Unit Outline Rationale – Cameron Wallace 17698724

This unit of work has been designed for a Stage 5 (Year 10) class on the topic area ‘Invasion Games’ within the subject area of Personal Development, Health and Physical
Education. The 4 week, 8 lesson unit covers two contexts for learning ‘fundamental movement skills’ and ‘Individual/group/team physical activities’ covering syllabus
content and outcomes from the ‘movement skill and performance’ strand. The learning activties across the 8 lessons have been designed through a Game Sense approach
to learning. This pedagogical model is derived from constructionist learning theory where students construct their own knowledge and ideas through student-centred
practical and activity based learning activties (Bada, 2015; Keengwe & Onchwari, 2011).

The Game Sense approach teaches students through the use of modified games, placing the focus on the tactical and strategical dimensions of the game where skills can
develop ‘naturally’ (Hewitt, Pill, & McDonald, 2018; Light, Curry, & Mooney, 2014). Each lesson in this unit focuses on one tactical element that is transferable across all
Invasion Games. For example the tactic of ‘creating space’ (lesson 2) is equally important in soccer as it is in AFL, hockey, gaelic football and Lacrosse (Pill, 2014).
Furthermore, this pedagogical approach involves the teacher facilitating discussion and asking questions that assists students development of game intelligence (Pill, 2014).
Questioning has been included within each lesson to foster student learning. These learning activties and questions have been designed to engage students in high order
thinking associated with tactics, strategies and problem solving during play and upon reflection, as learning occurs through physically ‘doing’ and reflecting (Johnson &
Walker, 2016; Light et al., 2014). For example students reflect upon how to use their body and space to keep possession of the ball and then apply it physically in the game.
Furthermore, the Game Sense approach has been used in this unit as it can increase student engagement, motivation, enjoyment and autonomy (Light et al., 2014; Pill,
2014).

Futhermore, a number of differentiation strategies have been included in the unit using the Change-it principle. This is important as classes consist of students with mixed
ability, therefor modifications need to be made to suit each learners indiviudal needs (Yuen et al., 2016). In addition, a number of literacy, numeracy and ICT tasks have
also been included within the unit as they will help students build the skills, knowledge and attitudes required to be successful citizens (NSW Education Standards
Authority, 2018).

In regards to assessment a number of formative assessments have been outlined in the unit, they include questioning, obersvations and self-evaluation activties. These
assessments have been included as effective formative assessment can inform teaching practice to help students meet learning outcomes (Andersson & Palm, 2017). In
addition a Team Sport Assessement Procedure has been included as a summative assessment task as it is a valid and reliable tool to assess students gameplay (Arias-Estero
& Castejón, 2014).
 References

Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a

comprehensive professional development programme. Learning and Instruction, 49(1), 92-102. doi:10.1016/j.learninstruc.2016.12.006

Arias-Estero, J., & Castejón, F. (2014). Using instruments for tactical assessment in physical education and extra-curricular sports. European Physical Education Review,

20(4), 525-535. doi:10.1177/1356336x14539214

Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70. doi:10.9790/7388-

05616670

Hewitt, M., Pill, S., & McDonald, R. (2018). Informing Game Sense pedagogy with a constraints-led perspective for teaching tennis in schools. Agora for Physical Education

and Sports, 20(1), 46. doi:10.24197/aefd.1.2018.46-67

Johnson, I. L., & Walker, E. R. (2016). Teaching Games for Understanding: Building a physically literate individual. Journal of Physical Education, Recreation & Dance, 87(6),

47-49. doi:10.1080/07303084.2016.1192922

Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of

Information and Communication Technology Education, 7(4), 241-251. doi:10.4018/978-1-4666-2017-9.ch021

Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in physical education. Asia-Pacific Journal of Health, Sport and Physical

Education, 5(1), 67-81. doi:10.1080/18377122.2014.868291

NSW Education Standards Authority. (2018). NSW syllabus for the Australian Curriculum: Personal development, health and physical education K–10 syllabus. Retrieved

from https://syllabus.nesa.nsw.edu.au/pdhpe/
Pill, S. (2014). Informing Game Sense pedagogy with constraints led theory for coaching in Australian football. Sports Coaching Review, 3(1), 46-62.

doi:10.1080/21640629.2014.890778

Yuen, M., Chan, S., Chan, C., Fung, D. C., Cheung, W. M., Kwan, T., & Leung, F. K. (2016). Differentiation in key learning areas for gifted students in regular classes. Gifted

Education International, 34(1), 36-46. doi:10.1177/0261429416649047

HPE Unit Outline (Cameron Wallace - 17698724)
PD/H/PE Course PD/H/PE 5 weeks
Subject Duration (weeks):
(2 x 60 minutes lessons/week)
Movement Skill and Performance Unit Tile: Invasion Games (struck with stick or foot) Year 10/Stage 5
Strand: Year/Stage:
What is the aim of Invasion Games for the attacking team and the defending team?
Key Concepts / Big Ideas
What tactics need to be employed by the attacking team and the defending team to make them successful?
(Essential Question)

Invasion Games are the most challenging games category. As such Invasion Games are taught after Target Games, Strike and Fielding
Unit Context:
Games and Net/Wall/Court Games. Students should have built the tactical understanding and awareness in the previous game types to
(Scope and Sequence successfully participate in Invasion Games. Students are given the opportunity to participate in modified and small-sided Invasion Games
Information)
that require being struck with the foot or stick, these games include variations of soccer, AFL, Gaelic football, hockey and lacrosse.
This Invasion Games unit has the capacity to support students understanding of games and the significance of skills within the game
Rationale:
through authentic learning experiences. Students are given the opportunity to achieve learning movement skill outcomes, as well as
(The importance of this cognitive and affective learning outcomes. The use of small sided modified games ensures that participation and engagement is enhanced
learning)
and ALL students have the opportunity to achieve to the best of their ability.
Literacy Focus (L) Numeracy Focus (N) ICT Focus (I)

Students participate in team games where they have to
spell words to win
Students use auditory and written modes of literacy to
provide feedback to peers on their game play and skill
execution as well as how they can improve
Students interpret and demonstrate the
playing/coaching styles of prescribed flashcards.
Students are also given opportunities to create their
own.
Students in groups explain modified games of their
choice to the rest of the class
Students participate in team games where they have to Students engage with the Invasion Games interactive
count and add numbers to win resource that has be designed for this unit of work at
during several lessons. Students read explanations, visit
Students recognise and utilise space on the field to
weblinks, watch videos and complete activties that
evade defenders, shut down attackers and create
have been included in the resource. (note: resource
scoring opportunities
created using Google Slides)
Students create tactically attacking plays and defensive
Students use video footage and the coaching software
formations that focus on recognising and utilising space
Dartfish to provide feedback to peers on their game
on the field
play and skill execution and how they can improve
Students draw heat maps for their peers and calculate
the distance they moved as well as identifying
movement patterns
 Differentiation
Coaching Style: - Increase/decrease the number of players allowed in each zone to make it
- Peer teaching - Students teach each other how to shoot across the different easier to attack/defend
sports. Students provide feedback to each other on how to improve their Game Rules:
technique for different skills such as passing and shooting verbally and - Defenders cannot make tackles rather just provide pressure. This will give
digitally. Students provide feedback on positioning verbally and digitally. attackers more time to make decsions.
- Self discovery - Student devise attacking plays and defensive formations and - Attackers must pass it to select players before scoring
review the effectiveness of them in groups using video footage. - Attackers have to shoot from a set distance to make it easier or harder
How to Score: - Vary the type of passes used in the game to make it easier/harder
- Increase target area i.e making the goal bigger. Equipment:
- Increase/decrease the number of passes required to score. - Use different sized balls
Area: - Use different weighted balls
- Increase the size of the playing area to create more space for the attacking - Change between hockey sticks, lacrosse sticks and your foot
team, making it easier for the attacking team. Inclusion:
- Decrease the size of the playing area to reduce the amount of space for the - Change-It to make it more inclusive of students who are having trouble with
attacking team, making it easier for the defensive team. the task.
- Make the dimensions of the playing area suitable for both the attacking and - Students make modifications to make the activity more inclusive.
defending teams to create greater game intensity. Time:
Number of Players: - Increase the amount of time attacker get to shoot at the goal
- Increase the number of attacking players to make it easier to maintain - Increase the amount of time students have to design attacking plays and
possession. defensive formations.
- Increase the number of defenders to make it easier to shut down space
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 social
Critical and creative thinking Ethical understanding communication understanding capability
technology capability

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

Civics and Citizenship Difference and Diversity Work and Enterprise
Objectives/Outcomes
Objective
Students Will:
Knowledge and Understanding  Demonstrate an understanding of movement skills, concepts and strategies to respond confidently, competently and creatively
in a variety of physical activity contexts
Skills  Develop interpersonal skills that enable them to interact effectively and respectfully with others, build and maintain respectful
relationships and advocate for their own and others’ health, safety, wellbeing and participation in physical activity
 Move with confidence, competence and creativity within and across various physical activity contexts
Values and Attitudes

Outcomes
Strand Outcomes Key Inquiry Question

Health, Wellbeing & Relationships

Movement Skill and Performance
PD5-4 Adapts and improvises movement skills to
perform creative movement across a range
of dynamic physical activity contexts
Appraises and justifies choices of actions
PD5-5 when solving complex movement
challenges
 How can I use feedback to create adaptations to movement skills to make
them more effective in different contexts?
 How can I create new rules, strategies and tactics to improve movement and
evaluate the effect these have on performance?
 How can I include, assist and lead others during physical activity?

Critiques their ability to enact interpersonal

skills to build and maintain respectful and
PD5-10
inclusive relationships in a variety of groups
or contexts

Refines and applies movement skills and

PD5-11 concepts to compose and perform
innovative movement sequences

Healthy, Safe & Active Lifestyles

Skill domain

Context for Learning

 Fundamental movement skills

 Individual/group/team physical activities

Strand Self-management (S) Interpersonal (I) Movement (M)

 Strengthening personal identity
Skills
 building self-confidence
 building self-esteem
 self-evaluation
 adaptability
 perseverance
 Self-awareness
 self-monitoring thoughts,
feelings and actions
 awareness of rights and
responsibilities, influences,
values, attitudes, strengths and
weaknesses
 reflective practice
 Decision-making and problem-
solving
 information-gathering
 finding solutions to problems
 time management
 Help-seeking
 recognising when help is needed
 accessing support and support
networks.
 Communication
 verbal and nonverbal communication
 listening, eg active
 expressing feelings
 giving and receiving feedback
 assertiveness
 Collaboration, inclusion and relationship-building
 expressing respect for others’ contributions
 fostering connectedness
 recognising and using their own abilities and
strengths and those of others
 assessing their own abilities and contributing
back to the group.
 Empathy building
 understanding others’ views
 understanding of others’ needs and
circumstances.
 Leadership and advocacy
 influencing and persuading
 networking
 motivation.
 Social awareness
 respecting difference and diversity
 perspective forming
 perspective taking.
 Fundamental and specialised movement skills and concepts

non-locomotor skills (body control, body positioning, spatial
awareness, direction, force, precision), eg bending, stretching,
twisting, turning, swinging, inverted supports, landing/stopping and
balancing
 locomotor skills (travel, rhythm, body control, coordination, safe
landing, agility, direction, object locomotion), eg rolling, sliding,
jogging, running, leaping, jumping, hopping, dodging, galloping,
skipping
 object control (body positioning, rotation, force, distance and
precision), eg striking, passing, catching, trapping, rolling, bouncing,
throwing, kicking and dribbling an object
 stability/body control (spatial and effort awareness, balance,
coordination), eg static balance
 sequencing/combination skills, eg connects a variety of skills to
perform movement sequences, transitions from one skill to another.
 Tactical and creative movement
 selecting, applying, transferring, adapting and evaluating movement
skills
 applying movement concepts, rules, strategies and tactics
 composing, appraising and performing
 assessing rules, strategies and tactics and how they influence
movement and performance when applied across different
movement contexts.
 Health and fitness enhancing movement
 self-regulation in physical activity
 fair and ethical participation
 building physical activity self-efficacy
 participating actively.
 Overview of learning

Duration Knowledge & Understanding Content Teaching and Learning Strategies Assessment Resources
FOR Learning

Focus of the lesson: Maintaining Possession (Hockey) Hockey

1  provide and apply feedback to develop and Questioning- To field OR
refine specialised movement skills in a Introduction: Students are introduced to invasion games (struck with foot or stick) by ensure students Netball/bas
range of challenging movement situations: viewing the interactive online resource created for this unit using Google Slides. (I) understand the ketball
(ACPMP099) Game form 1: Slide Tag (individual possession). Attacking team dribbles the ball to the end task and the court
- demonstrate fundamental and specialised of the court without losing possession. They pick up a letter and return home. The team tactical approach. Student
movement skills in a variety of increasingly spells as many words as they can using Google Slides. (L) Q&A to promote how to use your Questions asked devices
complex and challenging activities M to sndividuals, 25 x hockey
body and space to keep the ball. sticks
- adapt, transfer and improvise creative Game form 2: 5 v 2 possession (team possession). 5 attackers, 2 defenders, 1 student groups and the
25 x hockey
movement skills in increasingly demanding filming. The attacking team view the footage after 2 minutes and devise strategies that will class
balls
contexts, including varying space, rules, Observations- 15 x
increase their success of keeping the ball. (I) Q&A to promote understanding of the
equipment and apparatus, time restrictions Student coloured
importance of keeping possession and how to do it. responses to
and rhythm S M bibs
- perform specialised movement skills from a Game form 3: End Ball (individual/team possession). 5 students/team 1 student draws a questions.
range of movement contexts M heat map of one of the players on their team. Students pass the ball to a member of their Students
- respond to teacher and peer feedback to team whilst they are in the ‘endzone’. (N) gameplay + skill
enhance movement performance S I M Conclusion Q&A to promote understanding of the importance of possession whilst moving execution
forward and how to keep possession. Draw parallels between sports.
Week 1

Differentiation: Increase the size of playing area, Increase the number of attacking players
Focus of the lesson: Creating Space (Lacrosse) Hockey
2  provide and apply feedback to develop and Revision of field OR
refine specialised movement skills in a Warm-up Activity: Rabbits and Roosters previous lesson Oval
range of challenging movement situations: This game introduces moving away from defenders into space. through a class 25 x
(ACPMP099) Game form 1: Pig in the middle (Moving into open space to receive the ball). 2 attackers 1 discussion Lacrosse
- demonstrate fundamental and specialised defender. Students add up the score at the end of 2 mins and swap over. (N) Q&A to sticks
Self-assessment- 15 x
movement skills in a variety of increasingly promote understanding of space. students assess
complex and challenging activities M Lacrosse
Skill builder: Lacrosse pass (passing and receiving the ball in space) their skill balls
- adapt, transfer and improvise creative One student passes the ball, one student receives the ball in space and one student uses exeution and 25 x
movement skills in increasingly demanding the coaching app Dartfish to provide feedback to the passer. (L)(I) markers
decision making
contexts, including varying space, rules, 15 x
Game form 2: Zone Ball (Positioning on the field to create space). Teams of 6. 4 players through peer
equipment and apparatus, time restrictions coloured
inside the playing area 2 players on the outside. The outside players have to touch the ball feeback
and rhythm S M bibs
- perform specialised movement skills from a before scoring. Student
Conclusion Q&A to promote understanding of how to create space and why it is Questioning -
range of movement contexts M devices
important. Draw parallels between sports. individual, in Dartfish
- respond to teacher and peer feedback to groups and as a
Differentiation: Increase the size of the playing area, Defenders cannot make tackles App
enhance movement performance S I M class
rather just provide pressure Increase the number of attacking players Observations
  develop, implement and evaluate Focus of the lesson: Denying space and time (AFL) Court and
3 Revision Oval if not
movement concepts and strategies for Warm-up Activity: Pac man. This game introduces students to shutting down space.
successful outcomes with and without Questioning - far from
Students use lines on the court to devise the best route. (N) each other.
equipment (ACPMP101) Game form 1: Tag Ball (working as a team to deny opposition space). Teams of 6. the team individual, in
Otherwise
- use established criteria to measure and groups and as a
with the ball has to tag the opposition by touching them with the ball. They cannot move Oval.
evaluate the effectiveness of movement class 5 x AFL
once they have the ball, they can only pass to a team member. Q&A to promote
performance in relation to movement balls
understanding of the importance of shutting down space as the defending team. Observations -
concepts and strategies S I M 25 x
Game form 2: Buroinjin/Tag Ball 2.0 (working as a team to deny opposition time on the students game
- develop and implement appropriate rules, markers
ball). Teams of 6. The team without the ball has to tag the opposition whilst they are in play/skill
strategies and tactics for selected 15 x
execution coloured
movement scenarios S M possession of the ball. Defenders write down strategies as a team and evaluate how
- review, propose and implement alternative successful they were by reviewing video footage and implement what they learnt in the What stretgies bibs
students have Student
responses to movement situations based next game on Google Slides. (L)(I) Q&A to promote the importance of shutting down space devices
on the outcome of previous performances as a team devised and their
Dartfish
SIM Game form 3: Defend the area (working as a team to deny opposition space and time). The execution App
aim is to win the ball. Field divided into vertical thirds. Teams of 6, 2 players in each third. Self-assessment -
One player from the defending team can move across into the next third to create 3 review video
defenders v 2 attackers. (N) Conclusion Q&A to promote understanding of how to shut footage and
down space as a team. Draw parallels between sports. evaluate their
Week 2

success
Differentiation: Increase the number of defenders, Decrease the size of the playing area

Focus of the lesson: Advancing forward to create scoring opportunities (Gaelic Football) Oval
4  analyse the impact of space, time, objects, Revision 10 x soccer
effort and people when composing and Warm-up Activity: Stuck in the mud
Questioning balls
performing movement sequences Game form 1: 3 v 1 goal rush (Using overlaps to create and utilise scoring opportunities). 3 6 x mini
attackers, 1 defender and 1 student recording the success rate. At the end of the activity individual, in
(ACPMP103) goals
groups and as a
- experiment with the application of simple the group of 5 graph the data. (N) Q&A to promote understanding of why it is important to 25 x
class markers
biomechanical principles including force have players moving forward.
and speed applied to an object to enhance Observations - 15 x
Game form 2: Over the fence (Advancing forward to create overlaps) coloured
performance and ensure safety S M Teams of 5. 1 in defending zone, 3 in middle zone, 2 in attacking zone. A player from the students game
bibs
- create a group performance that middle zone aims to get into the attacking zone to create a 3 v 1 situation by completing a play/ skill
Student
demonstrates synchronous and individual execution devices
successful wall pass. Q&A to promote understanding of how to get players moving
movements S M Dartfish
forward. Data students
- use performance feedback to analyse App
Creating a Play: Students in their groups of 5 devise a play. The players then analyse the have graphed
movements and enhance movement
sequences and performances, eg ICT, peer, video of the play and identify how they utilised space, maintained possession and created ‘play’ students
and self-evaluation S M scoring opportunities through a self-evaluation activity on Google Slides (N)(L)(I) have created
Conclusion Q&A to promote understanding of different tactics to create scoring
Self-assessment-
opportunities. Draw parallels between sports. how successful
Differentiation: Increase the amount of time students have to design attacking play, their play was and
Attackers must pass it to select players before scoring, Self discovery why/why not
 Focus of the lesson: Scoring Goals (Hockey, Soccer, AFL, Gaelic Football) Oval
5  analyse the impact of space, time, objects, Revision 15 x hockey
effort and people when composing and Warm-up Activity: Students walk around the playing area watching videos (that have been
Questioning- sticks
performing movement sequences included in the Google Slides resource) on how to shoot in soccer, hockey and AFL. (I) 5 x hockey
Game form 1: Hit the target. 3 students. 2 students stand opposite each other with a individual, in
(ACPMP103) balls
groups and as a
- experiment with the application of simple target in between them 1 student films and analyses their techniques using Dartfish and 10 x soccer
class balls
biomechanical principles including force provides verbal feedback. They aim to hit the target with a soccer pass, then a hockey shot
and speed applied to an object to enhance Observations- 5 x AFL
and an AFL punt. (L)(I) Q&A to promote understanding of how to improve accuracy. balls
performance and ensure safety S M Game form 2: 3 goal blitz. 3 attacker v 2 defenders. The attacking team try and score as students game
25 x
- demonstrate and describe how the body many goals as possible in 1 min the middle goal is worth 3 points, side goals 1 point. play/ skill
markers
can produce and absorb force M execution 15 x
Students add their scores at the end. Students rotate attackers and switch between soccer
- use performance feedback to analyse Self-assessment- coloured
and hockey. (N) Q&A to promote understanding of how the strategies of scoring goals is
movements and enhance movement review video bibs
sequences and performances, eg ICT, peer,
transferable across invasion sports. 6 x mini
Game form 3: Speedball. 5 v 5. 2 small soccer goals (1point) and a basketball backboard (3 footage and
and self-evaluation S M goals
points). Gaelic football rules. Conclusion Q&A to promote decision making in scoring provide feedback 4x
to peers portable
opportunities and risk v reward. Draw parallels between sports.
basketball
Differentiation: Use different sized balls, Use different weighted balls, Change between hoops if
hockey sticks, lacrosse sticks and your foot, Increase target area i.e making the goal bigger applicable
Student
Week 3

devices
Dartfish
Focus of the lesson: Defending the Goal (Soccer) Oval
6  transfer understanding from previous Revision 15 x soccer
movement experiences to create solutions Introduction: Treasure. This game introduces students to defending the goal. Students
Questioning- balls
to movement challenges (ACPMP106) enter opposition territory where they can be tagged. Their aim is to stop the opposition 25 x pins
getting their ‘treasure’ individual, in
- draw parallels between successful rules, 25 x hula
groups and as a
strategies and tactics in one physical Game form 1: Slide Tag 2.0 (team defending). Attackers have braids with letters on them. hoops
class 12 x mini
activity situation and explain how they When the defenders tackle the attackers, they take the braid. At the end they spell as
could be used effectively in a different Observations- goals
many words as they can. (L) Q&A to promote student understanding of defending as a
students game 15 x braids
situation S M team to protect the goal or coloured
- predict possible outcomes of innovative Game form 2: Prairie Dog Pickoff (individual defending). 2 games. A ball is put into play play/ skill
bibs with
solutions to movement challenges based execution letters
that students use to kick at the other student’s prairie dog (pin). Students have to protect
on past experiences S I M attached to
their ‘prairie dog’. Q&A to promote student understanding of how to use your body to Self-assessment-
- reflect on and explain why certain solutions them
protect space and protect the goal how successful
were successful within a specific activity or 25 x
Game form 3: 3 goal denial (team defending). Students in teams of 5 aim to defend three were the
movement challenge S I M markers
separate goals. Students devise and practice defensive formations (N) Conclusion Q&A to formations
- demonstrate motivation, persistence,
why/why not
confidence and commitment when faced promote student understanding of what is required individually and as a team to protect
with difficult or unfamiliar movement tasks the goal. Draw parallels between sports.
SIM Differentiation: Decrease the size of the playing area, Attackers have to shoot from a set
distance, Increase the number of defenders
 Focus of the lesson: Positioning- attack and defense (Soccer, AFL, Hockey) Oval
7  devise, implement and refine strategies Revision 20 x
demonstrating leadership and Warm-up Activity: Hungry Hungry Hippos. Students are divided into 4 teams.. The aim of
Questioning- numbered
collaboration skills when working in groups the game is to collect the numbered bean bags and accumulate the highest score. (N) bean bags
Game form 1: End Ball with Zones (Team positioning) 4 teams, 1 game (2 teams assess the individual, in
or teams (ACPMP105) 15 x hockey
groups and as a
- evaluate individual strengths and the other teams using the TSAP). The field is divided into thirds. Students have to stay in the sticks
class 2 x hockey
contribution they make to teamwork and third they have been allocated. The aim is to get the ball to the ‘forward’ in the end zone.
leadership to encourage enjoyable Observations- balls
Q&A to promote students understanding of why positioning is important. 2 x soccer
participation for everyone in movement Game form 2: Play your part (Individual positioning) 4 teams, 1 game (2 teams assess the students game
balls
activities S I M other teams using the TSAP) . Students in their teams are given flashcards. Each flashcard play/ skill
2 x AFL
- implement motivational strategies to execution balls
has the characteristics of a certain player position e.g. midfielder. Students have to play
influence the involvement and engagement 25 x
like the character on the flashcard. Students then identify their own strengths and pick the students ability to
of themselves and others in movement markers
flashcard that best suits them (L) Q&A to promote understanding of the role of each interpret flash
activities S I M 15 x
position and why it is important. cards and their
- create and implement self-assessment and coloured
Game form 3: Game Plan (adjusting position to suit the tactical approach) ability to give bibs
peer-assessment tools to evaluate
instruction 6x
performance in a variety of roles including 4 team, 1 game (2 teams assess the other teams using the TSAP). One student coach. Each
Self-assessemnt- flashcards
player/performer, official and record- coach is given a flashcard with a tactical approach on it e.g. park the bus. The coach has to for game 2
keeper during movement activities S M explain to their team the positioning of each player and the importance of their role. (L) were instructions
4x
Conclusion Q&A to promote understanding of how positioning can change depending on effective flashcards
why/why not
Week 4

the game context. Draw parallels between sports. for game 3

Differentiation: Peer teaching , Self discovery, Vary the type of passes used in the game
Focus of the lesson: Coaching for success Oval
8  reflect on how fair play and ethical Revision 2 x soccer
behaviour can influence the outcomes of Introduction: Students walk around and review the tactics learnt in the unit. Students are
Questioning- balls
movement activities (ACPMP107) grouped based on the tactic they want to work on (3 groups max.) Students in their groups 2 x AFL
set-up one game that is suited to their tactical approach. The coaching team has to explain individual, in
- participate in physical activities where balls
groups and as a
players/performers rather than an the importance and the purpose of the game, give feedback make modifications and 2 x Hockey
class balls
independent official are responsible for complete the TSAP assessment task for their peers. (N)(L)(I)
applying the rules S M Observations- 16 x
Game form 1: Group 1 explains and plays their game e.g. 5 v 2 soccer. They then have to Hockey
- demonstrate an understanding of ethical change the sport e.g. to hockey, to demonstrate the tactic is transferable across sports. (L) students game
sticks
and fair behaviours across a variety of Q&A to re-emphasise how the tactics learnt in this unit are transferable between invasion play/ skill
2x
physical activities, eg equitable execution. Lacrosse
sports.
participation of people with disability in Students ability to balls
Game form 2: Group 2 explains and plays their game and makes modifications to make it make relevant
physical activities I M 16 x
- describe the contribution they make as an inclusive for somebody who has a disability. (L) Q&A to promote understanding of how to modfications Lacrosse
individual to teamwork, leadership and modifications to improve inclusiveness. sticks
Game form 3: Group 3 explains and plays their game. They then have to modify the game Students ability to 40 x
enjoyable participation for all and assess
give relevant markers
the influence this has on others to to include another tactic, so the game focuses on two tactics. (L) Conclusion Q&A to
feedback Student
participate in physical activities I M promote understanding of how to modify games to focus on certain tactics. Draw parallels devices
between sports. Self-assessment-
Heat map/
Differentiation: Peer teaching, Self discovery, Use different equipment instructions and Change-it
feedback template
Assessment/Evalutation
Summative assessment Description (Assessment OF Learning): Outcomes Assessed:
PD5-4 Adapts and improvises movement skills to perform creative movement
TEAM SPORT ASSESSMENT PROCEDURE (TSAP)
across a range of dynamic physical activity contexts
Task: Peer Assessment (Week 4, Lesson 7 & 8)
- One student assess their peers game play using the TSAP. PD5-5 Appraises and justifies choices of actions when solving complex movement
challenges
- Each student is assessed across two different sports (One has to be with a stick i.e
hockey or lacrosse and one has to be with the foot i.e soccer, gaelic football and AFL) PD5-11 Refines and applies movement skills and concepts to compose and
- Students record a mark for the component the student demonstrates. For example perform innovative movement sequences
if the student gains possession of the ball through an intercept, the students would
record a mark in the ‘gain possessions – conquered’ column.
Components
1. How a player gains possession of the object – conquered or received.
2. How a player disposes possession of the object – lost ball, neutral ball, pass or
successful shot

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 as a result of their experiences, and what should be
done next to assist them in their learning.
For example, there should be opportunities for teachers to:
• identify which teaching and learning experiences were effective and which require modification to be effective in the future
• suggest modifications for future teaching and learning experiences
• describe additional or alternative teaching and learning activities and resources that could be used in the future
References:

Australian Sports Commission. (n.d.). Inclusive coaching : Participating in sport. Retrieved from

http://www.ausport.gov.au/participating/resources/coaches/tools/coaching_specific_groups/Inclusive

Get Active Sports. (n.d.). Invasion games - Get active sports. Retrieved from http://www.getactivesports.com/school-clubs/invasion-games/

NSW Education Standards Authority. (2018). NSW syllabus for the Australian Curriculum: Personal development, health and physical education K–10 syllabus. Retrieved

from https://syllabus.nesa.nsw.edu.au/pdhpe/
Resource 1: Invasion Games Interactive Resource (Google Slides) .

The resource has 30 slides therefor only a select number of slides will be showcased. These slides have been selected to highlight the different aspects of the resource. The
link to the entire resource has also been included: https://docs.google.com/presentation/d/1s9-2T83RMty-qidzkoAPYLFjY4LVOB8xU1mxAU3wzZo/edit?usp=sharing

This is an example of an information slide that students can contribute to.

This is an example of a slide that contains weblinks for students to indepently visit if they want to know more.
The next two pictures are examples of an activity that students are to complete during the lesson.
This an example of a slide where students watch a video to help their learning.
This is an example of a scaffold students can use to facilitate their learning.
Resource 2: Summative Assessment Task – TSAP

Student Peer Assessment

Year 10 Invasion Games (struck with foot or stick) Performance Assessment
My Peer is: My Name is: Sport:
Task: Observe your peers gameplay in a small sided game played in week 4. Make a tally in the appropriate box Received Balls, (RB), Conquered Balls (CB), Offensive Balls
(OB), Successful Shots (SS), Volume of play (PB=RB+CB), Lost Balls (LB)

Note: Each student is assessed across two different sports (One has to be with a stick i.e hockey or lacrosse and one has to be with the foot i.e soccer, gaelic football and AFL).
Outcomes Assessed: Components
PD5-4 Adapts and improvises movement skills Conquering the Ball (CB) Interception, stealing the ball from an opponent, or recapturing the
to perform creative movement across a range Gaining possession ball after an unsuccessful shot on goal or near loss to the other team
of dynamic physical activity contexts of the ball Received Balls (RB) Receiving the ball from a teammate and not immediately losing control
of it
Playing a neutral ball Passing the ball to a teammate or any pass that does not put the other
PD5-5 Appraises and justifies choices of actions
(NB) team in jeopardy
when solving complex movement challenges Losing the ball (LB) Losing the ball to the other team without having scored a goal
Disposing of the
PD5-11 Refines and applies movement skills ball Playing an offensive ball Passing the ball to a partner, thus pressuring the other team, which
and concepts to compose and perform (OB) most often leads to a shot on goal
innovative movement sequences Executing a successful Scoring or maintaining possession of the ball following the execution of
shot (SS) a shot
Note: use the table below to mark your peer
Gaining Possession
Conquered Ball (CB) Received Ball (RB)

Disposing of the Ball

Playing a neutral ball (NB) Losing the ball (LB) Playing an offensive ball Executing a successful shot (SS)
(OB)
Resource 3: Recording and Graph Scaffold – Lesson 4

Step 1: Place a mark in the relevant column. For example if a player scores a goal place a mark in the goal column.

Group Goal On target (defender Miss by a little bit Miss by a lot (player No shot
saves it) (player discretion) discretion) (defender tackle)
1.
2.
3.
4.
5.

Step 2: Graph the data of all groups. An example has been provided on the last page.

0.9

0.8

0.7
Group 1
0.6
Number

Group 2
0.5
Group 3
0.4 Group 4
Group 5
0.3

0.2

0.1

0
Goals On Target Little miss Big miss No shot

Category
Step 3: Analyse the data

How many goals were scored across all 5 groups?

Which group scored the most Goals?

What did this group do successfully to score more goals? Think about their movements on and off the ball

What would you do differently next time to maximise how many goals you scored?
Example – Table and Graph

Group Goal On target (defender Miss by a little bit Miss by a lot (player No shot
saves it) (player discretion) discretion) (defender tackle)
1. 4 0 4 2 0
2. 2 2 2 2 2
3. 3 1 4 2 0
4. 0 1 2 4 3
5. 1 1 1 5 2

4
Group 1
Group 2
3
Group 3
Group 4
2 Group 5

0
Goals On Target Little miss Big miss No shot
 Resource 4: Player Flash Cards 3 of 6 – Lesson 7

Flashcard 1 Flashcard 2 Flashcard 3

Strengths Strengths Strengths

- tackling and interceptions
- short passing - Creating scoring opportunities
- applying pressue to opposition players
- short passing - dribbling - Shooting
- creating scoring opportunities - Finding space
Weaknesses Weaknesses - Dribbling
- Shooting - Defending the goal Weaknesses
- Playing attacking passes - Shooting - Tackling and interception
- Making attacking runs - Shutting down space
- Dribbling - Defending the goal

Where is my postion? ______________________ Where is my postion? ______________________ Where is my postion? ______________________