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UNIT SCHEDULE WEEK ONE : LESSON 1 LESSON DESCRIPTION INTRODUCTION TO SPORT PSYCHOLOGY Understanding how the aspects of Interpersonal

Development and Thinking Processes are related to each other. LEARNING FOCUS: To explore the idea of Sport Psychology SUCCESS CRITERIA: We can produce a presentation outlining what Sport Psychology is using an ICT application. LESSON ACTIVITIES Using ICT applications to gain an understanding of what sport psychology is, this lesson is completed in the computer lab. Students work together in groups to research the basics of Sport Psychology and find a means for its existence and how it is applied. KEY QUESTIONS What is Interpersonal Development? What are the different kinds of thinking processes? AUSVELS LINKS INTERPERSONAL AND THINKING PROCESSES Develop knowledge of local, global values and beliefs and consider the idea of values as social constructs and principles. Explore strategies that individuals could use to overcome barriers in group work and practice using strategies and reflecting on their effectiveness. SUSTAINABILITY Investigating the relationship between body systems and their components in this case the brain and how they adapt to change. (Sustainability in Science) Introducing the idea of sport psychology as a means of modifying a bodily system and observing its changes. Students research the positive manipulations Sport Psychologists make to the minds of athletes in order to change their thought processes and consequently improve their sporting performance and well-being. E5 STAGE Engage and Explore are the main aspects coming into play in this lesson. Students are initially engaged by having their choice of medium to present their ICT final product in, they then work on exploring not only the content but ways in which they can implement that content into their ICT application. HIGHER ORDER THINKING AFFECTIVE DOMAIN Receiving: Listening to others during group tasks in the classroom Responding: Engaging in discussion Valuing: Understanding varying cultural perspectives COGNITIVE DOMAIN Remember: What do you already know? Understand: Define and compare definitions Apply: Rearrange definitions and examples Analyze: Discuss examples using what you have learnt. ASSESSMENT Diagnostic: What do we know about Sport Psychology? Formative: Speaking with students to determine their level of understanding of the content and task. Summative: Students to present their final product to their class mates who will provide feedback. Rubrics are also used for their application as well as their presentation.

WEEK ONE: LESSON 2 LESSON DESCRIPTION PERSONALITY CHARACTERISTICS AND SPORTING BEHAVIOUR, PERSONALITY DEVELOPMENT AND SPORT. Exploring an alternative setting to gauge different personalities in sport and how they interact. LEARNING FOCUS: Find my personality type and how it relates to sport. SUCCESS CRITERIA: I know my personality type and I can produce a brochure of how this relates to sporting performance. LESSON ACTIVITIES Students learning about the different types of personalities Students complete the Myer Briggs personality test http://www.humanmetrics.com/cgi-win/jtypes2.asp using their laptops Once test is completed students are to use their laptops to research their said personality type and how it relates in sporting environment. This information is to be illustrated in the format of a brochure.

KEY QUESTIONS What are the different types of personality characteristics? How is personality development related to sport? AUSVELS LINKS THINKING PROCESSES Describe social and cultural factors, such as family, the media, community expectations influencing the development of personal identity, including the development of identity as it relates to gender. Reviewing information and refining known ideas and beliefs. Explain conscious changes that may occur in their own and others thinking and analyze alternative perspectives and perceptions. SUSTAINABILITY Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. Students gauge how different personality traits have a bearing on other people. E5 STAGE Explore, Explain, Elaborate and Evaluate are the main aspects of the e5 instructional model coming into play. Students use the test to explore their own personality trait they then find out more information and evaluate that in terms of sporting performance in the form of making the brochure. HIGHER ORDER THINKING Affective domain is strong in this lesson in the sense that students find out information about something that is personalized to them and are able to value what they have learnt and characterize that information in the form of a brochure. ASSESSMENT Diagnostic: Brainstorming ideas around what personality may refer to. Myer Briggs test Formative: Conversations with students to determine their understanding of their personality trait Summative: Students given a rubric to mark what they think their brochure is worth, the rubric and the brochure is given to the teacher to determine what the final product is worth.

WEEK ONE: LESSON 3 LESSON DESCRIPTION NATURE OF ATTITUDES, THE FORMATION OF ATTITUDES TO SPORT Linking in with personalities in sport. Looking at the attitudes to sport by athletes and viewers alike. LEARNING FOCUS: Explore the different attitudes in sport and how they affect player and team performance. SUCCESS CRITERIA: I can play a game of netball and determine my performance based on my attitude throughout the game. LESSON ACTIVITIES First half of the lesson spent looking at different attitudes in sport and how they affect player and team performance. Students role play different attitudes in sport. Second half of the lesson spent in a practical setting outside playing netball Students come back in to evaluate their performance in terms of attitudes in sport Students share their evaluations with the remainder of the class KEY QUESTIONS What are the different types of attitudes? How are attitudes to sport formed? AUSVEL LINKS THINKING PROCESSES Continually reflecting on students own thinking and identifying assumptions that may influence their ideas.(Formation of attitudes). Seek to develop coherent knowledge structures and recognise gaps in their understanding. Challenged to identify, use, reflect on, evaluate and modify a variety of effective thinking strategies to inform future choices. LEVEL 10 HEALTH AND PHYSICAL EDUCATION At Level 10, students demonstrate proficiency in the execution of manipulative and movement skills during complex activities. They demonstrate advanced skills in selected physical activities. They employ and devise skills and strategies to counter tactical challenges in games situations. They assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour. E5 STAGE Engage and Evaluate. These are included as the game of netball is engaging for the students as they are practically completing a task whilst they are mindful of attitudes in sport during play. Evaluate becomes important after the game of netball as the students consider their performance in terms of attitudes in sport. HIGHER ORDER THINKING Affective domain is used particularly in the way students rehearse role play activities and the way they receive, respond and eventually characterize the information about attitudes in sport. The psychomotor domain comes in to play during the practical component of the lesson in the netball game as they have to execute previously learnt skills whilst under pressure. ASSESSMENT Diagnostic: Brainstorming ideas around attitudes in sport. Formative: Anecdotal notes throughout the game of netball to gauge who understands to the focus of the lesson. Summative: Students providing feedback to each others evaluation of the netball game.

WEEK TWO: LESSON 4 LESSON DESCRIPTION SOCIAL FACTORS IN SPORTING PERFORMANCE Students exploring the sociological aspects of sporting performance and how it affects performance amongst individuals and teams. LEARNING FOCUS: SUCCESS CRITERIA: LESSON ACTIVITIES Students to be briefed on the film The Blindside and watch a video summarizing the main character http://www.youtube.com/watch?v=iwE1iXf_3ao After a class discussion, brainstorm different sociological factors behind sporting performance, such as money, geographic location, ethnicity and gender. Students to complete a jigsaw activity with one table being given a factor each to discuss and determine how each factor may affect sporting performance At the completion of the jigsaw activity, students are to write down initiatives to enable all members of the community to improve their amateur sporting performance and ways to reduce these sociological barriers and share these with the class. KEY QUESTIONS What are the social factors in sports? How does sport affect performance amongst individuals? What are things communities can do to make people more active? AUSVEL LINKS INTERPERSONAL DEVELOPMENT Consider feelings and behaviour in a broader context that is influenced by social conventions and cultures. HEALTH/PHYSICAL EDUCATION Students investigate the work of government departments and non-government bodies in promoting and protecting the health of young people, including laws, policies and provision of health services. SUSTAINABILITY Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments Students develop community initiatives around increasing the level of physical activity amongst citizens looking to preserve the quality of our external environment. E5 STAGE Engage, Explain and Elaborate are the main aspects of the e5 model coming into play. Students are initially engaged by the video they watch and the conversation had at the beginning of the lesson, students then explain and elaborate their vested interest to their peers in the jigsaw activity. HIGHER ORDER THINKING The affective domain is applied mostly throughout this lesson as students have an opportunity to work collaboratively with their peers and exhibit emotional responses to the content. ASSESSMENT

Diagnostic: What was happening in the blindside? Why did he get the opportunity to improve his performance where others may not have? Formative: Supervising the students jigsaw activity and having conversations to ensure they understand what a sociological barrier to improved performance may mean. Summative: Providing verbal, first-hand feedback to students after they have shared with the class their written community initiatives.

WEEK TWO: LESSON 5 LESSON DESCRIPTION GROUPS AND TEAMS Students explore the difference between groups and teams and how it applies to sport psychology. It also observes how individuals work within groups and teams to improve performance. LEARNING FOCUS: To determine different team dynamics and how they interact with one another. SUCCESS CRITERIA: I have an idea of what makes a winning team and what contributes to a losing team. LESSON ACTIVITIES This lesson is set in an alternative setting in the form of an excursion to an A-League soccer match. Students are told to take notes on How teammates interact with each other How teammates were communicating Comments on the multicultural nature of the event KEY QUESTIONS How does cooperation help individuals perform better in groups and teams? How multi-cultural was the event? The crowd? The players and staff? AUSVEL LINKS HEALTH AND PHYSICAL EDUCATION Learn and practice tactics and strategies relevant to the sports and activities in which they are participating, including the development of strategies to counter tactical challenges in game situations. CIVICS AND CITIZENSHIP They are provided with opportunities to investigate and participate in activities that support sustainable practices, social justice and underpin the future wellbeing of societies from a local to a global level. E5 STAGE Engage and Explore. Students are engaged by the alternative setting nature of the class and have the opportunity to explore both the team orientated nature of soccer as well as the cultural inclusiveness of the event. HIGHER ORDER THINKING The affective domain is strong in this lesson as the students receive and respond information from the game and are able to characterize that information and make sense of it based on their own experiences. ASSESSMENT

Formative: Anecdotal notes about students attention levels and on their depth of notes about the team work and multiculturalism of the game.

WEEK TWO: LESSON 6 LESSON DESCRIPTON NEGATIVE EFFECTS OF TEAM MEMBERSHIPS AND LEADERSHIPS Understanding how teams memberships and leaderships can have negative effects on group work. Looking at the negative effects and possible demises of teams and individuals through a lack of cohesion. LEARNING FOCUS: Find out what the negative effects of being part of a team or leadership structure are. SUCCESS CRITERIA: Through role play I can illustrate the negative effects of team membership. LESSON ACTIVITIES Go through a video on negative team membership and have class discussion http://www.youtube.com/watch?v=YGLLIGEQnQg Students are to choose one of the 13 characteristics mentioned in the video and work on creating a role play demonstrating the negative affects of the characteristics for the team. This is done in groups of 3 or 4. Students present their role play at the end of the lesson KEY QUESTIONS What are the different kinds of negative effects within teams and groups? How can we illustrate what characteristic is being demonstrated without verbally stating it? AUSVEL LINKS INTERPERSONAL DEVELOPMENT Demonstrate awareness of complex social conventions, behaving appropriately when interacting with others. Describe how local and global values and beliefs determine their own and others social relationships. Evaluate their own behaviour in relationships, identify potential conflict and employ strategies to avoid and/or resolve it. SUSTAINABILITY Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. Students focus in on the notions of respect for our external environments, drawing away from the negative impacts of team membership E5 STAGE Engage, Explain and Elaborate. Students become engaged by getting the chance to express themselves in the role play, they further explain and elaborate on the negative characteristic. HIGHER ORDER THINKING The entire affective domain is applied throughout this lesson, as roles that members in teams play are a subjective measure and the students are able to make their own sense of their role in a team. Organizing, valuing and characterizing become paramount throughout this lesson. The application stage of the cognitive domain is employed in the way that students apply their knowledge of the negative characteristics to their role play performance. ASSESSMENT Diagnostic: Asking students what they were able to take from the video Formative: Asking to watch what students have so far for their role play throughout lesson Summative: Students and teacher to provide feedback on each groups role play

WEEK THREE: LESSON 7 LESSON DESCRIPTION AROUSAL ANXIETY AND SPORTING PERFORMANCE Investigating the effects of arousal and anxiety on individual performance. How arousal can have both positive and negative effects on performance. LEARNING FOCUS: To understand how arousal levels are related to motivation SUCCESS CRITERIA: Describe the different types of motivation as well as Hulls Drive theory/ Inverted U law LESSON ACTVITIES Class is split in 2, one group learning about Hulls Drive theory and the other learning about the inverted U law. Students learn and have discussion around these theories before teaching them to the other half of the class and vice versa. KEY QUESTIONS How is arousal related to sport? Does it help in sport? AUSVEL LINKS HEALTH AND PHYSICAL EDUCATION Learn about mental health issues relevant to young people and consider the importance of family and friends in supporting their mental health and emotional health needs. Understand anxiety and arousal and learn how they can be used positively towards sport. E5 STAGE Explain and Elaborate are the key aspects of the e5 model used in this lesson as students have the opportunity to explain and elaborate on the theories that they have learnt about to their peers. HIGHER ORDER THINKING Lesson is regimented in a whole-part-whole structure. This enables the cognitive domain to come to the fore in its entirety in the way that information is developed, built upon then later reflected upon. ASSESSMENT Diagnostic: What do we know about arousal and anxiety in sport? Formative: Fist of Five throughout lesson asking students how well they understand the content. Summative: Based on feedback from the peers who learnt it.

WEEK THREE: LESSON 8 LESSON DESCRIPTION THE RELATIONSHIP BETWEEN AROUSAL AND PERFORMANCE Students link to the previous lesson about arousal and anxiety and use their skills from the prior lesson to determine what causes ideal performance from an arousal and anxiety perspective. LEARNING FOCUS: To explore the positive and negative affects of arousal and how it affects athletic performance. SUCCESS CRITERIA: I have an understanding of the effects of arousal and anxiety in sport and how they affected my performance. LESSON ACTIVITIES Go through a PowerPoint presentation on arousal and anxiety in sport with the students and generate class discussion. Class is split in 2, one half of the class watches a motivational video. Both halves of the class becomes teams for a soccer game outside. After the soccer game outside students are to write a story on how an athlete could possibly hinder in improve their performance based around the notions of arousal and anxiety. KEY QUESTIONS What is the optimum level of arousal? How can an athlete achieve the optimum level of arousal? What changes did you feel after watching a motivational video? AUSVELS LINKS LEVEL 10 HEALTH AND PHYSICAL EDUCATION At Level 10, students demonstrate proficiency in the execution of manipulative and movement skills during complex activities. They demonstrate advanced skills in selected physical activities. They employ and devise skills and strategies to counter tactical challenges in games situations. They assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour. E5 STAGE Engage and Explore play big parts in this as the information given and the video are both in an engaging format, students then have the opportunity to explore their own arousal levels in terms of sporting performance later in the lesson. HIGHER ORDER THINKING Cognitive domain is applied in the sense that students receive information and build on it in the first part of the lesson. They use the affective domain at the end of the lesson in the way that they characterize and value their own story in relation to arousal and sporting performance. Aspects of the Psychomotor domain are applied to the practical component of the lesson such as complex overt response. ASSESSMENT Diagnostic: What can we remember from the previous lesson? Formative: Cold calling students with questions throughout initial class discussion and after they have written their stories. Summative: Rubrics attached for the students stories.

WEEK THREE: LESSON 9 LESSON DESCRIPTION STRESS MANAGEMENT Students examine the reasons as to why athletes experience stress and how the techniques employed to combat this stress. Stress can also be of positive outcome in certain sporting performances. LEARNING FOCUS: To identify triggers of stress and how they can affect different people. SUCCESS CRITERIA: I can employ strategies for dealing with stress and use these to improve my sporting performance. LESSON ACTIVITIES Students watch video on what causes stress http://www.youtube.com/watch?v=7MPSb98RFoE and make note of 2 things that could possibly cause stress in their own lives. Students are given a snippet of a PDF outlining stress management techniques http://hydesmith.com/de-stress/files/StressMgt.pdf Students are to make an instructional tool with images using an ICT application of their choice on how to employ this stress management model and present it to the class at the end of the lesson. Students are to work in pairs. KEY QUESTIONS How can stress have negative and positive effects on sporting performance? AUSVEL LINKS HEALTH AND PHSYICAL EDUCATION Students examine perceptions of challenge, risk and safety in a variety of settings such as in the home, school, the workplace and the community. Contrast risks that promote personal and social growth with those that endanger health. Discuss ways to balance risk and safety, and refine and evaluate harm-minimization strategies. Examine strategies to promote safety such as those associated with occupational health and safety. SUSTAINABILITY Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. Reducing stress levels is related to the developing a healthy social system. E5 STAGE Elaborate is the main e5 stage in this lesson. Students initially explain the stress management technique however further elaborate on that information in the way that they manipulate information and include images highlighting their understanding. HIGHER ORDER THINKING The entire cognitive domain is applied in the way that students learn about stress amongst athletes and developing strategies to overcome these stresses. Analysis and Evaluation play large parts of the content in this lesson. ASSESSMENT Diagnostic: What can we take from this video? Formative: Asking students how they are going to illustrate their stress management technique. Summative: Verbal feedback provided to the students after their presentation based on the effectiveness of their use of ICT as well as their description of the stress management technique and how an athlete could employ it

WEEK FOUR: LESSON 10 LESSON DESCRIPTION MOTIVATION IN SPORT Students looking at different motivational cues in order to improve sporting performance LEARNING FOCUS: Explore the types of motivation and what they mean. SUCCESS CRITERIA: I can tell the difference between intrinsic and extrinsic motivation and how athletes are affected by them. LESSON ACTIVITIES Students watch a video outlining the difference between intrinsic and extrinsic motivation http://www.youtube.com/watch?v=UaTX9h9C-i0 Class discussion about how each of these types of motivation may be exhibited by athletes of all levels. Class is split in 2 to get changed for a basketball game, whilst one team is getting changed the other is told that they will get a prize if the win whilst the others are told about the sentimental value of winning with their friends. After the basketball game students are to come up with 3 intrinsic and extrinsic reasons to be motivated each before leaving KEY QUESTIONS What are the two types of motivation? How can motivation help in sport? AUSVEL LINKS HEALTH AND PHYSICAL EDUCATION Investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate its success. (Motivation) They investigate community facilities available for health and physical fitness activities, engage in a variety of recreational and outdoor adventure activities, and develop skills, knowledge and behaviours for enhancing safe participation in these activities. PERSONAL LEARNING Learn to understand and manage their own emotions E5 STAGE Engage and Evaluate. Students are engaged by the talk from their teacher in their team before the basketball game and come to evaluate the types of motivation at the end of the lesson. HIGHER ORDER THINKING Since motivation is something subjective to each individual, the affective domain plays the strongest part in the way that students are able to receive the information about motivation and respond to it in a way that is personalized for them. The psychomotor domain comes into play as the students execute previously learnt skills in a complex, tactile environment. ASSESSMENT

Diagnostic: What do you find motivating? Whos heard of intrinsic/extrinsic motivation? Formative: Assessing through anecdotal notes who has taken to their form of motivation throughout the basketball game. Summative: Ensuring students are able to demonstrate 3 examples of extrinsic/intrinsic motivation before leaving.

WEEK FOUR: LESSON 11 LESSON DESCRIPTION SKILL ACQUISITION AND EXPERTISE Looking at the psychological and physical aspects of skill acquisition and expertise in different sports. LEARNING FOCUS: Explore ways in which skills are acquired. SUCCESS CRITERIA: I can determine the difference between the different stages of skill acquisition. LEARNING ACTIVITIES Students begin by watching video on skill acquisition http://www.youtube.com/watch?v=V8QZzvhkIyQ Students to take notes from the video, have class discussion and use some examples. Students then go to the gym where they will be shown how to juggle, students have 30 minutes of trialing their juggling skills before moving on to bouncing a basketball. Students later compare their juggling skills to their skills of bouncing a basketball. Reflection afterwards comparing their stages of the 2 skills. KEY QUESTIONS What ways can we go about acquiring new skills? What are the different stages of skill acquisition? AUSVELS LINKS HEALTH/PHYSICAL EDUCATION As students work towards the achievement of Level 10 standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills such as a smash in tennis, and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context. PERSONAL LEARNING At Level 10, students work independently to implement a range of strategies, as appropriate, to maximise their learning. They monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them. E5 STAGE Explore and Evaluate. Students explore the skills of juggling and make an evaluation of those skills as opposed to the skill of simply bouncing a basketball. HIGHER ORDER THINKING Majority of this lesson is practical. The Psychomotor domain is applied heavily throughout this lesson as students learn skills and are able to increase the complexity of these skills as they progress. Students make a form of synthesis and evaluation at the end of the lesson paying homage to the cognitive domain of Blooms Taxonomy. ASSESSMENT Diagnostic: Does anyone have an idea how we acquire skills? Formative: Assessing students juggling skills using notes Summative: Using notes to assess how students evaluated the 2 skills, seeing if they understood the stages of skill acquisition.

WEEK FOUR: LESSON 12 LESSON DESCRIPTION RESEARCH METHODS IN SPORT PSYCHOLOGY Students getting an understanding of the work that Sport Psychologists undertake in their practice LEARNING FOCUS: Look at the different research methods that Sport Psychologists apply SUCCESS CRITERIA: I have an understanding of the research methods that Sport Psychologists apply. LEARNING ACTIVITIES Students walk into a room with the tables arranged in groups of 4 with fact sheets on each about different research methods in sport psychology. Students start in expert groups firstly independently reading then discussing their research method The next part of the jigsaw activity requires students to go to another table and explain their method to the remainder before everyone else can return to their expert groups with a wealth of knowledge on another method to share with everyone else. Reflective period at the end to speak about another groups research method and how it is used. KEY QUESTIONS How do Sport Psychologists conduct this research method in their practice? In what cases would this research method be applied? AUSVELS LINKS THINKING PROCESSES Students begin to formulate and test hypotheses, contentions and conjectures and to collect evidence to support or reject them. Develop their skills in synthesizing complex information and solving problems that include a wide range of variables. Develop questioning techniques appropriate to the complexity of ideas they investigate, to probe into and elicit information from varying sources. Work with others to modify their initial questions and to develop further their understanding that sources of information may vary in their validity. E5 STAGE Explore and Evaluate. Students look to further their knowledge on research methods as they go around to other tables and begin to evaluate the effectiveness of each method compared to the one they initially learnt. HIGHER ORDER THINKING The cognitive domain is applied as they build on their knowledge of research methods in sport psychology in general. They begin to evaluate that information against what they have previously learnt. ASSESSMENT Diagnostic: What do we know about research in Psychology? Go through what research methods students have and asking what it may be about if they had to guess. Formative: Speaking with individual students and asking them about the research method they are an expert in. Summative: Posing one question to each student about their research method before they can leave the room.