SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

Tutorial 4 Student 1 Lucy Houghton 32000795

LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Year Level: 8 Time: 9:00am Date: 15.04.19 Students’ Prior Knowledge:
- Students have had two previous lesson on
passing
Learning Area: Health & Physical Education - Students will have basic knowledge on how to
create space and move the ball between their
peers
- Students should also have basic knowledge of
throwing and catching from other sports

Strand: Movement and Physical Activity Focus Area: Passing and restarts

Sub-strand: Moving our body (ACPMP080)

Understanding Movement (ACPMP065

Content Descriptor: Teacher’s Prior Preparation/Organisation:

- Ensure all equipment needed for the lesson is
• Movement skills and sequences available
• Strategic skills and tactical skills used to create - Bring hat, whistle and water
and defend space
• Defensive skills used to obtain possession Equipment List
- 6 balls
• Selection of tactics between movement settings - 20 cones

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• Execute an accurate flat pass on the run to a team member 5m away

• Demonstrate how to perform a restart in a closed environment
• Demonstrate strategies and tactics to maintain possession of the ball and execute successful passes when
under pressure.

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:
- Were students able to complete the drills successfully without confusion?
- Did each student demonstrate a flat pass?
- Were all students involved in the culmination game?

Teacher self-reflection and self-evaluation:

- Did I explain the drills clearly without too much complication?
- Were my transitions between drills smooth?

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 LESSON PROGRESSION
Motivation and Introduction:
Time

Student Organisation Lesson Content Class Organisation Resources/Equipment

(Individual task structure, differentiation) (Content & KTP) (Position of teacher/students, setup/working area/grids for class, transitions)

9:00 Warm up – Ball Tag

1. Students split into two
LEST
teams (taggers and
Learners - High school, evaders)
male and female physical 2. Taggers are the team
education students with the ball and are
aiming to pass the ball
Equipment – 1 x balls, 4 x between them to tag
cones the other team. Only
Space – 10x10m area player who can tag is
the one with the ball
Time – 10 minutes and cant throw the ball
at the evaders.
3. Evaders aim to run
Teacher
around the square
without being tagged
4. At the end of 2
minutes, teams swap
over.

.
Key Teaching Points
1. Push off back foot for
acceleration
2. Step, swing, follow
through
3. Speed, down, push
Bridging organization
9:05
Ask students to come in and nominate two students to put out the cones for the next drill with you
Ask another two students to collect 6 more balls
9:08 LEST Drill 1 – Passing
Learners - High school, 1. Students are in
male and female physical teams of 4, lining up
education students on each side of the
grid
Equipment – 5 x balls, 15 x
cones 2. One line are
scooping the ball and
Space – 10x10m area
make a running pass
Time – 10 minutes to the next player on
the other line
3. One line receives the
ball makes a roll ball,
then steps over it.
4. Follow the ball and
join at the back of the
line Reference
Rugby Coach Weekly. (2019). Retrieved from
Key Teaching Points https://www.rugbycoachweekly.net/

• 1. Outside leg step

Progression; forward
• Other foot step
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- Change run to a dodge
- When the player receives
the ball begin by a tap ball
- Imaginary touch at roll ball
Regressions;
- Students can do a
stationary pass
Bridging organization
9:15
Ask students to stop where they are and stay in their lines
Nominate one student from each group to move the second cone in line with the others and then add
another cone to the line
9:18 LEST
Learners - High school,
male and female physical
education students
Equipment – 6 x balls, 20x
cones
Space – 10x10m area
Time – 10 minutes
towards target
• Follow through
towards receiver
Step, twist, flick/roll
Drill 2 –Scoop, dump and
score
1. Students are split
into 5 teams of 4
2. Students run from
cone 1, to cone 2
and scoop the ball.
3. Then they run to
cone 3 and perform a
roll ball, then runs
around cone 4.
4. Then student scoops
ball at cone 3 and
performs a try at
cone 2, then runs
back to cone 1 to line
up behind their team.
5. The ball is at cone 2
for the next student

Key Teaching Points

Scoop ball Reference
1. Low body position
Rugby Coach Weekly. (2019). Retrieved from
2. Outside foot near the
https://www.rugbycoachweekly.net/
ball
Roll ball
1. ‘Initiate, slam, step’

Progressions
- Get students to run
backwards around blue
cone
- Add competition to
increase intensity and
concentration
Regressions
- Instead of students
performing a roll ball ask
them to just run with the ball
until the try cone
Bridging organization
9:28
Ask students to come in and bring the equipment
Ask 4 students to create the grid for the following game

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9:30 LEST
Learners - High school,
male and female physical
education students
Equipment – 6 x balls, 15 x
cones
Space – 10x10m area
Time – 10 minutes
Culmination Game – Shot
clock
1. Students will be split into
even teams (2xgroups
of 7 and 2xgroups of 8)
2. Students will work in
their teams to make as
many passes as
possible within 30
seconds.
3. After the 30 seconds is
up students will have
another 15 seconds to
attempt to score a try.
4. For every successful
pass they made the Reference
team is awarded 1 point, Rugby Coach Weekly. (2019). Retrieved from
if the same team also https://www.rugbycoachweekly.net/
scores a try they receive
5 points.
5. Teams swap over roles
6. Team with the most
points at the end wins.

Key Teaching Points

1. Create space
2. Step, twist and roll
3. Follow through
when passing

9:40 Lesson Closure: (Review lesson objectives with students)

Ask students to bring in equipment in and sit down in front of it
Ask students;
- What were the KTPs for Passing?
- What are the KTPs for restarts?
- What is one thing they learnt?

Transition: (What needs to happen prior to the next lesson?)

The teacher will plan the next lesson.
Students will research some tactics and strategies.

Assessment: (Were the lesson objectives met? How will these be judged?)
Throughout the lesson assess how students perform, ensuring they can successfully complete a pass and
restart.

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