full low to high swing like in tennis. Due to the smaller court students were also able to adjust
their footwork from a smaller court in badminton to a much larger court in tennis.

Throughout the outline the feature of building skills was present across many topics. One such topic being stroke and footwork progression. The other major theme
progressed throughout the lesson was the type of game. Small-sided games, modified games, technical practice and applied skill practice were always placed before free
play, full games or games for outcomes. This was so that students could easily progress in their movement and skill development while also considering tactics. This
sequence is proven to be effective as Clemente et al (2014) stated that small – sided games show a similar efficiency as a traditional running method for developing fitness
and in developing both technical skills and tactical actions.
 Nathan Gardiner 18037454
After each lesson students must complete a self-assessment/diary entry/blog and students will be given criteria to utilise. Prompting questions can be included – how did
you perform in this activity? What can you improve upon? Could this activity be improved and how so? There are many advantages of self-assessment including the
appropriateness when the evidence to be assessed is intrinsically personal in nature, can be adopted to provide formative assessment (i.e., assessment ‘for’ learning) and/or
summative (i.e., assessment ‘of’ learning) and consistency in understanding key concepts can be demonstrated (or lack of consistency can alert teachers to problems).

Similar to self-assessment, peer assessment (also known as peer teaching) is used in week one where the top two performing students will help the teacher in refining other
students strokes and techniques and this is a very effective teaching style. There are numerous benefits associated with this style of teaching and learning. This can include:
students reinforcing their own learning through instructing others; there is a high level of interaction which promotes active learning; and students generally feel more
comfortable when interacting with their peers which fosters a more positive learning environment.

Students are given the opportunity for ‘free play’ which also provides many benefits. Whitebread (2012) confirms that children’s self-initiated play nurtures overall
development both physically and mentally. Whitebread (2012) states that in “classical societies of ancient Greece and Rome, children’s play was clearly valued, Plato (427 –
347 BC), for example, advocated the use of free-play, gymnastics, music and various other forms of leisurely activities as means of developing skills for adult life, as well as
supporting health and physical development.”

There has also been a movement in recent years as documented by Whitebread (2012) where there is difficulties in “developing effective practice to support children’s
learning through play, largely exacerbated by pressures to cover the prescribed curriculum, meet government imposed standards etc. Combined with the curbs on children’s
free play opportunities identified within the home context, this leads to a worrying picture overall of children across Europe and the rest of the developed world with
increasingly limited opportunities for the free play and association with their peers which were so commonly available only a generation or two ago to their parents and
grandparents.” Therefore the opportunity for students to have a window of opportunity for free play within the unit outline when they may not have it in other subjects or
even at home is of great importance to the student’s health and well-being, both physically and mentally.

Throughout this unit outline the activities are taught using a range of learning and teaching styles including teacher and student demonstration, PowerPoint presentation,
small sided skill development, small sided games, whole games and free play. These variations in games aim to target differing ranges in learning styles, motivation, cognitive
 Nathan Gardiner 18037454
abilities and interests as students learn in different ways and at different rates. Therefore, teachers must explore and experiment with different programming, planning and
delivery of content to support student learning.

References

Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on english language. Teaching Journal of Studies in Education. ISSN 2162-6952 2012,
Vol. 2, No. 1 www.111 .macrothink.org/jse.

Clemente, M.F., Martins, L.M.F., & Mendes, S.R. (2014). Developing aerobic and anaerobic fitness using small-sided soccer games: Methodological proposals. University of
Coimbra, Coimbra, Portuga. Retrieved from http://www3.med.unipmn.it/papers/2014/LWW/2014-07-
10_lww/Developing_Aerobic_and_Anaerobic_Fitness_Using.9.pdf

Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play. University of Cambridge. Retrieved from
http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf.