102086 Design, Teaching & Learning Brittany Kalauni 19051215

Brittany Kalauni
19051215

102086 Designing, Teaching & Learning

PDHPE Lesson Plan Analysis

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102086 Design, Teaching & Learning Brittany Kalauni 19051215

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – Comments: Most activities were central to the lesson objectives i.e.
4–5 throwing and catching. Discussion of the lesson topics were encouraged
throughout with reflective questions during and at the end to reinforce
learning outcomes.

1.2 Deep understanding

1 – 2 – 3 – Comments: Most activities remain consistent with the lesson objectives
4–5 and student learning outcomes. However, multi-use of equipment and
technology i.e. sports equipment and IPad (coach’s eye), makes deep
understanding uneven.

1.3 Problematic knowledge

1 – 2 – 3 – Comments: The nature of the skill is to be presented as fact i.e.
4–5 preparation, execution phase of a throw have fundamental steps which are
not open to question. However, student perspective on how to improve
the skills can differ and are open to question.

1.4 Higher-order thinking

1 – 2 – 3 – Comments: Students are required to demonstrate high order thinking as
4–5 they participate in each activity designed for students to show how they
organise, reorganise, apply, analyse, synthesise and evaluate their skill (i.e.
throwing and catching) demonstrated at the beginning and throughout the
lesson.

1.5 Metalanguage
1 – 2 – 3 – Comments: Despite use of coach’s eye, a visual aspect, the lesson outcome
4–5 is based around a skill that is demonstrated physically and with visual
prompts and aids (coach’s eye). There is little aspects of text apart from the
skill terminology for students to analyse aside from skill: preparation,
execution and follow-through.

1.6 Substantive communication

1 – 2 – 3 – Comments: Teacher sustains interaction for most of the lesson, asking
4–5 questions to students as they participate in activities providing a
scaffolding to prompt the lesson conversation. However, effective ways to

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interact with students can be adapted in one of the activities i.e. knock-
down.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – Comments: Teacher demonstrates explicitly the skill students are required
4–5 to practice and demonstrate. The use of coach’s eye allows for students to
visually reflect on the quality of demonstrating the skills (throwing).

2.2 Engagement
1 – 2 – 3 – Comments: Improvements to the warm-up may increase engagement to
4–5 students who appear indifferent to the lesson objectives. However, the
variety in activities planned and use of several pieces of equipment engage
most students in the lesson.

2.3 High expectations

1 – 2 – 3 – Comments: The lesson plan activities involve student participation. The
4–5 teacher mentions the interaction points during the lesson which will allow
for encouragement and communicating good work.

2.4 Social support

1 – 2 – 3 – Comments: As this is the second lesson, expectations have been set to
4–5 support the learning environment. The lesson also facilitates group work
and class interaction which when facilitated by the teacher can
acknowledge appropriate behaviour and improve students who may find
the lesson challenging.

2.5 Students’ self-regulation

1 – 2 – 3 – Comments: The activities are purposeful as well as engaging to the student
4–5 in order to achieve the lesson outcomes. Relevant equipment and
resources allow for little interruption, transitioning between activities.

2.6 Student direction

1 – 2 – 3 – Comments: Majority of the lesson requires teacher demonstration and
4–5 instruction. The activities are pre-planned with little choice for students.
However, some aspects of the activities allow for students to exercise
control when split into groups and practice throwing.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – Comments: Background knowledge is not specifically mentioned in this
4–5 lesson plan. However, it is noted that this is the second lesson conducted.
Therefore, an assumed amount of background knowledge would be
expected.

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3.2 Cultural knowledge

1 – 2 – 3 – Comments: An activity with Indigenous roots is implemented as the final
4–5 activity within the lesson. However, there is no indication whether
background to the history of the activity is mentioned to the students. The
activity itself is concerned primarily with the framework of the dominant
culture.

3.3 Knowledge integration

1 – 2 – 3 – Comments: The contexts for learning clearly acknowledge skills and
4–5 demonstrates links between different KLAs. For example, use of technology
using coach’s eye (ICT), numeracy skills used to mark out distances within
the activities (maths) etc.

3.4 Inclusivity
1 – 2 – 3 – Comments: The activities are planned based on the expectation of student
4–5 participation. There is partner and group work, and implementation of
Indigenous games may be significant for some but not all groups.

3.5 Connectedness
1 – 2 – 3 – Comments: Besides meeting the syllabus outcome, there is little to no
4–5 reference made on how or why these movement skills are necessary or
relative to real-life context. Assumptions on developing student motor
skills and how students share these skills outside of school is not connected
in the lesson.

3.6 Narrative
1 – 2 – 3 – Comments: Some background/history is added to the lesson. However, it is
4–5 not the focus and is only a minor part of the lesson.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Problematic Knowledge 2) Background Knowledge
3) Metalanguage 4) Connectedness

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Modified Lesson Plan

Topic area: Movement Skills in Action

Stage of Learner:
Stage 4 – Year 8
Syllabus Pages:

Date:

Location Booked:
Lesson Number: 2 / 3
Time: 60 minutes

Total Number of students

20
Preparation/
Resources:
Equipment/resources:

- Hoops x 4
- Vortex x 15
- Pylon markers x 40
- Tennis balls x 10
- IPad (Class set)

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcomes
Outcome 4.11 Demonstrates how movement skills and concepts can be adapted and
transferred to enhance and perform movement sequences

Outcome 4.10 Applies and refines interpersonal skills to assist themselves and others to
interact respectfully and promote inclusion in a variety of groups or contexts

Lesson assessment
- Teachers observations of student’s collaboration, communication, discussion and
engagement in pairs and group

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- Student participation during questioning and discussion

Fundamental movement skills:

Target games
- Throwing
- Fielding
- Striking

Demonstrate and explain how the elements of space, time, objects, effort and people can
enhance movement sequences

Life Skills outcomes

Movement Skill and Performance

CCP & GCs

CCP
Aboriginal and Torres Strait Islander histories and cultures

GCs
- Critical and creative thinking
- ICT
- Literacy
- Numeracy
- Personal and social capability
- Difference and diversity

subject specific concepts

- Demonstrate refinement of movement concepts and strategies to enhance movement
sequences.
- Appraise and provide feedback about the quality of movement of self and others,
focused on space and time, effort and relationships

Discipline specific skills

Self-management Skills, Interpersonal Skills and Movement Skills (SIM)
(identify what SIM stands for)

S
- Problem- solving

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- Communication
- Analytical skills
- Feedback

I
- Teamwork
- Active listening
- Responsibility

M
- Throwing
- Striking
- Fielding
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and
ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to
engage in higher order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment
clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships
between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self-regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy
draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and
with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

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How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
Deep Students can share their knowledge and information gathered from the previous
knowledge lesson on movement progression/sequence in the ‘knock down’ activity when they
are performing an underarm throw.
Social Teacher provides explicit instruction on what needs to be done during the activity
support and provides ongoing feedback to students concerning the quality of movement.

Knowledge Students make connections from previous lesson and integrate understanding on
integration the biomechanics, movement progression to practical application in refining their
movement in the ‘knock down’ activity
Tim Teaching and learning actions Organisation Centred
e T/S
10 Settle students and Mark the roll / students Teacher: T
change into the Physical education (PE) attire Teacher to engage with
students and mark the
FREE PLAY - In order to increase the time students roll
are engaging in physical activity – have a kit out
ready for students full of different equipment Student:
they can freely play with, whilst students change Students changed can
for the lesson. This also rewards students who engage in free play with
get changed quickly, ready for the lesson. the equipment set out by
Teacher can walk around to each student and the teacher. Students
mark the role during free play. can feel free to practice
skills or simply engage in
activity with their
friends.

Resources:
Class roll
Free-play kit (basket/tub
full of different playing
equipment i.e. tennis
ball, football, hula-hoops
etc.
5 Outline the lesson goals/ objects: Teacher: T
In today lesson we will focus on aim and accuracy Teacher to stand facing
of throwing and scoring goals. Students will the sun, so students can
develop their throwing skill with an see the teacher
understanding of its movement progression and
the biomechanics behind throwing. Student:
Students to stand in a
Bring some history and background to the skill semi-circle facing the
*throwing, catching) or sport of the lesson’s focus teacher
to peak student’s interest and thus gain their

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attention. E.g. Resources:

- Australia is the only country to have hosted a History of cricket and
7-Test series netball images – first
- Netball was invented after a P.E. teacher mis- games played
interpreted the lines marked out in basketball
as boundaries for where players could move.
Netball was first played in England in 1895
5 Dynamic Warm up Teacher: S
Jog on the spot- 15 seconds Demonstrate and
Star jumps x 10 conduct dynamic warm-
High knees – 1 minutes ups
Arm circles – 1 minutes
Arm scissors – 1 minutes Student:
Have students form a big
Adapt the warm-up into a game – this will act to circle
warm-up students effectively whilst allowing the Mark out square
students to engage enthusiastically – include boundary with room for
skills that will be developed in the lesson i.e. students to run around
catching and throwing based game. within the marked area
This will also provide the teacher with (e.g. 5mx10m)
understanding of the level of skill within the class
and individuals. Resources:
Tennis-ball x2
E.g. BALL TAG Rugby ball x 1
Markers x20

BALL TAG (diagram)

Rules

 Nominate two players working as

taggers. The remaining students will be
attackers - running around the playing
area trying to avoid the
taggers/defenders.
 Keep your rule explanation brief! It's
important to get the students moving as
soon as possible.
 The two taggers will have balls to chasing
and looking to tag the rest of the players

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by working the ball between them by

throwing the ball to each other in order to
tag an attacker. Once you have caught
the ball you cannot move, you must find
another tagger to pass to and move the
ball that way
 If you get tagged, you become another
tagger. Play the game until all players are
tagged.
 The last two players tagged, become the
first two taggers for the next game.
 The ball cannot be thrown at the
attackers.

Modifications
 Add different ball sizes to challenge
students i.e. tennis ball and then add a
rugby ball
(Ball Tag Warm Up - Rugby Drills, Rugby Coaching
Tips. 2020)
20 Activity 1: Knock Down Teacher: S
Before beginning the activity, the teacher will - Advise students to
demonstrate the movement progression and spread out around
breakdown the biomechanics behind an the court
underhand throw, goal, kicking: - Teacher to instruct
- Step forward with your opposite foot and students to perform
with your knees slightly bent an underhand throw
- Hyperextend shoulder of your throwing - Teacher to instruct
arm at the start of the movement, and swing students to set up
arms forward with a 90-degree flexion of your the markers in a
elbow to release the ball with your wrist straight row
extended. Have equipment set
out ready in order to
Aim of this activity is to knock down all 4 pylon avoid time wasted.
markers using an underhand throw. Use courtliness
- Divide students into pairs. where possible (i.e.
- Each pair is to collect 4 pylon markers to side-line or base line
act as the target, and 1 tennis ball. of the court or field
- One student is to be the thrower and the etc. to reduce use of
other student is to set up the pylon markers 2-3 markers and have
meters away from the thrower. students clearly
- The student who sets up the pylon spread out.
markers is to identify which target they want to - The teacher is to
challenge their partner to hit. demonstration how
- The student with the tennis ball throws it navigate/use the app
towards the selected target. If the student misses ‘Coach’s eye’

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the target, they are to continue to throw the ball - the teacher is to walk
until the target is knocked down. around and continue
- Students are to continue to throw the ball to provide feedback
until they have knocked down all 4 pylon markers concerning the
and alternate roles once they have finished their quality of movement
turn and directly relate
information to the
During the activity, the teacher is to walk underhand throwing
around and continue to provide feedback skills being used.
concerning the quality of movement and directly
relate information to the underhand throwing Student:
skills being used. - Students to stand 2-3
meter away from the
Upon completing this activity, the teacher is to pylon markers
ask students the following question: - Students are to
- What changes would you make to your alternate roles
throwing technique to hit the target with more - During class
accuracy? discussion students
- What underhand throwing technique was are to form a semi-
most effective? circle facing the
- Would you change the distance in space teacher
between the thrower and the pylon markers to
allow for a better outcome? Resources:
Rather than wait to ask questions after the - Pylon markers x 40
activity, stop students throughout and have them - Tennis balls x 10
gather in a semi-circle. Allow students to reflect - IPad (Class set)
and answer one question at a time before they
return to practicing the skill again after reflection. Differentiation:
- Demonstration
5 mins into activity STOP – ask: movement
Q1. What changes would you make to your progression of an
throwing technique to hit the target with more underhand throw for
accuracy? visual learners
1 minute – return to activity

5 minutes into second attempt – STOP – ask:

Q2. What underhand throwing technique was
most effective?
1 minute – return to activity

5 minutes into final attempt – STOP – ask:

Q.3 Would you change the distance in space
between the thrower and the pylon markers to
allow for a better outcome?
1 minute – wrap up activity

The teacher is then to provide students with an

opportunity to refine their underhand throwing

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skills by instructing students to breakdown the

underhand throw into 3 phases (preparation,
execution and follow through).
Students are to practice these phases without a
tennis ball and discuss each phase with their
partners. Partners are to record each other using
the app ‘Coach’s eye’ (Appendix B) to analyse
their movement in order to improve and refine
performance in terms of posture, angle, speed,
swing motion and balance.

The teacher is to go around and assist

students in using the app and provide ongoing
feedback concerning quality of movement.

10 Activity 2- Weet Weet (Appendix B) – Overarm Teacher: S

throwing activity that measures distance and - Teacher to divide
accuracy. students into 4 team
Story: Weet Weet was referred to as ‘kangaroo of 5 students
rat’ and when thrown accurately its trajectory - Teacher to set up
resembled the marsupial species jumping equipment
action.
 Acknowledge the roots of the Indigenous
game Student:
(Yulunga Traditional Indigenous Games. 2020) - Students to stand in
a line 4-5 meters
- Divide students into 4 teams of 5 students. away from the hoop
- Set up 4 hoops on the court 4-5 meters away
from where the students are standing. Resources:
- Each team has a supply of Vortex and aims to - Hoops x 4
throw (overarm throw) the Vortex inside the - Vortex x 15
hoop.
Modifications:
- Students can change the distance of the
hoops to make it more challenging or to
better help them with their accuracy.
Student can make it a competition to see which
team collects the most Vortex’s in their hoop.
5 Debrief + cool down Teacher: S
Stretches: - Teacher to collect
Assign 3-4 students to conduct/ demonstrate equipment whilst
different stretches to the rest of the class. students are
 Ask students to walk around and collect stretching
equipment as a cool-down. Whilst
students are collecting equipment, ask Student:
students to reflect on the lesson by asking - Students are to go up
the following questions: one at a time to
- What did we do well today? conduct stretches

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- What techniques improved our performance?

- What aspects or skills did we show? Resources:
- What sportsmanship did we show?

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Justification

The focus of this modified lesson plan was to implement an inquiry-based learning
(IBL) approach. Educators are constantly faced with the need to apply best pedagogical
practice in order to explore and implement activities that engage students and meet the
learning outcomes (Frati, Granikov & Pluye, 2020). The IBL approach aims to provide the
space for students to explore their innovativeness, teacher’s drawing on evidence-based
practice that influences their pedagogical approach (Acar & Tuncdogan, 2019). Teachers
adopting the IBL approach, allow students to construct their own knowledge as individuals
or in this lesson plan, as a group (Acar & Tuncdogan, 2019). It is evident that facilitating
discussion through scaffolding questions and activities that develop team or individual
inquiry has great potential for enhancing student’s progress (Acar & Tuncdogan, 2019). The
modifications demonstrate IBL as a key element of the lesson. The activities facilitated in
the lesson allow for student collaboration and teamwork where the teacher simply explains
the context of the activity, and the students are put into groups to carry out the ‘knock-
down’ activity. In addition, a task is set following the activity that progresses from the skill
‘throwing’ that is being developed. Students are instructed to collaborate in groups, whilst
using an app that records their movement and allows them to visually reflect on how well
they are executing the skill. The lesson activities are very much student-centred where the
teacher asks questions to engage student inquiry as well as reinforce their learning. The use
of equipment and engaging in several mediums justify the implementation of an inquiry-
based learning (IBL) approach.
The warm-up activity was also modified to address evidence-based pedagogical
approach. The use of evidence-based literature and the implementation of such among
Physical Education (PE) practitioners is widespread (Georgakis, Wilson & Evans, 2015).
However, application to specific pedagogical approaches in PE such as Game Sense address
the ‘engagement’ element of the Quality learning environment dimension as stated in the
NSW Quality Teaching Model (QTM). Adopting this approach into a practical setting can
contribute to developing students understanding and ability to apply skills from a game
context and relate it into real-life (Light & Evans, 2011). As PDHPE lessons primary consist of
four parts i.e. warm-up, introductory drill, game-based activity and the endgame or cool
down (Barney & Leavitt, 2019). For pre-service PDHPE teachers, the warm-up is
acknowledged as the most important part of the lesson with regards to setting the tone and

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engaging students from the start of the lesson (Barney & Leavitt, 2019). It is also important
that the activity is both relative and fun to the remainder of the lesson as well as elevating
the level of physical activity for students (James & Collier, 2011). Physical education
contributes significantly to reduce student levels of physical inactivity and demonstrating
sedentary behaviour. Therefore, it is important that lesson plans facilitate physical activity
with effective activities to engage students (Mayorga-Vega, Martínez-Baena & Viciana,
2018). The original lesson plan did lack the connectedness element of the Quality learning
environment dimension as stated in the NSW Quality Teaching Model (QTM). By
implementing a game-based warm-up, this moves away from old teaching practice that
suggest warmups need to be stationary stretches or repetitive dynamic movements (Zach,
Harari & Harari, 2012). The use of game-sense pedagogy is justified as student engagement
and learning is significantly impacted by teaching efficacy (Zach, Harari & Harari, 2012).
Game sense pedagogy provides significant learning for students outside of PE and school.
Learning in an active but social context challenges students, meeting the requirements of
the NSW Quality Teaching Model (QTM) of providing high quality teaching (Light, Curry &
Mooney, 2014). 
The lesson plan was also modified to provide background knowledge to the
Indigenous game included in the lesson activity. As the new Australian Curriculum suggests,
the Physical Education curriculum demonstrates the great potential for inclusive and
acknowledging approaches in a PE setting (Louth & Jamieson-Proctor, 2018). The
modification made, suggested allowing time before the ‘Weet-weet’ activity to give a brief
but meaningful history and acknowledgement of the Indigenous roots of the activity. The
use of providing background knowledge to the Indigenous games used in lessons are
inclusive of Indigenous perspective and support meaningful change to occur in the face of
society (Williams, 2018). The modification is justified as it meets inclusive and engagement
requirements under the NSW QTM through Indigenous games and how it can enhance
physical self-efficacy in students (Louth & Jamieson-Proctor, 2018).
References

Acar, O. A., & Tuncdogan, A. (2019). Using the inquiry-based learning approach to enhance
student innovativeness: a conceptual model. Teaching in Higher Education, 24(7),
895–909. https://doi-org.ezproxy.uws.edu.au/10.1080/13562517.2018.1516636

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Barney, D. C., & Leavitt, T. (2019). A Qualitative Investigation of PE Teachers’ Perceptions of

Introductory/Warm-Up Activities in K-12 PE. Physical Educator, 76(1), 86–97.
https://doi-org.ezproxy.uws.edu.au/10.18666/TPE-2019-V76-I1-8445

Frati, F. Y. E., Granikov, V., & Pluye, P. (2020). Using an inquiry-based learning approach to
support engagement with information and scholarship in health care
education. Education for Information, 36(1), 59–67. https://doi-
org.ezproxy.uws.edu.au/10.3233/EFI-190334

Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic Assessment in Physical Education: A
Case Study of Game Sense Pedagogy. Physical Educator, 72(1), 67–86.

James, A. R., & Collier, D. H. (2011). Warm-ups: The Key to the Beginning of a Great
Lesson. Strategies (08924562), 25(1), 14–15. https://doi-
org.ezproxy.uws.edu.au/10.1080/08924562.2011.10592127

Light, R. L., & Evans, J. R. (2011). The impact of Game Sense pedagogy on Australian rugby
coaches’ practice: a question of pedagogy. Physical Education & Sport
Pedagogy, 16(1), 101–101. doi: 10.1080/17408989.2011.544579

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

Louth, S., & Jamieson-Proctor, R. (2018). Inclusion and engagement through traditional
Indigenous games: enhancing physical self-efficacy. International Journal of Inclusive
Education, 23(12), 1248–1262. doi: 10.1080/13603116.2018.1444799

Mayorga-Vega, D., Martínez-Baena, A., & Viciana, J. (2018). Does school physical education
really contribute to accelerometer-measured daily physical activity and non-
sedentary behaviour in high school students? Journal of Sports Sciences, 36(17),
1913–1922. doi: 10.1080/02640414.2018.1425967\

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Williams, J. (2018). ‘I didn’t even know that there was such a thing as aboriginal games’: a
figurational account of how Indigenous students experience physical
education. Sport, Education & Society, 23(5), 462–474. https://doi-
org.ezproxy.uws.edu.au/10.1080/13573322.2016.1210118

Zach, S., Harari, I., & Harari, N. (2012). Changes in teaching efficacy of pre-service teachers
in physical education. Physical Education & Sport Pedagogy, 17(5), 447–462.
https://doi-org.ezproxy.uws.edu.au/10.1080/17408989.2011.582491

Resources Attached:

Ball Tag Warm Up - Rugby Drills, Rugby Coaching Tips. (2020). Retrieved from
https://www.sportplan.net/drills/Rugby/Warm-Up/Ball-Tag-RA0000005.jsp

Yulunga Traditional Indigenous Games. (2020). Retrieved from

https://www.sportaus.gov.au/yulunga

TechSmith. (2020). Coach's Eye Video App. Retrieved from https://www.coachseye.com/

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