Name: Hayden Bennett & Manning McInerney

Student IDs: 2152248 - 2165610

Year 11 Stage 1 Badminton

Unit Context
This unit of is developed as part of Year 11 Physical Education focusing on Badminton,
with a focus on tactics and strategy, and theory based around biomechanics. This aligns
with Stage 1 SACE aims of students exploring the factors of their participation in and
performance of physical activities. It is an experiential subject in which students explore
their physical capacities and investigate the factors that influence and improve
participation and performance outcomes, which lead to greater movement confidence
and competence. These physical activities can include sports, theme-based games,
fitness and recreational activities.

Skills such as serving, overhead and underarm clears, the smash and drive will be
developed over the lessons. Students will then be using recorded footage of themselves
to analyze the biomechanical principles present in badminton across the unit. The
pedagogical approaches used are predominately game sense and teaching games for
understanding approaches with constraints led environments. These approaches aim is
to encourage thought and decision making amongst the students in relation to their
tactics and strategies used (Findlay, 1982), such as taking pace off and putting pace on
the shuttle, and using the depth and width of the court.

Learning Objectives
As a teacher, the goal of Physical Education, in particular Sport education, is not the
development of sportsmen or woman, but educating students on the wider and bigger
ideas that sport can offer, and in turn a greater understanding through games (Bunker &
Thorpe, 1983). At the conclusion of this unit, Students will begin to understand the
creation of space and opportunities to gain advantage over opponents. Students
will also be able to understand the motor skills and biomechanics involved with
badminton, and have the ability to transfer this knowledge and application to
other similar sports.

To be covered over the six weeks:

Tactics and Skills of Badminton
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610
Scoring
Setting up to attack and creating
space on opponent’s court.
Winning the point.
Attacking as a pair.
Attacking both the short serve and drop shots.
Defense
Defending space on own side of the
court.
Defending against opponents attack.
Defending as a pair.
Biomechanical Concepts
Inertia
Centre of Mass
Centre of Gravity
Force
Newton’s Laws of Motion (Backswing)
Momentum
Velocity
Kinetic Chain
Summation of Force
Levers
Performance Standards for Stage 1 Physical Education
- Application and
Communication
Skills
Overhead clear.
Overhead drop shot.
High service.
Underarm clear.
Smash.
Communicating as a pair.
Front and back offense and movement.
Skills
Recovering to center court.
Communication as a pair.
Low service.
Returning the smash and drop shot.
Examples:
High grip on racquet = increase in mass =
Increase in inertia
Force = Mass x Acceleration
Exploration, Analysis, and Reflection
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

A Astute and highly effective Focused exploration and in-depth analysis of evidence
application of knowledge and relating to physical activity.
understanding of movement
Insightful reflection on movement concepts and
concepts and strategies.
strategies.
Focused and sustained
Insightful reflection on ways to improve participation
application of communication and
and/or performance.
collaborative skills.
Highly effective communication
using accurate subject-specific
terminology.

B Effective application of knowledge Thorough exploration and some depth of analysis of

and understanding of movement evidence relating to physical activity.
concepts and strategies.
Well-considered reflection on movement concepts and
Mostly thorough and sustained strategies with some insights.
application of communication and
Well-considered reflection on ways to improve
collaborative skills.
participation and/or performance.
Effective communication using
accurate subject-specific
terminology.

C Generally effective application of Generally competent exploration and analysis of

knowledge and understanding of evidence relating to physical activity.
movement concepts and
Considered reflection on movement concepts and
strategies.
strategies.
Competent application of
Considered reflection on ways to improve participation
communication and collaborative
and/or performance.
skills.
Generally effective
communication using subject-
specific terminology with some
accuracy.

D Some application of knowledge Some exploration and analysis of evidence relating to

and understanding of movement physical activity.
concepts and strategies.
Some reflection on movement concepts and strategies.
Some application of
Some reflection on ways to improve participation and/or
communication and collaborative
performance.
skills.
Some communication using
subject-specific terminology.

E Attempted application of Attempted exploration and analysis of evidence relating

Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

knowledge and understanding of to physical activity.

movement concepts and
Attempted reflection on movement concepts and
strategies.
strategies.
Attempted application of
Attempted reflection on ways to improve participation
communication and/or
and/or performance.
collaborative skills.
Attempted communication with
limited use of subject-specific
terminology.

Assessment Information: Biomechanical Analysis Report

For this assignment, students are required to conduct a report that analyses the biomechanical technique
of an elite Badminton player and compare it with their own. Students will use the ICT application Coaches
Eye to record their own technique and will then conduct a biomechanical analysis that compares their
results, to that of a professional player. The aim of this assignment is to find conceivable differences
between the techniques and report on what optimizes skill performance within the sport of Badminton.
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

6 Week Unit - Lesson Plans

Week 1:

Lesson 1: Practical Questions:

Introduce class to badminton and set
group/class standards. Explain
expectations of students setting up courts
as soon as they arrive for class, can hit
between each other when courts are set up
and waiting.
Game 1: Half court singles, using any
serve the student wishes to initiate play.
Long and skinny courts.
Aim: To maintain a rally as long as
possible with the shuttle landing. Keep
shuttle in play.
Tactical objective: Create space.
Game 2: Student will play singles on long
and skinny courts. Points scored by the
shuttle landing in the back or side tram
lines are with 3 points, as well as the front
of court. If the shuttle landing in the corner
boxes at the back of court scores a point, it
is worth 6 points. An extra point is awarded
for every time that a player was brought to
the front or back of court before the point
was won.
Aim: To make students aware of
advantages of going deep and to front of
the net.
Tactical Objective: Create space.
How do you score?
How can you stop your opponent from
scoring?
Is it easier to keep the shuttle in play with
over head or underhand shots? Why?
Explicit Teaching Cues:
- Fast and long movements around
court
- Give yourself time by pushing player
back or bring them forward
- Corners are always the longest part
of the court away from an opponent
- Overhead clear cues:
Racquet hitting shuttle at highest point
Front arm pointing towards shuttle to guide
and aim contact
Aim to hit shuttle to back of court
- Drop shot cues:
Set up as if going to hit shuttle hard
Take pace of the shuttle and allow it to
drop over the net
- Aim for just below the net at front of
court

Lesson 2: Theory (Centre of Gravity & Pre Assessment:

Base of Support) Students will partake in a short quiz that
Students will begin to learn and understandtests for any prior knowledge on the
the biomechanical principles associated concept of biomechanics. Questions may
with badminton. include…
- How would you explain centre of
Focus will based upon building an gravity?
understanding of these particular concepts - What is the base of support?
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

and how their correct implementation - How are these principles relevant to
optimises successful court movement and badminton?
stability. - Why are these principles important?

Lesson 3: Practical Students to be questioned on badminton

Tactical Objective:Create space, movement and space creation concepts:
Pushing opponent back and performing the - How do we score a point?
overhead clear. - How can we create more space to
Aim: For students to fully understand the score that point in?
value of forcing opponent back using the - Where do we hit the shuttle to make
overhead clear. an opponent rushed?
- Why do we hit to that area?
Game 1:Students to play long and skinny (Front/Back of court/corners)?
courts. Students score only when they - How are we going to move quickly
serve and when the shuttle lands on the around the court?
opponent’s side of the court. No points are - What are two or three crucial shots
scored from opponent skill errors. The back in winning the rally after using the depth
tramlines are worth 3 points. Students to and space of the court?
begin to understand the concept that it is
harder for the opponent to attack you from Where are the available spaces on the
at the back of the court. court?
Is it harder to be attacking from the back or
Game 2: Use an overhead serve to push front of court? Why?
player back to the court in a game What shot helps get the opponent to the
situation. Players can win points on any back of the court?
serve. 1 point if shuttle lands in opposite What is your next move to score? Where
side of court, 2 if it is directly after hitting an should you attack?
overhead clear.
Once students are engaged in the
conversation through the above guided
questioning, teacher then writes answers
and key concepts on whiteboard. These
concepts should be:
- Hitting the shuttle to space gives
you more time to set up for the net
shot.
- By using the depth and corners of
the court, we can catch our opponent
out of position.

Lesson 4: Theory (Force, Mass & - Learning the equation of Force

Acceleration (Force = Mass x Acceleration).
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

In this lesson, students will begin to build

an understanding on the principle of force
(F) and how this is altered by the
conditions of mass and acceleration
(F=ma).
The focus of this lesson will be to break
down the components of force and analyse
how the variation of these principles alters
the different ways in which we approach
the technical and tactical aspects of
badminton.

Week 2:

Lesson 1: Practical
Tactical Problem:Creating Space
Pushing opponent back, performing a
backhand clear. Questions:
Objective:Use backhand when necessary How can you push your opponent back if
to push opponent back. the shuttle does not come to your strong
forehand or won't allow an overhead clear?
Game 1:Long and skinny courts. Push
opponent back and maintain the rally. Cues: Move front foot to, whatever side is
Players can win points on any serve. 1 holding the racquet, toward shuttle and
point if shuttle lands in opposite side of become sideways to the shuttle. Keep
court, 2 if it is directly after hitting an elbow high.
backhand overhead clear. Contact shuttle at highest point.
Flick your wrist.
Game 2:Underarm service, Use overhead
and backhand clears to push opponent
back. Alternate service and score on any
service. Always begin with underarm
service. Introduce service line, and must be
used.

Lesson 2: Theory (Inertia & Newton’s

1st Law of Motion)
Now that the concept of force has been
covered, we can begin to look at the
principles of inertia and Newton’s first law
of motion. Newton’s first law incorporates
both principles of force and inertia and is
an integral part of many technical aspects
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

of badminton.

This lesson will focus on the influence of

force on an object and building an
understanding that objects will maintain a
set velocity unless acted upon by a given
force. In relation to our badminton practical,
students will focus on the influence of force
when hitting the shuttlecock and how this
can be manipulated in the case of different
shot play.

Lesson 3: Practical Questions:

Tactical Problem: Creating space Now the player is back, where is the space
Lesson Focus: Drop shot to score?
Objective: Use drop shot to bring How can you attack the space in front of
opponent forward the court?

Game 1: Long and skinny courts. Cues:

Underarms service, second serve any
option. Push opponent back with overhead
or backhand clears. Try to score in the
front of court. Players must serve from
behind the service line.
Disguise the drop shot by looking to play
the overhead clear.
Keep stiff wrist on contact.
Use little to no power.

Game 2:Win points by using the drop shot.

Attempt to land the shuttle as close to the
front of the net as possible. 2 points for any
shot won inside the service line.

Lesson 4: Theory (Newton’s 3rd Law of

Motion)
This lesson will again relate strongly with
the principle of force, however it will
introduce a new focus in Newton’s 3rd
Law. This lesson will again analyse the
technical shot play of badminton as we
look at the equal and opposite reaction of
force when creating strokes and moving
around the court.

Week 3:
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

Lesson 1: Practical Questions:

Tactical Problem: Defending space Where should you go between shots?
Lesson Focus: Recovery to center court Why is that?
Objective:Recover to center of court in
between shots
Cues: Recover immediately between the
Game 1: Long and skinny courts. Move shots.
opponent around court with varied shots. Stay on your toes.
Be aware of own position and what it Use long strides on court.
means for ease of shot execution.

Game 2: Mini tournament. Long and skinny

courts. Recover to center between shots.
Take up position in middle of court
between service line and back tramlines in
between your own strokes. If a point is won
against you, and the player isn’t in between
these two areas, it is a -1.

Lesson 2: Theory (Momentum) Questions:

The first lesson of this week's theory will What allows the sport of badminton to be
introduce the principle of momentum. so rapid and precise?
Students will begin to build an
understanding on the concept of Why do you believe they make the
momentum and how it influences optimal equipment this way?
performance in badminton. Students will
also analyse the overall principle of How is momentum influenced by this?
momentum and how else it is manipulated
within the sport.
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

Lesson 3: Practical Questions:

Tactical Problem: Defending against How can you return a smash without
attack setting up opponent to take an advantage
Lesson Focus: Returning the smash and/or smash?
Objective: Return smash to not give the
opponent another option to attack. Cues:
Have feet square and racket head high to
Game 1:Long and skinny courts. Win receive the smash.
smash when possible. Be aware of not Keep wrist firm on contact.
returning the smash to allow an easy net Drop shuttle into front of the court on
kill for the opposition. opponent's side.

Game 2: Long and skinny courts. Win

smash when possible. Be aware of not
returning the smash to allow an easy net
kill for the opposition. At every opportunity
within the service line attempt the smash.

Lesson 4: Theory (Summation of Force)

In this lesson, students will begin to look at
one of the more collaborative principles of
biomechanics in the summation of force.
Students will begin to develop an
understanding of how the body generates
sufficient force when playing a certain shot
or in general transition around the court.
This principle uses a significant portion of
all of our covered biomechanical areas so it
will also act as a memory recap of other
principles for students.

Week 4:

Lesson 1:Practical Questions:

Tactical Problem: Defending Space. Why is a high serve riskier in a doubles
Lesson Focus: Low service and doubles match rather than a normal singles game?
game. What serve are we using more effectively?
Objective: Keep serve low to avoid to Why is a short serve dangerous?
avoid easy attack from opposition.
Cues:
Game 1: Full court in doubles. Avoid using Drop shuttle late to disguise.
the high serve, keep shuttle as close to the Keep elbow of serving arm tucked in.
net as possible. Be aware of shorter Serve from just below waist, gives a lower
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

service box. Alternate the serves between trajectory.

partners. Firm wrist.

Game 2: Drop the shuttle as close to the

service line as possible. The closest out of
the pair wins a point.

Lesson 2: Theory (Levers) Class 3 Lever:

In this lesson we will be looking at our final
principle of this biomechanics unit in levers.
This principle is a critical component of
badminton and will provide greater
understanding to students about the benefit
of levers and the influence they have on
optimal performance. In the context of this
unit students will predominantly focus on
class 3 levers.

Lesson 3: Practical Questions:

Tactical Problem: Winning the point How can you attack the short serve?
Lesson Focus: Attacking short serves
Objective: Win the point through punishing Cues:
a short serve Ready position, weight forward and racket
up.
Game 1: Full court doubles. Look to attack Punch through with arm and flick the wrist.
the short serve that is too high. Start each Downward trajectory/force on the shuttle.
point with a short serve, aiming to be as
close to the net as possible. Students to film other pair, with an effort to
record drop shots, smash, serve and
Game 2: Partner feeds a short serve to overhead clear for video analysis and
start the point. If the point is won by the comparison with elite athlete using
receiver, restart the point with normal biomechanical principles. Due on the final
serve, but must be a short serve. Repeat lesson of unit. Time will be allocated in
and rotate. theory for the following two weeks to
complete.

Lesson 4: Theory (Content Review) Recap Biomechanical Principles:

Now that the primary biomechanical - Force, Mass & Acceleration
principles of this unit have been covered, - Newton’s Laws of Motion
this lesson will be based around retrieval - Momentum
practice and recapping the content of this - Summation of Force
unit. The assessment piece for this unit is - Levers
set to begin during the first theory lesson of - Inertia
week 5 so it is important students have a - Class discussion that reiterates all
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610
developed understanding of the covered
principles.
Week 5:
Lesson 1:Practical
Tactical Problem: Winning the point
Lesson Focus: Attacking with a drop shot
Objective: Play an attacking drop shot
Game 1: Singles in half court. Be aware of Cues:
the advantage of playing a fast drop shot. If Prepare for a smash.
you play a drop shot, it is worth 2 points.
Game 2: Partner feeds shuttle with a high Keep wrist firm.
serve to the receiver, aims to play drop
shot into front court with a downward
trajectory. Once the receiver plays 3 into
the front of court inside the service line, the
partner plays a normal serve and they play
a point. Rotate and repeat.
Lesson 2: Theory (Assessment Task-
Filming)
In this lesson, students will begin their
assessment task as they analyse the
optimal biomechanical technique of an elite
badminton player and then compare it
against their own. This assessment
combines the theoretical and practical
knowledge students have developed
throughout this unit and requires them to
use this information to successfully critique
their technique. Assignment is due at the
conclusion of Week 6.
of the above concepts. Important
that students have a general
understanding of these principles.
Questions:
Why is a drop shot effective?
What is the advantage of mixing up drop
shots with smashes?
Make contact with shuttle when it is high
and in front.
- Students will use the application
Coaches eye to record their
technique in the various areas of
Badminton (Serve, forehand,
backhand, drop shot, smash etc.)
- They will be able to use this app as
a visual aid as they compare their
technique to that of an elite player
and identify the significant
differences between them.
- Once the students have sufficient
footage of all of their technical
areas, they will begin to write a
comparative report identifying the
conceivable differences.
- Students are required to use their
developed knowledge of
biomechanics to define how they
are able to optimize their technique.
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

Lesson 3: Practical Questions:

Tactical Problem: Defending against attack How can you return the drop shot without
Lesson Focus: Return attacking drop shot giving the opportunity for a smash?
Objective: Return drop shot from below net
height, without losing the advantage Cues:
Keep wrist firm.
Game 1: Half court singles. Execute a drop Let the shuttle hit and roll off the racket.
shot, receiver than tries to play it back in an
attacking way. No smash allowed from
behind the service line.

Game 2: Game only within the service line.

Use the touch of a return to get the shuttle
just above the net. Rally must be within the
service box.

Game 3:
Repeat game 1, but with extra point for
shuttle landing within a 30cm line below the
net. Also player loses one point if they lose
a point to a smash.

Lesson 4: Theory (Assessment Task - - Students will continue filming with

Filming/Conduct Report) Coaches Eye.
In this lesson, students will be required to - Students who have already
finish their technical filming that wasn’t completed filming will tend to their
completed within the first lesson. Once this peers who have not and assist
has been completed, students will return to them.
the classroom as they are provided time to - Present assignment sheet to
continue on with their assignment. Once a students detailing the structure and
detailed description of the report and essential requirements of the
structure has been presented, students report.
may begin writing. - Students will begin writing in class.
Students are encouraged to
undertake homework on this
assignment.

Week 6:
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

Lesson 1:Practical Review content from previous lessons.

Tactical Problem: Defending and
attacking as a pair
Lesson Focus: Practice attacking and
defending as a pair in tournament style
play
Objective: Communication, attack and
defend

Game 1: Full court doubles in round robin

tournament style play. Rotate opponents
every 10 minutes. Communicate effectively
as a pair to move around the court, back
and forward to attack.

Lesson 2: Theory (Report Writing) - Class in Computer lab B

Students will continue with their report - Time for questioning in relation to
writing within this lesson. This will be one the report
of two lessons in the computer lab so
students are encouraged to use their
opportunity wisely. Questions from
students will be answered as they arise.

Lesson 3: Practical Overall review of Unit:

Tactical Problem: Defending and How can we create more space to score
attacking as a pair that point in?
Lesson Focus: Practice attacking and Where do we hit the shuttle to make an
defending as a pair in tournament style opponent rushed?
play Why do we hit to that area? (Front/Back of
Objective: Communication, attack and court/corners)?
defend How are we going to move quickly around
the court?
Game 1: Full court doubles in round robin What are two or three crucial shots in
tournament style play. Rotate opponents winning the rally after using the depth and
every 10 minutes. Communicate effectively space of the court?
as a pair to move around the court, back
and forward to attack.

Lesson 4: Theory (Final Report Time) - Assignment Due: Friday 11:59

This will be students final class time on pm
their biomechanical comparison report.
Students will be in the computer lab either
continuing or finalising their reports. Hard
copy submissions are required at the
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

conclusion of this class or Emails will be

accepted until 3:30 on Friday.
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610
Justification:
This unit plan has been developed with the aim to develop Year 11 students understanding of
creation of space and opportunities to gain advantage over opponents. Students will also be
able to understand the motor skills and biomechanics involved with badminton, and have the
ability to transfer this knowledge and application to other similar sports. By developing students
understanding of biomechanics, they will be able to apply this to analyse their own participation
in badminton against that of an athlete and apply this to their own game and performance.

By modifying the constraints, rules and environment within a game such as badminton, a
teacher allows for students to explore their own decision-making processes. A concept of these
constraints and rule bending and environmental change for outcomes is exaggeration and
reduction (Thorpe, Bunker & Almond, 1986), such as the increased worth score zones to
exaggerate the concepts of depth and width of the court, to encourage varied movement and
strategy concepts with the students. Through the progressions of the unit from developing a
sense of strategical game concepts such as creating space, and then gradually introducing and
developing the technical skills of badminton such as the serve, drop shot, backhand and
overhead clears, and the smash. Through this style of teaching, students can develop their own
most effective strategies to appreciate and understand the tactical problems of both attack and
defence. This therefore provides students the tools to understand what to do in the game, and
what appropriate skill set is required to solve the tactical situation that they may be presented
with (Mitchell, Oslin & Griffin, 2013).

This unit plan engages with the three big ideas of the Teaching for Effective Learning
Framework (2010) of creating safe environments for rigorous learning through the constraint led
environments that game sense creates, guided questioning and constraints allow for the
development of expert and independent learners, whilst the connection of sport (Badminton)
and biomechanics allows for students to related back these principles to real life in other sports
or environments. Students gradually develop in more game based and open environment with
skill acquisition practice incorporated within the games, which creates authentic learning
experiences and deeper understanding with more skilful action. The use of game-based
learning places a greater emphasis on student participation as opposed to a more traditional
style of teaching that encourages technique and skill based learning (Stolz & Pill, 2014). The
use of these small sided games places a greater focus on learner understanding and decision
making and has continued to moved away from a dependency on prior development and
specific movement techniques (Stolz & Pill, 2014).

Using Biomechanics as the theoretical component of this unit acts as a sequential building block
as students move through stage 1 through to stage 2 Physical Education. Biomechanics is a
key concept of the Physical Education curriculum and although it can be a difficult topic to
grasp, it can be seen as a highly beneficial and significantly relatable aspect of the Physical
Education program (Siedentop, 2002). Through this unit, students are required to think critically
about the concept of biomechanics and the relativity is presents when being applied to many
different sports (Siedentop, 2002). The development of this knowledge is highly influential for
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610
students as it constructs a greater understanding of the way in which our body moves and
importantly optimises our physical performance.

The theory component of this unit, analysing biomechanical concepts and their relationship to
Badminton, through students firstly learning about these concepts and then analysing
themselves against the skills of an elite athlete, addresses the general capability use of
Information and Communication Technologies such as apps like ‘coach's eye’. This unit also
addresses critical and creative thinking of students through analysing and interpreting
challenges on the court, creating and reviewing, refining physical activities to improve
participation and performance, identifying problems and areas for improvement, and developing
innovative solutions (Australian Curriculum and Reporting Authority, 2010). Personal and social
capabilities are addressed such as demonstrating collaboration and initiative in a team
environment, working and communication effectively with others on the court and in class, and
being receptive to changes in thinking based on new information that they are receiving in their
performance of physical education (ACARA, 2010).

We verify that all group members have equally contributed to the production of both part 1 and 2
of this assignment.

Signed:
Manning McInerney & Hayden Bennett

References:

Australian Curriculum and Reporting Authority (ACARA) (2010). Retrieved from:

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Bunker, D. & Thorpe, R. (1983). A model for teaching games in secondary schools.
Bulletin of Physical Education, 19(1): 32-35.

Findlay, S. (1982). Games Teaching – The movement analysis approach. NSW:

Maxwell Printing Co.

Mitchel, S. Oslin, J. & Griffin, L. (2013). Teaching Sport Concepts and Skills: A Tactical
Games Approach for Ages 7-18. 3rd Ed. Human Kinetics.

Stolz, Steven, & Pill, Shane. (2014). Teaching Games and Sport for Understanding:
Exploring and Reconsidering its Relevance in Physical Education. European Physical
Education Review, 20(1), 36-71.
Name: Hayden Bennett & Manning McInerney
Student IDs: 2152248 - 2165610

Siedentop, Daryl. (2002). Content Knowledge for Physical Education. Journal of

Teaching in Physical Education, 21(4), 368-77.

Teaching for Effective Learning Framework. (2010). 1st ed. [ebook] Adelaide:
Government of South Australia. Available at:
https://www.education.sa.gov.au/sites/g/files/net691/f/tfel_framework_guide_complete.p
df [Accessed 28 Mar. 2019].