HPE Unit Outline

PDHPE Course PDHPE 5 weeks

Subject Duration (weeks):
(2 x 60 minutes
lessons/week)
Movement and Skill Performance Unit Tile: Strike/field games Stage 4/year 8
Strand: Year/Stage: Stage 4/Year
8

What skill set is required in order to successfully participate and complete strike/field games?
Key Concepts / Big Ideas
(Essential Question) What is the objective of each game for both the batting and fielding team?
Students will be participating in different forms of strike/field games that consists of baseball, cricket, softball, teeball and kick ball.
Unit Context:
Students will be challenged in many different ways through the use of small sided games and modifications for the necessary games.
(Scope and Sequence Students will develop numeracy and tactical skills which entail a point system based on the direction students take. For example: students
Information) will score 3 points if they are able to hit the ball into a certain area of the playing field, whereas 1 point will be given if the ball is hit in
the regular playing field.
The importance of this learning is to introduce to students to stike and fielding games with the intention to develop substantial skills
Rationale:
throught the activities to enhance their experience. Students are given the opptortunity to develop both cognitive and affective outcomes
(The importance of this through movement skill outcomes. All students will have the ability to develop their skills through the use of small sided games allowing
learning) students to have full participation in each activity.

Literacy Focus Numeracy Focus ICT Focus Differentiation

Delivery of presentations focus on
strike/field games and allow the students
to understand the fundamental skills of
each sport assessed throughout the unit
of work. Discussions and feedback will
be implemented as well as group
presentations in order for each student to
achieve maximal enjoyment.
- Analyse team plays
- Focus on point systems in order
to achieve greater results and
recognise what they need to do in
order to win.
- Different range of ICT used in
order for students to achieve
maximal results and
participation.
- Kahoot, google doc and
mircrosoft powerpoint will be
used as ICT tools to introduce
students to strike and field
games and test their knowledge
throughout the unit.
- This will be done through the
use of an assessment task held at
the end of the unit.
Coaching Style:
- Reciprocal teaching - Students
teach each other the pass, shot, kick
and throw
- Guided inquiry – students
discover how to perform shots
How to score/win:
- Set target cones – if they hit
between the cones they receive extra
points.
-set target hula-hoops wherr students
gain extra points if the ball lands or
stays in the hoop.
Area: field size – increase or
decrease.
- make running distance further
or closer.

Numbers
- Play as a team instead of an
individual

Game Rules:
- vary the pass
- allow any pass or vary the
pass.
- Modify game so they have to
hit from the tea or if they cant hit they
can throw the ball into the field.
-fielding team can not move unless all
items have been thrown/hit into the
field.
-Students use weaker arm/leg to kick
and throw.
- Students must complete a number of
passes before swapping over
possession etc.

Equipment:
- use different bats/balls (players
choice). For example: size/weight.
- use different heights of tee or
a cooperative bowler.
- Bigger size ball/bat
-Playing tea

Inclusion
- How would they change it or
what rules would they
introduce?

Time
- Give them more/less time with the
ball. Give them minute intervals eg:
how many passes they can complete in
a minute.
AC Cross Curriculum Priorities
 Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia
 Sustainability

AC General Capabilities
Information and  Intercultural  Literacy  Numeracy  Personal and
 Critical and creative  Ethical
communication understanding social capability
thinking understanding
technology capability

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

 Work, Employment and  Aboriginal and  Difference and  Environment  Gender
Enterprise Indigenous Diversity
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 Content
Learn about: Learn to:
Strand 2: Movement skill and Students will demonstrates and refines Types of movement skills
performance movement skills in a range of contexts and Practise and refine fundamental and
– fundamental
environments specialized movement skills in
– specialized
predictable and dynamic learning
– locomotor and non- environments
locomotor
– manipulative

Aspects of movement skill

development
- body control and awareness
– object manipulation and
control
– anticipation and timing
– technique
Participate in a variety of movement
activities to demonstrate and
enhance body control, body
awareness, object manipulation,
anticipation and timing.

Influences on skill development

and performance
– applying skills across
contexts
– predictable and dynamic
environments
– importance of practice
Participate in movement activities
that demonstrate and reinforce the
transfer of skills across different
movement contexts.
Participate safely in movement
 Strand Outcomes Content
Learn about: Learn to:
– safety activities.

Contexts for specialised

movement skills
– Games
Demonstrate movement skills
through a range of experiences
including:
- games from categories such
as striking/fielding

Skills Outcomes
Strand Outcomes
Moving 4.14 engages successfully in a wide range of
movement situations that displays an
understanding of how and why people move
Problem solving 4.16 clarifies the source and nature of
problems and draws on personal skills and
support networks to resolve them.
Decision Making 4.12 assesses risk and social influences and
reflects on personal experience to make
informed decisions
Content
Students will learn how to control their bodies through a wide range of
different activities thus creating a feeling of satisfaction and enjoyment.
Students will learn to adapt to situations and apply strategies which will
enhance their performances and complete each activity more efficicently.
The use of small sided games will allow them to contribute as a group and
effectively execute strategies.
Students will develop the knowledge to make informative decisions based
on the scenario that they are in. They will be able to predict sitatuations and
adapt to them as well as consider consequences that may occur during the
game based approach. For example if students do not defend bonus areas
the consequence is that they will have a bigger challenge ahead of them in
order to win.
Overview of learning

Duration: Knowledge & Understanding Teaching and Learning Strategies Assessment FOR Resources
Content Learning
 Types of movement Practise and Introduce Strike/Field games: Students are to review
Week 1
1
skills refine Students review google doc link providing and PowerPoint - Marker cones
– fundamental fundamental information on the fundamentals of strike presentation in order to - Tennis balls
– specialized acknowledge their - Beanbags
and specialized and field games. Proceed by asking
– locomotor understanding on the - Frisbees
movement students what is the goal of both the batting fundamentals of strike
and non- - Hula-hoops
skills in and fielding teams is in strike/field games. and fielding games.
locomotor - Suitable playing area
predictable and The tactical focus of this lesson is for
– manipulative - Base pads
dynamic students to understand the fundamentals of Teacher observation:
- https://docs.google.com
learning strike and field games with a strong focus Students respond to
/document/d/19Q4SWE
environments throwing, catching and fielding. teacher’s questions using
daNjINgNXbTRhCQ4
open ended questions and
Activity 1 – Game sense. Hih4fcnHrd6ovLa-
answers.
Aspects of 5 students per team. The batter has the ball wTJas/edit?
movement skill Participate in a in his hand and throws it into the playing Q1: How did you feel usp=sharing
development variety of field. The fielding team must create a you went in each
movement tunnel and roll the ball under their legs in activity?
- body control
activities to order to stop the play. The batting team is Q2: Did you manage
and your time and space
demonstrate then to run as a group from behind the pitch
awareness correctly on and off the
– object and enhance to a cone set up 5 metres away and back to
ball?
manipulation body control, score a point. Constantly rotate roles. Each
and control body batter/pitcher gets one attempt before Teamwork:
– anticipation awareness, swapping roles. Question and answer time Students use strategies to
and timing object to influence awareness for strategies for defeat opposition.
– technique manipulation, both the batting and fielding team.
anticipation and Activity 2: Pukamitjal: Self assessment:
Decision making: did I
timing. 5v5 small sided game. Students are split
hit/throw/kick the ball
into teams. Teams consist of one team into the right area in
throwing the ball to each other and the order to achieve bonus
team trying to intercept the ball. This points.
improves tactical awareness for the
Influences on skill students as they will have to decide where Skill execution:
development and they should stand to either complete a pass Was the technique I used
correct? If so did it reach
performance Participate in or intercept the ball. Students swap over
the desired area?
– applying movement after completing 5 passes between each
skills across activities that other. Question and answer time to
contexts demonstrate influence awareness for strategies for both
– predictable and reinforce the batting and fielding team.
 and dynamic the transfer of Activity 3 – Throw the eggs:
environment skills across 5 students per team. Batting team has 3
s different items which include a tennis ball, beanbag
– importance movement and a Frisbee and have to then throw all
of practice contexts. three items in the playing field at each turn.
– safety Participate Fielding team have to recover all three
safely in items to the hula-hoop which will be placed
Contexts for movement where the batter is situated. Question and
specialised activities. answer time to influence awareness for
movement skills strategies for both the batting and fielding
– Games Demonstrate team.
movement Activity 1 – Batting practice: Teacher observation: - Suitable weighted bats
2
skills Students pair up standing 3 metres away Students respond to - Tennis balls
through a range from each other with one throwing the ball teacher’s questions using - Softballs
open ended questions and - Marker cones
of experiences and the other student hitting the ball back
answers. - Mitts
including: to them with the bat.
- Base pads
- games from Teamwork:
Activity 2 – Tunnel softball: - Suitable playing area
categories such Students use strategies to
Performed in a 5v5 game, 1 pitcher and 4 defeat opposition.
as
fielders. Once the ball is hit with the bat,
striking/fielding
students on the batting team have to run to Self assessment:
a cone situated 5 metres away and back to Decision making: did I
the batter’s pitch. The fielding team must hit/throw/kick the ball
all form a line and pass the ball to each into the right area in
order to achieve bonus
other before the batting team can stop.
points.
Question and answer time to influence
awareness for strategies for both the batting Students are to keep a
and fielding team. tally in their exercise
books determining their
Activity 3 – Manipulated softball: team’s score.
5v5 small sided game. The pitcher throws 3
balls and the batter has to hit all 3. The Skill execution:
batting team then runs to the cone situated Was the technique I used
correct? If so did it reach
5 metres away from the pitch, each run
the desired area?
constitutes for a point. Fielding team must
gather all 3 balls before the batting team
 can stop running. Question and answer time
to influence awareness for strategies for
both the batting and fielding team.
Activity 1 – Take the ball: Teacher observation: - Hula-hoops
Week 2

3
5v5 relay game. The 2 teams line up Students respond to - Tennis balls.
against each other with a hoop next to each teacher’s questions using - Basketballs
open ended questions and - Soccerballs
team. The students then race each other to
answers. - Volleyballs
the middle where the balls will be and
depending on what ball they choose to grab - Marker cones
Teamwork: - Bases
they either dribble with their feet or hands Students use strategies to
- Tennis rackets
back to the hoop. First team to finish wins. defeat opposition.
- Baseball bats
Question and answer time to influence
awareness for strategies for both the batting Self assessment:
Decision making: did I
and fielding team.
hit/throw/kick the ball
Activity 2 – Koolchee: into the right area in
order to achieve bonus
5v5 small sided game. Students line up
points.
against each other with volley balls in
hand. The aim is to knock out the opposing Skill execution:
players ball out of the field andback to
Was the technique I used
them. Each student has 3 balls. Field is set correct? If so did it reach
up at a 15 by 15 metre square. Question the desired area?
and answer time to influence awareness for
strategies for both the batting and fielding
team.

Activity 3 – Rapid ball:

5v5 small 5v5 small sided game. Fielding
team spreads out in the playing field and
are given a ball. Once the batter hits the
ball the whole batting team must run
around the bases until the fielding team has
successfully completed 5 passes. Rotate
after every strike until everyone has had a
bat. Question and answer time to influence
awareness for strategies for both the batting
 and fielding team.
Activity 1 – Base tag: Teacher observation: - Marker cones.
4
4v4 small sided game. 4 bases are set up in Students respond to - Foam balls
a diamond shape with the fielders standing teacher’s questions using - Tennis balls
open ended questions and - Bases/mats
on the bases with foam balls in their hands.
answers. - Suitable bats
The batting team runs continuously around
the bases avoiding the throw. Players can - Playing tee (optional
Teamwork:
be safe on a base but only for 3 seconds. Students use strategies to
Question and answer time to influence defeat opposition.
awareness for strategies for both the batting
and fielding team. Self assessment:
Decision making: did I
Activity 2 – Long ball: hit/throw/kick the ball
5v5 small sided game. Students are split into the right area in
order to achieve bonus
into a batting and fielding team. 2
points.
bases/mats are set up at either end of the
field. Once the bowler throws the ball the Students are to keep a
batter must strike the ball and run to the tally in their exercise
other base. If tagged the player is out, if books determining their
safe the player is still in the match. team’s score.
Question and answer time to influence
Skill execution:
awareness for strategies for both the batting
and fielding team. Was the technique I used
correct? If so did it reach
Activity 3 – Modified baseball: the desired area?
5v5 small sided game. Pitcher from the
fielding team throws the ball to the batter
and once hit the batter must run around the
bases. Fielding team must return the ball to
the pitcher before the run can end. If the
batter is caught between bases they are out
and lose a point for their team. A point is
only earned if the batter goes back to home
base. Question and answer time to
influence awareness for strategies for both
the batting and fielding team.
Week 3 Teacher provides students with a self- Teacher observation: - Marker cones
5
reflection worksheet through google doc. Students respond to - Suitable sized cricket
teacher’s questions using bats
open ended questions and - Stumps
Activity 1 – Tennis ball tag:
answers. - Suitable playing area.
Playing area to be marked out at 15 metres
by 15 metres in the shape of a square. Balls - Tennis balls
Teamwork:
are placed in one corner. When the whistle - Exercise books
Students use strategies to
- Pens
goes the nominated tagger has to run and defeat opposition.
- Google doc:
grab a ball and begin to tag the other
Self assessment: https://docs.google.com/
students. Students have the option to document/d/1HKS8D8vt
Decision making: did I
underarm throw the ball at their peers as GLJ754UCHkY_usOZ9v
hit/throw/kick the ball
well. Once tagged they grab a ball and join into the right area in QkPI_5azbkPLaBS5Y/e
the taggers. Last student to get tagged wins. order to achieve bonus dit?usp=sharing
Question and answer time to influence points.
awareness for strategies for both the batting
and fielding team. Students are to keep a
tally in their exercise
Activity 2 – French cricket: books determining their
5v5 small sided game. Fielding team has to team’s score.
catch or bowl the batting team out. Bowler
Skill execution:
throws the ball through an underarm
technique. Once the batter hits the ball he Was the technique I used
must them run to and from the bowler with correct? If so did it reach
the desired area?
the rest of the batting team until the ball is
back to the bowler. Once the batter has his
turn the next team member has his turn. Set
up specific areas for extra points. Question
and answer time to influence awareness for
strategies for both the batting and fielding
team.

Activity 3 – Continuous cricket:

5v5 small sided game. Bowler underarm
throws the ball to the batter, whether the
batter hits or misses the ball they must run
to cone on either side of the stumps.
 Bowler can release the ball as soon as he
receives the ball. Batters can get out by
being bowled, stumped or caught. Question
and answer time to influence awareness for
strategies for both the batting and fielding
team.
Activity 1 – Warm up: Teacher observation: - Basketball court
6
Played on the basketball court with each Students respond to - Tennis balls
student either holding a tennis ball or a teacher’s questions using - Basketballs
open ended questions and - Stumps
basketball. Students are to dribble the ball
answers. - Base pads
around without bumping into each other.
They can choose to use their non-preferred - Marker cones.
Teamwork:
hand to increase difficulty. Students use strategies to
defeat opposition.
Activity 2 – Diamond cricket
4v4 game. Each batter is situated at a stump Self assessment:
in the form of a diamond. Once the ball has Decision making: did I
been hit each batter has to run to the base hit/throw/kick the ball
on the right. Bowler chooses who he would into the right area in
order to achieve bonus
like to throw to. Once the ball is received
points.
he can release it straight away at an attempt
to run the batters out. Question and answer Skill execution:
time to influence awareness for strategies
Was the technique I used
for both the batting and fielding team. correct? If so did it reach
the desired area?
Activity 3 – Cricket baseball:
5v5 small sided game. Field set up to match
a baseball field. Once the batter hits the ball
he must run to the first base on their right.
Batter must get to the home based to
constitute for a run. Stumps will be set up
at each base so students can run them out.
Question and answer time to influence
awareness for strategies for both the batting
and fielding team.
Activity 1 – Bucket ball: Teacher observation: - Marker cones
7
Students respond to
 5v5 small sided game. Fielding team teacher’s questions using - Buckets
week 4
spreads out into the playing field as an open ended questions and - Bouncy balls
inner and outer layer. The inner fielders answers. - Foam balls
have to stay inside the diamond that is 10 - Beanbags
Teamwork: - Batting tee
by 10 metres big, while the outer layer has Students use strategies to
its own fielders. Batters have to throw 3 defeat opposition.
balls into the playing area. Once the third
one is thrown the fielders have to gather the Self assessment:
ball and throw it to a fielder standing on the Decision making: did I
base, then they have to run and put it in the hit/throw/kick the ball
into the right area in
balls in the bucket to end the play. Question
order to achieve bonus
and answer time to influence awareness for points.
strategies for both the batting and fielding
team. Skill execution:

Activity 2 – In the zone: Was the technique I used

correct? If so did it reach
6v6 small sided game. Students are split
the desired area?
into fielding and batting teams and paired
up. One student bowls/bats and their
partner has to field or run to the cone
situated 10 metres away for points. There
are target zones which act bonus point
zones if the ball reaches the target.
Question and answer time to influence
awareness for strategies for both the batting
and fielding team.

Activity 3 – Little tee-ball:

5v5 small sided game. Batter must hit the
ball off the tee into the playing area and
must run around each base until ball has
been fielded. Fielding team can get batters
out by catching the ball on the full or
running them out. The rest of the batting
team must run behind the pitch to a cone
situated 10 metres away in order to score
 extra runs. Fielding team can interchange
after every 3 hits. Question and answer
time to influence awareness for strategies
for both the batting and fielding team.
Activity 1 – Hoop and bucket: Teacher observation: - Hula-hoops
8
5v5 small sided game. Students are to line Students respond to - Buckets
up against each other 15 metres away from teacher’s questions using - Marker cones
open ended questions and - Tennis balls
each other and have 2 hula-hoops and 2
answers. - Squishy balls
buckets in the middle. They are then given
a tennis racket and 3 balls each and have to - Bouncy balls
Teamwork: - Beanbags.
aim for the buckets/hoops. First team to get Students use strategies to
- Tennis rackets
all 3 balls in either win. Buckets are worth defeat opposition.
- Baseball bats
2 points and hoops are worth 1 point.
Self assessment: - Cricket bats
Question and answer time to influence
Decision making: did I
awareness for strategies for both the batting
hit/throw/kick the ball
and fielding team. into the right area in
order to achieve bonus
Activity 2 – The pit of fire:
points.
5v5 small sided game. Field is set up to a
15 by 15 metre square with a section in the Skill execution:
middle of the field known as the ‘pit of
Was the technique I used
fire’. Batters bounce the ball to each other correct? If so did it reach
and then hit the ball. If the fielding team the desired area?
catches the ball on the full the batter is out
as well as if it lands in the pit of fire. If the
ball is dropped off a catch the fielding team
loses a player (elimination game).

Activity 3 - Interact all:

5v5 small sided game. The ball is hit into
the field with a preferred bat of their choice
and then has to run around his teammates
until everyone touches the ball from the
fielding team. The next batter has their turn
and same rules apply. The team with the
most runs wins. Question and answer time
 to influence awareness for strategies for
both the batting and fielding team.
Activity 1 – Kick-return: Teacher observation: - Soccer balls
9
Students are to pair up and roll the ball to Students respond to - Marker cones
Week 5

their partner. The partner must kick the ball teacher’s questions using - Bouncy balls
open ended questions and - Base pads
back 5 times before swapping roles.
answers. - Suitable playing area
Question and answer time to influence
awareness for strategies for both the batting Teamwork:
and fielding team. Students use strategies to
defeat opposition.
Variated kickball:
5v5 small sided game. Kicking team places Self assessment:
the ball on the home base and kick it into Decision making: did I
the playing area. Students must roll the ball hit/throw/kick the ball
to each other until everyone has rolled it to into the right area in
order to achieve bonus
end the run. Question and answer time to
points.
influence awareness for strategies for both
the batting and fielding team. Skill execution:

Activity 3 – kickball: Was the technique I used

correct? If so did it reach
5v5 small sided game. Fielding team rolls the desired area?
the ball to the kicker and he must kick the
ball into the playing area. All strikers must
run to and from a cone situated 5 metres
away to constitute for a point. Fielding
team must then retrieve the ball to a hula-
hoop of the kicker’s choice. Each student
must touch the ball with their feet before
placing the ball in the hoop. Question and
answer time to influence awareness for
strategies for both the batting and fielding
team.
Activity 1 – Warm up: Students are to complete - Soccer balls
10
Students to pair up and stand 5 metres look at a googl doc in - Marker cones
away from each other. Students are to then order to complete their - Bouncy balls
final assessment. - Base pads
roll the basketball to each other and catch
the ball or trap it with their foot then pick it - Suitable playing area
Teacher observation: - Basketballs
up and roll it back. Question and answer Students respond to
time to influence awareness for strategies teacher’s questions using Youtube link for assessment
for both the batting and fielding team. open ended questions and ideas: https://www.youtube.com
answers. /watch?v=EfSAdybDsYI
Activity 2 – Endless ball:
5v5 small sided game. Fielding team has 5 Teamwork:
balls and the pitcher rolls the ball to the Students use strategies to
batting/kicking team. Each student must defeat opposition.
kick the ball into the field and the fielding
team must gather all 5 balls and return Self assessment:
them to the bucket situated at the pitcher. Decision making: did I
hit/throw/kick the ball
Batting/kicking team must run to the
into the right area in
pitcher and back to the base for points. order to achieve bonus
Question and answer time to influence points.
awareness for strategies for both the batting
and fielding team. Question and answer Skill execution:
time to influence awareness for strategies Was the technique I used
for both the batting and fielding team. correct? If so did it reach
the desired area?
Activity 3 – Diamond kickball:
4v4 small sided game. There is 1 pitcher
standing in the middle of the diamond and
3 fielders while the kicking team is situated
at each base. Pitcher can choose who he
wants to roll the ball too. Once the ball is
kicked the players must run to the next
base. Question and answer time to
influence awareness for strategies for both
the batting and fielding team.

Final assessment: Students are to create a

lesson based on a sport of their choosing
that has been covered through the unit of
work. They must create a video using
“Coache’s eye” and it must include
modifications, tactical and technical skills
and numeracy focuses to enhance student’s
performance. An example will be provided
through a youtube link for students to gain
an understanding.
Assessment/Evalutation

Summative assessment Description (Assessment OF Learning): Outcomes Assessed:

Observe students as they are performing fielding during the kickball match.
- Mark each player’s attempt by giving them a score of 1-5 depending on their
execution.
 Assess students as satisfactory or unsatisfactory depending on their final
assessment which asks them to create a lesson in groups of 4 based on a strike
or fielding game of their choosing. Things to look for: effective
communication, modifications, co-operative learning and choice of
skill/games.
Knowledge and Understanding Outcomes:
Strand 2: Movement skill and performance (4.4): demonstrates and
refines movement skills in a range of contexts and environments
Skill Outcomes:
Moving (4.14): engages successfully in a wide range of movement
situations that displays an understanding of how and why people move
Decision-making (4.12): assesses risk and social influences and
reflects on personal experience to make informed decisions
Problem Solving (4.16) clarifies the source and nature of problems and draws on
personal skills and support networks to resolve them.

The components include:

- Skill execution: students correctly gather the ball and use the appropriate
technique that was asked of them to complete the skill.

- Decision making: Students throw/kick the ball to the appropriate base to stop
the play.
Evaluation of Teaching and Learning:
Teacher assessment:

- analyse the way the unit outline has maintained its focus on the syllabus.
The unit outline has maintained focus on the syllabus as it directly targets and analyses all the outcomes in the movement and skill performance strand. The use of modified
games has allowed students to gain maximal benefit and achieve the outcomes.

- After the completion of the unit, students and teachers should evaluate how well they have progressed throughout the unit.

 Focus on the experiences of both the teachers and students.

- The lessons can be improved by moving away from skill execution and focus more on game development.
References:

Community.cricket.com.au. (2017). Cite a Website - Cite This For Me. [online] Available at: https://community.cricket.com.au/schools/in2cricket-skills-
program/~/media/communitycricketcomau/Files/Schools/Cricket%20Smart/in2CRICKET%20Skills/3-6/MILO%20in2CRICKET%20Skills%203%20-%206 [Accessed 29
Sep. 2017].
Educationstandards.nsw.edu.au. (2017). PDHPE 7–10 | NSW Education Standards. [online] Available at:http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/pdhpe/pdhpe-7-10 [Accessed 10 Aug. 2017].
Meston, T. and Edwards, K. (2017). Yulunga Traditional Indigenous Games. [online] Sportingschools.gov.au. Available at: https://www.sportingschools.gov.au/resources-
and-pd/schools/yulunga/full-resource [Accessed 2 Oct. 2017].
Softball NSW. (2017). Modified Softball. [online] Available at: http://nsw.softball.org.au/modified-softball/ [Accessed 30 Sep. 2017].
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  Movement tasks

 Group Work  Research projects  GPAI

 Written reports  Peer-assessment  TSAP
 Diaries, journals and logbooks  Self-assessment  Teacher observation
 Debates/Speeches  Critiques  Designing games
Justification:

This unit of work has been constructed to introduce modified games in order to teach students

the fundamental skills regarding strike and field strategies. The games relate explicitly to strand 2 of

the PDHPE syllabus Movement skill and performance focusing on the skill outcomes 4.12 (Decision

making), 4.14 (Moving) and 4.16 (Problem solving). Game based pedagogy has been used as tool for

students as it focuses on technical and tactical approaches to games and how it can increase

engagement and enjoyment. It is also used as a tool for teachers to instruct the students on how they

need to complete each activity which is also evident through the Teaching Games for Understanding

approach. The Quality Teaching Framework was also examined in order to justify why the certain

syllabus outcomes were chosen and how they were met.

The two main pedagogical approaches that were covered in the unit outline were experiential

learning and co-operative learning. Experiential learning is the idea that students are using real objects

and the teacher is used as a mentor (Manolis, Burns, Assudani & Chinta 2013). Co-operative learning

is the idea that students work in groups to achieve maximal benefits of learning ( Casey, Goodyear, &

Dyson 2015). The skills are openly taught and assessed by the teacher to ensure students are learning

effectively. Strike and field games are an essential part of development for students as it creates

student awareness of the necessary tactics and technical approach needed to successfully complete

activities. The Teaching Games for Understanding approach allows teachers to focus on games rather

than skill units. Through this approach students are able to develop lifelong skills and knowledge that

can be applied to other sports (Slade, Webb, & Martin 2015). This has been demonstrated throughout

the lesson plan as the students were involved in small sided modified games in order to understand

each skill. Upon completing the modified games, the students are then involved in the full game in

order to test their knowledge and skill level in the accurate setting. By focusing on the skill outcomes

4.12, 4.14 and 4.16 the teacher allows the students to gain a deeper understanding on what is required

to complete the activities in the unit of work. The specific syllabus points taken from outcome 4.4

have been achieved throughout the unit of work through the use of different activities and their

learning will be demonstrated by completing their final assessment where they will have to construct
their own lesson based on modified strike/field games which include modifications to cater for all

student’s needs.

The Quality Teaching framework (QTF) is a successful tool used in all teaching programs to

ensure quality education is being provided in schools. In saying so, it provides teachers with a

necessary policy that direct them analyse the current teaching practices, as well as assessment

practices for students. The QTF can be split into three dimensions, they are: intellectual quality,

quality learning environment and significance (Forest, Webb & Pearson, 2007). Under each

dimension there are a set amount of elements; through the unit outline it is evident that specific

elements have been met. The intellectual quality elements that have been targeted are metalanguage,

which is evident as students are taught the correct terminology that they must apply in their final

assessment; it will also impact their learning throughout the unit. Problematic knowledge was another

element included throughout the unit that required students to dephire strategies which will benefit

their knowledge and performance on the field. The quality learning environment element emphasised

throughout the unit of work is the level of engagement, as all games were small sided and aimed at

influencing students to become more involved thus increasing their participation. Another quality

learning environment element which been incorporated into the lesson is students’ self-regulation as

they have been taught to learn and develop tactics on their own to influence their performance. The

elements knowledge integration and inclusivity in the significance dimension were both illustrated

throughout the unit of work as students were able to attain knowledge throughout each lesson. This

was achieved through the small sided games and the envionment created to cater for all students to

participate in regardless of their physical ability.

Differentiation has been achieved through the use of a questionnaire which highlights the

need for tactical strategies throughout modified games (Winnick, & Porretta 2016). The purpose of

the modified games is to allow students to consider what problems they may be facing in the

activities. Problems can be based on the students’ physical capabilities, for example: some students

may not be able to hit the ball as it is thrown to them. By modifying the game, students are able to

have the ball held in their hand, throwing it into the playing field; thus giving all students an equal
opportunity to engage themselves in each class (Manolis, Burns, Assudani & Chinta, R. 2013).

Further modifications are displayed to encourage students with their engagement in class. By

increasing and decreasing the size of the field, the difficulty of each game changes to suit their needs,

allowing them to gain the full experience of the game. These modifications also include the use of

bonus areas, which allow the students to devise plans that will encourage them to score more runs or

points if they achieve the goal of hitting the ball within the desired area. This creates an emphasis on

the students’ tactical awareness teaching them, that by scoring in that area they have more of a chance

to win. By allowing students to participate in the full version of the strike and field games, they are

now able to apply their skills within the new setting. This inspires students to move confidently within

different environments exposed to them. By asking the students questions you allow them to critically

analyse situations and how they may improve in each aspect of the activity.

It is evident that throughout the unit outline, certain games have been constructed and

modified in order to thoroughly teach students the strategies and skills to attain regarding strike and

field games. By examining the Quality Teaching Framework, the New South Wales PDHPE syllabus

and pedagogical approaches: experimental learning and co-operative learning, teachers are able to

clearly construct lessons detailing the fundamental, practical knowledge required from students.
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https://community.cricket.com.au/schools/in2cricket-skills

program/~/media/communitycricketcomau/Files/Schools/Cricket%20Smart/in2CRICKET

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Meston, T. and Edwards, K. (2017). Yulunga Traditional Indigenous Games. [online] Sportingschools.gov.au.

Available at: https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga/full-resource

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