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School

Year Group: Year 10

Day

Time: 90mins

Topic Arousal, anxiety and motivation levels

Aims L.I.: To understand how arousal levels are related to sporting performance. S.C.: Follow instructions. -Define the different types of motivation. -Describe the Hulls drive theory. -Describe the inverted U law.

VELS: Strands, Domain, Foci and Standards Students examine mental health issues relevant to young people and consider the importance of family and friends in supporting their mental health and emotional health needs. They consider the stigma of mental illness as well as the challenges for those with a mental illness and for those caring for them.

Location / Setting Classroom

Organisation / Student Groups Jigsaw: Teaching strategy where the students are broken up into expert groups and assigned a research topic, after which they come together in their original groups to discuss what they have researched and learnt. Students divided between 2 groups.

Classroom management strategy Students are first asked to pay attention. Relocation of student if misbehaviour persists. Student is asked to stay back in the classroom during recess if work is not completed.

Key Vocabulary Hulls drive theory. The inverted U law.

Materials, Resources and Equipment Journals I-pads

References/Sources

INTRODUCTION Connecting, Engaging and Modelling Inquiry 5 MINS ENGAGE: Ask the students about what they know about arousal, anxiety and motivation.(3 mins) Recap on the previous class about negative aspects of groups Get the students to define the two types of motivation. (2 mins).

MAIN BODY Guiding Inquiry and Practise 60 MINS EXPLAIN: Break the class into 2 halves and explain to them the two theories of arousal in sporting performance with the help of a PowerPoint presentation. Hulls drive theory. The Inverted U law. (3 mins) Assign each half with one of the theories. (2 mins) EXPLORE: Get the students to research how arousal is related to the intensity and direction of behaviour in sport based on their assigned theory in the groups that they are put into. (20 mins) . ELABORATE: Students then come together to then discuss the researched theories in their original setting researched in their expert groups. (25 mins) Explicit teaching of the two theories (10 mins)

CONCLUSION Sharing, Explaining and Reviewing Inquiry 25 MINS Evaluate: Ask the students to then write down 1 paragraph on each of the theories they have researched and discussed as a class. (20 mins) Check if success criteria is met and give out home learning for next class (5 mins)

HIGHER ORDER THINKING:

SUSTAINABILITY:

E5 INSTRUCTIONAL MODEL:

MULTI LITERACIES:

ICT:

Students work according to the cognitive domain of Blooms taxonomy throughout this lesson. Knowledge is attained by gathering information at the start of the lesson when the different types of motivation is discussed. Comprehension, application and analysis is embedded in the lesson when the students participate in the jigsaw group activity. In this the students confirm their understanding, make use of the knowledge and take apart the different theories of arousal. The students then take part in the high order thinking of synthesis and evaluation when writing down a paragraph on the 2 theories of arousal. This shows that students have put together their understanding and can make a judgement of the outcome of the lesson. Understanding mental health can be beneficial when related to sport in terms of anxiety and arousal with performance. Learning this skill can be useful in daily life skills as well. The E5 model structures the whole lesson plan. The students start out with an engagement activity to learn about arousal. Then move on to the teacher explaining the main principals and theories in arousal. The students explore and elaborate on the topic taught by researching in their expert groups of discussion. The evaluation of this lesson is done when the students write down one paragraph on each of the theories researched. The teacher caters to the different learning needs of the students throughout the lesson. The PowerPoint presentation is good for visual learners and the research is good for students who are good at self-study. The writing piece is helpful for the students to develop their literacy skills. The students use ICT in two forms: when learning about the two theories of arousal in the form of a presentation by the teacher. They also use their I-pads to research in their groups the different

Reflection

theories. Mentor Feedback

University Colleague Feedback (where appropriate)