Advanced Pedagogies in HPE – A1 Zak

Pretlove
1. Teacher outcomes
2. Debrief plan
3. Session plan
4. References
5. Appendix
1. Teacher Outcomes
Teaching Capabilities Construct your Personal Teacher Outcomes

Communication
 Verbal, non-verbal – ‘presence’ specifics
Presentation of the task
 Organizing / gaining attention, demonstration, clarity
 Confidence & ‘knowing’ the material
Understand content to portray confidence in delivery of
learning episodes
Vary voice tone to highlight instructions and moments
of fun and positivity
Keep students organised on one or neighbouring rinks
to make gaining attention more simple

Positioning (during activity) Demonstrate key technical cues and instructions of

activities using verbal and non-verbal communication
 Management & observation strategies (multiple times when necessary)

Provision of feedback Construct feedback loops to enhance skilled

 Individual & group mix, acknowledgement
 Specificity of information & use of different sources
 Follow up & differentiated
Personalised – differentiation evident in session
performance
Provide specific feedback to students through ICT and
other external sources
Acknowledge and praise all students for efforts made in
learning episodes
Implement varied scoring and success strategies to
engage all students and aid in differentiation

Questioning & Responding

Use probing questions to promote higher order thinking
1. Types of questions and more in-depth responses
 Probing/clarifying, open/closed, funnel
Implement methods such as think/pair/share to include
all students in responses to questions
2. Method of answering question
Provide sufficient time to for students to respond to the
 Pairs, small group, full group etc.
question and rephrase question to clear up uncertainty
Acknowledge student answers with positivity and build
3. Time for response
on why it was a good answer, ‘that was a good answer
 How will you build in thinking time? Allocate ‘time to because..’
think’, ‘quick response’ etc. Use student responses to build on key learnings using
the teaching moment
4. Acknowledging answers

 ‘Great thought’, ‘I like it’ etc.

1. Responding to answers
 Clarifying, paraphrasing and extending using probing
 to extend thinking.

Inclusivity when questioning & observing who responds to

questions
 Aware of who is answering questions and strategies to
include others. This is a part of reflexive practice.
Be aware of who responds to questions and use names
to bring the less-involved students into the discussion
Rotate the role of sharing responses to questions to the
group after think/pair/share etc

Pacing, Flexibility & Reflexivity
 Time management, adaptability & using the teaching
moment.
Be reflexive with time if students are enjoying a
particular activity and let them construct their own
variations
Use freeze replay to teach within the moment to
highlight key tactical or technical aspects

2. Debrief Plan
Each student will have a focus area to observe throughout the session to provide specific feedback
in relation to that focus area. The following frontloading questions for the debrief will be given out
on cards:
Student 1 – Progressions
Provide feedback on the progression of learning activities. Were they arranged well and what
could be done to improve the flow of learning episodes?
Student 2 - Engagement
Comment on the overall ‘engagement factor’ of the learning episodes. Were they success-
orientated and did they challenge / differentiate sufficiently for varied learner abilities?
Student 3 – Types of questions that were used
Provide feedback on the types of questions used (closed, open, probing and clarifying). Were
different types of questions used at the right moments? What improvements could be made here?
Student 4 – Responding to questions
Provide feedback on response to questions. Was enough time given to respond in relation to the
complexity of the question? Were responses used and built upon? Were responses positively
acknowledged and linked to other comments that had been made? Were all students given a
chance to contribute?

The debrief will involve conversations about the above questions. The ‘expert’ student will lead
the discussion for their particular focus and then allow other students to provide comment. All
students will then fill out a short feedback survey (anonymously). This can be seen in Appendix 1.
3. Session Plan
Student Learning Outcomes
(the students will…)
Show positive attitudes towards
active participation
Recall and define safe behaviours
relating to participation in lawn
bowls and the surrounding
environment
Discuss lawn bowls etiquette and
the effect of abiding to this on the
game
Demonstrate critical and creative
thinking in discussion activities
Examine the cameo role
undertaken and think about how
this kind of person could benefit
from lawn bowls participation
Closure:
Now we’ve got all the important stuff out of the way, let’s roll into our first activities! Remember to be continually thinking about how lawn bowls would be beneficial for the cameo
role you are acting out as we will be discussing it very shortly!
Activity
(shape + method + enhance)
Welcome / Grouping
 Invitational video (prior to
activities)
 Safety briefing
o Group recall from video
Splendour in the Grass
(Introduction)
 Bowling etiquette
o Think/Pair/Share
 Introduction of Cameo Roles
o Hand out cameo roles
o Students to only reveal
their name and age, no
other details
o Students to start to think
about how bowls could be
beneficial to their cameo
Focus Class Organisation Time
(teaching cues and questions)
Welcome everybody to Splendour on 10:00 –
the Grass 2020!
T 10:05
You have all been invited to participate 5 mins
in today’s session to improving your
lawn bowling and ultimately compete
in our tournament which is starting
very soon!
From the video you have watched, can
anyone recall some key safety
messages?
(No running on green, don’t drop or
throw bowls etc)
Who has attended a lawn bowls event 10:05 –
before? (Gauge students) 10:12
Aspects surrounding etiquette when it 7 mins
comes to lawn bowls, e.g. players must
be quiet when a shot is taken (heard in T
video). Think/Pair/Share for others
(do not drop bowls, be quiet, don’t
walk across rinks etc)
Students introduced to their cameo
role and start to individually think how
lawn bowls could be beneficial – no
discussion as yet. Encouraged to
act/communicate as cameo to see if
role can be guessed throughout
lesson.
Pedagogical Analysis:

Methods
 Set induction using invitational video
 Discussion – think/pair/share

Style / Pedagogical Approach

 Command style used when conducting safety briefing and if any key information is left out in the peer discussions.
 Reciprocal style used when getting students to think/pair/share safety and etiquette aspects of lawn bowls. This method is more engaging and students are able to deepen
their understandings by using and analysing ideas from peers. They will be able to recall information provided in the video.
 The pedagogical approach used is dialogic pedagogy due to the discussions between teacher and students in thinking about rules, safe behaviours and how to implement the
cameo role into the session.

Questioning
 A mixture of open, closed and probing questions will be used to gauge prior knowledge and to allow students to critically think of responses.
 Clarifying questions will be used to ensure students understand the key messages being delivered.
 ‘Funnelling’ can be used to guide students towards the intended responses.
 Probing questions will be used in responses to other questions to build on knowledge and acknowledging all students’ responses with enthusiasm (to make them feel positive
after offering a response) will be crucial.
 A ‘no opt-out’ strategy will be used in these discussions as it is important information that all students need to understand so all students will be given a chance to respond.

Engagement
 ICT – viewing an invitational video with key information and humour to highlight positive and fun attitudes towards lawn bowls.
 Think / Pair / Share – peers get to cooperate, create and share ideas.
 Cameo – students are introduced to their cameo role which will require them to think creatively and critically throughout the session.

(Churchill et al. 2018)

(Launder & Piltz 2013)
(Mosston 1992)
 Student Learning Outcomes
(the students will…)
Develop basic lawn bowls
technique of draw shot (stance,
release etc.)
Analyse teacher demonstrations to
highlight key cues of technical
ability
Demonstrate respectful behaviour
to create a safe learning
environment
Demonstrate an ability to use
external sources of feedback to
alter weight applied to shot
Demonstrate the ability to analyse
visual and verbal feedback from
video, peers and other sources to
enhance skilled performance
Demonstrate collaboration when
working with peers when providing
feedback using ICT
Exhibit cooperative behaviours
while participating in activities with
peers
Activity
(shape + method + enhance)
Technical and Tactical Activities
Technical Focus – Roll into Ditch
 In pairs, using 1 rink each.
 Mats are placed at the halfway
point
 Students to bowl into the ditch
to get a feel for technique
 Both students to bowl their 2
bowls and collect together
Technical Focus – Weight
 Increase distance of mats from
end of rink (if required)
 Aim to finish the bowl within
the scoring zones and close to
the jack (5/10/5 points)
 Students to bowl their 2 bowls
and collect together
 Students to film each other’s
technique and view while other
student is bowling
Focus Class Organisation Time
(teaching cues and questions)
Demonstrate the set up and task
required.
Grip, stance, delivery, follow through 10:12 –
- Highlight grip variations 10:20
- Smooth release close to ground
- Step forward on opposite leg 8 mins
What key factors can you tell me
T
about my technique?
What did you notice about the bowl?
Wobbly / not wobbly
Key rules:
- One foot must be on mat
- Etiquette when taking a shot
Introduce the Jack as the target but
focus is on weight and landing bowl in 10:20 –
scoring zones. Demonstrate task. 10:30
What have you noticed about the 10 mins
weight you need to apply to your
shots, according to distance etc?
Feedback:
- External (where the bowl lands)
- ICT (peer filmed, slow motion
analysis), focussed on getting low,
T
smooth release etc.
What are some things you can notice
about your technique in the video?
What needs to improve?

Develop an understanding of the
connection between different
forms of health and sport
Analyse the effect of the bias and
how it can be used to advantage
Develop draw shot on both
forehand and backhand side
Technical Focus – Bias
 Guided discovery activity in
pairs.
 Students are introduced to
forehand and backhand draw
shots
 Ultimately aiming for the Jack,
using the gates as a reference
 5 points for getting through
gate, 5 points for finishing in
end zone and bonus 10 points
if within 30cm of Jack (use
Bowlometer app to measure)
 2 forehand each, collect, 2
backhand each, collect and
repeat
 Skipper role
Variations:
- Increase distance of ends
Health Focus:
How is everyone feeling after 10:30 –
participating in these first activities? 10:32
What are the social interactions
occurring? 2 mins
How could this benefit your cameo
roles?
Link to health and wellbeing
information
Tell me what you’ve noticed about the
path of the bowl as it rolls along the 10:32 –
green… Explain Bias (small circle etc.) 10:40
Forehand and backhand draw shots 8 mins
(backhand across body)
- Feet pointed in direction intended
Skipper role introduced
- What type of communication would
occur here?
T
Bring students in halfway through.
- What factors affect the bias and its
effect? (Bowl, speed, green, wind,
angle of release)

Apply forehand and backhand draw
and/or drive shot to achieve
tactical success in games
Apply game sense by being
tactically successful in scenarios
Apply games sense through
performing the role of skipper
Refine technical ability relating to
forehand and/or backhand draw
shot
Implement knowledge of weight
and bias to get bowl close to target
Show positive attitudes towards
participation
Tactical Focus – Scenarios
 Scenario cards with images of
how the bowls need to be set
up handed out to pairs
 3 scenarios, 1 to encourage
forehand, 1 to encourage
backhand, 1 to encourage drive
 Drive shot is explained and
introduced in context
 Cones are the ‘drive gate’ 5
points awarded for getting
bowl through gate’, 10 for
breaking up cluster in scenario
Closest to the Can
 Both pairs come together on
same rink using full length
 Each student gets 2 bowls
each, in order
 Aim to get as close to can as
possible (winner gets can)
 Teacher to remove bowls out
of play
There is one particular shot we haven’t 10:40 –
explicitly covered yet. What is it? 10:50
Example to promote a
Drive shot is introduced.
forehand draw shot (if
Demonstration to show and explain it 10 mins
right-handed)
is essentially a draw shot at pace to
reduce effect of Bias.
When would the drive shot be used?
Safety aspects – speed / awareness
What types of shots would be most
beneficial in each scenario?
T
Continued importance of Skipper
Emphasis on fun 10:50 –
Provide feedback on weight, line and T 10:55
any technical aspects to be refined 5 mins
Analyse social and community
health and wellbeing effects
Discussion / Think-Pair-Share
 Discuss stereotypes in lawn
though participation in bowls bowls as a group
 Students then to come up with
Create and explain other ways simple strategies to increase
individuals can be a part of young people’s engagement
community sport with lawn bowls
Health Focus:
What stereotypes surround lawn
T 10:55 –
10:58
bowls?
Will some of our younger cameo roles 3 mins
explain how it has had a positive
impact on your lives?
Think / Pair / Share to discuss
strategies to increase young people to
play bowls as a sport

Closure:
It has been great to see in such a short amount of time that your technique and tactical thoughts have improved so much! What are some key cues in terms of technical ability we can
take away with us into the final part of our session? Do we have some key tactical plans we might implement or consider in more game play? Be sure to keep participating as your
cameo and provide more information as we go along…

Pedagogical Analysis:

Methods
 Demonstrations to allow for clear visual aid of technical cues and task instructions.
 Shaped games to guide practice on specific areas of technical and tactical play.
 Target games to promote more aligned practice to the game of lawn bowls.
 Challenges to test students with differentiation for all to experience success.
 Peer feedback opportunities.
 Role play to encourage conversations from different perspectives.

Style / Pedagogical Approach

 Practice (task) style when teacher provides demonstrations on technical ability and opportunities for student to put this into practice.
 Guided discovery style used to limit instruction time and students can explore and find out through play practice the keys of successful bowling in relation to technical ability,
tactics / game sense, weight and use of bias
 Reciprocal style used when peers are working together and providing feedback on different aspects of skilled performance.
 Inclusion style is used to promote success for all student by differentiating learning tasks and implementing different challenges.
 Divergent production style when challenged to create strategies to attract a younger demographic into lawn bowls clubs.
 Self-check style is implemented through analysing feedback on ICT in relation to technical ability and by various feedback sources that are built into the game of lawn bowls
(where the bowl lands etc. and using this feedback to correct the next shot).
 The pedagogical approach used is pedagogical content knowledge due to the teacher being informed on how to best structure and deliver key content to facilitate success and
learning for students throughout a critical phase in the session.
 Dialogic pedagogy is also prevalent due to numerous discussions and opportunities for interactions with student through instructions, delivery of feedback etc.
Questioning
 Students will be able to answer questions posed by the game of lawn bowls through active participation.
 A mixture of open, probing and clarifying questions will be used highlight key factors of the game including weight and bias and how to use feedback sources to improve skilled
performance.
 The scenarios provide good opportunities for probing questions to be used in relation to tactics and how students can best overcome the challenges posed.
 Clarifying questions will be used to ensure students understand what is required for each learning episode to help them achieve the specific student outcomes.
 The health focus throughout this learning episode provides an idea teaching moment to ask probing questions surrounding the link between participating in lawn bowls and
the social benefits associated.
 Sufficient time needs to be given to students to respond to the more complex discussion in relation to the health benefits of participation – using perspectives from the cameo
roles will provide opportunities to build on responses given

Engagement
 Differentiation strategies to increase success allowing for varying levels of ability to feel they are achieving throughout the session.
 Use of ICT and analysis of self – students get the chance to review themselves in action and feel more motivated to improve.
 Peer interaction through multiple partner activities.
 Use of time to continually challenge and enhance the progressions of each learning episodes which leads to variety of activities.
 Action fantasy cards to simulate game-like scenarios.
 Use of positive acknowledgement and specific feedback to ensure all students feel included and are valued.
 Novelty and competition to enhance the play and spark further interest of students.

(Churchill et al. 2018)

(Launder & Piltz 2013)
(Mosston 1992)
 Student Learning Outcomes Activity Focus Class Organisation Time
(the students will…) (shape + method + enhance) (teaching cues and questions)

Apply lawn bowls rules and
etiquette in game play
Demonstrate fair play while self-
adjudicating
Enhance games sense through use
of strategy and tactics in modified
games
Modified Game – 2 v 2 Key rules: 10:58 –
 Both pairs in group play a game  Scoring system – number of bowls 11:10
against each other (minimum 2 closest to Jack equals 1 point per
ends) bowl 12 mins
 Closest to Jack  Points accumulate per end
 1 bowler, 1 skipper
 ‘Toucher’
 Roll Jack and place on the line
(minimum 21 metres)

What can the skipper do to aid

Demonstrate safe behaviours on
the greens through active and
positive participation
Apply lawn bowls rules and
etiquette in game play
Demonstrate fair play while self-
adjudicating
Enhance game sense through use
of strategy and tactics in modified
games
Examine cameo roles and analyse
how this person could benefit from
lawn bowls participation
success?
T
King/Queen of the Green Key rules as above
Tournament 11:10 –
 Class comes together Find out as much as you can about the 11:50
 In pairs pair you are playing (their cameo role)
 Winner moves up and loser 40 mins
moves down green What did you find out?
 Minimum 2 ends / teacher calls What were some of the reasons they
time gave for participating in bowling?
 Points accumulate per end,
then reset when playing a new Specific feedback and probing
pair questions while moving around the
green
T

Closure:
Well done everybody! It was great to see you all put your improved technical and tactical ability into gameplay and thank you for participating our tournament! Let’s head inside to
finish off a great session.
Pedagogical Analysis:

Methods
 Competition to bring all key learnings together and apply in modified games and challenge new people.
 Role play to encourage unique conservations from various perspectives while competing.

Style / Pedagogical Approach

 Guided discovery style used as there is limited instructions and students are able to discover the types of shots required to succeed within the context of playing the game and
communicating with and challenging peers.
 Self-teaching style is used when students bring together all key learnings and participate in the cumulating tournament as they will be self-umpiring / scoring (demonstrating
fair play) and rotating on their own accord. Students can also further enhance their performance by learning from external sources of feedback throughout the games.
 The pedagogical approach used is collaborative pedagogy due to the passing of more control of learning on to the students, working collaboratively to ensure the tournament
runs to expectations.

Questioning
 Closed questions will be used to highlight key rules needed for game play and how to score – these can be answered quickly and need to be reiterated by the teacher to
minimise confusion, allow for smooth running of games and getting the students out playing as soon as possible.
 Clarifying questions will be used to enhance skilled performance by asking in context to tactical ideas while playing to fast-track development.
 Ensure all students have a chance to respond to closed questions surrounding rules and etiquette to facilitate deeper understanding.
 Give appropriate response times to clarifying questions and give key points and ask for key points to ensure understandings are clear.

Engagement
 Competition by using the tournament to bring all key learnings together and playing against new opponents.
 Fun and interaction with multiple pairs to challenge.
 Use of technology (Bowlometer app) to assist with measuring close bowls and/or scoring.
 Playing music in the background to add to the fun and positive atmosphere.
 Ownership of the learning episode and more responsibility.

(Churchill et al. 2018)

(Launder & Piltz 2013)
(Mosston 1992)
 Student Learning Outcomes Activity Focus Class Organisation Time
(the students will…) (shape + method + enhance) (teaching cues and questions)

Identify and list types of (physical,

social and psychological) health
Health Focus Debrief and Gallery
Walk
benefits that come from
involvement in community sport
Evaluate social and community
health and wellbeing effects
though participation in bowls
Justify why lawn bowls is beneficial
to any age and gender
 In a group, students to lead
discussion on the health
benefits from participation in
lawn bowls relative to their
cameo
 Write down the key learnings
 Walk around the clubrooms to
view other groups idea (gallery
walk)
 Go back to table to highlight
any different key ideas from
other groups
From a physical / social / psychological
perspective, what were some benefits
T T 11:50 –
12:00
you noticed from participating in lawn
bowls in relation to your cameo role? 10 mins
Link to sense of community
‘Clearview Bowling and Community
Club’
T T
What were some key ideas raised from
other groups?
*sitting around tables, then groups to move around
What were 3 things each of you learnt and view key learning from other groups.
from today’s session?

Highlight how to get involved in lawn

bowls – Night owls, pennant, barefoot
bowls, Ultimate Bowls Championship
on TV

Closure:
Thank you all for being an awesome group and I really hope you can take some key ideas home about the benefits of participating in lawn bowls. Be sure to have a go at a club near you
and will look forward to seeing you all out on a green in the future!
Pedagogical Analysis:

Methods
 Small group discussion to raise key ideas learned on health benefits.
 Role play to contribute to discussion using perspectives from the cameo character.
 Gallery walk to learn from other perspectives.

Style / Pedagogical Approach

 Divergent production style is used when the question is posed to the group relating to health benefits from participating in lawn bowls – students will offer multiple responses
to a common idea from the perspective of their cameo roles.
 Self-teaching style is used when students participate in the gallery walk to enhance their own learning by reading perspectives on the same topic from other people, then
bringing this information back to the original group to elaborate on in further discussion.
 The pedagogical approach used is dialogic pedagogy – this learning episode is based on participation in substantive communication through purposeful discussion on the topic
matter.

Questioning
 Probing questions will be a feature of this learning episode as it relies on drawing out information from students from the perspective of their cameo roles, using this
information to contribute to discussion and be built on to deepen understandings.
 Response times will need to be varied due to the varying complexities of the probing questions that can be asked which also rely on student responses.
 Clarifying questions will be used to reiterate key learnings from the session to ensure all student take valuable information away for use in the future.

Engagement
 Peer interactions in group discussion.
 Connection to individual lives making the learning episodes relevant and interesting.
 Cameo roles used to add different perspectives to the discussion.

(Churchill et al. 2018)

(Launder & Piltz 2013)
(Mosston 1992)
4. References
Churchill, R, Ferguson, P, Godinho, S, Johnson, NF, Keddie, A, Letts, W, Mackay, J, McGill, M, Moss, J, Nagel, M, Nicholson, P & Vick, M 2018,
Teaching: making a difference, 4th edn, ProQuest Ebook Central, <http://ebookcentral.proquest.com/lib/unisa/detail.action?docID=5561262>
Launder, A & Piltz, W 2013, Play practice: the games approach to teaching and coaching sports, 2nd edn, Human Kinetics, USA

Mosston, M 1992, ‘Tug-o-war, no more: meeting teaching-learning objectives using the spectrum of teaching styles, Journal of Physical Education,
Recreation and Dance, vol. 63, no. 1, pp. 26-31.
 5. Appendix 1 – Debrief Responses (Overall Lesson Observations)

Did I (as the teacher) communicate and engage with you effectively throughout Did I (as the teacher) communicate and engage with you effectively throughout
learning episodes in this session? What aspects in particular can you highlight as learning episodes in this session? What aspects in particular can you highlight as
evidence? evidence?

What engagement strategies did you find most effective and were you challenged What engagement strategies did you find most effective and were you challenged
throughout the session? throughout the session?

What did you find interesting about the learning tasks? Do you feel like you had What did you find interesting about the learning tasks? Do you feel like you had
enough time to practice the focus area for each learning episode? enough time to practice the focus area for each learning episode?

5. one
Highlight Appendix
aspect 2
of–the
Cameo Role
session Cards you thought worked well.
/ teaching Highlight one aspect of the session / teaching you thought worked well.

Barb Billy
Barry
Barry’s wife 14 years old
82 years old (Retired)
HighlightHard
onetoarea of improvement in relation to session plan
80 and/or teaching.
years old (Retired) Highlight one area of improvementComes with his
in relation togranddad Barry
session plan on teaching.
and/or
participate in physical
a Saturday
activity (sore joints) Well renowned for organizing the
afternoon teas He is bullied at school (finds it
Played for over 30 years, Skipper hard to make friends)
of the pennant team Rarely plays but is willing to fill in
What do you see is a key strength in my emerging teaching style? What do you see is a key strengthClearview
in my emerging teaching style?
Bowls Club
when required
Clearview Bowls Club
Clearview Bowls Club
Brenda Brooke Brian

36 years old 28 years old 65 years old

Represented Australia in the 2018
Commonwealth Games
Passionate about bowls and loves
coaching kids
Mawson Lakes Bowls Club
Injuries have ruled her out of elite netball Has a disability, struggles to
socialize
Currently has a mental health issue due to the
seriousness of her injuries and inability to play the Just moved into a retired village
sport she loves
Adelaide Bowls Club
No specific club – heard about event on Facebook and
wanted to be involved

Brett
Brad Brittany
22 years
19 years old 25 Years old
Loves to come and play barefoot bowls
Participated in bowls in year 10 HPE and now studies Indigenous heritage
Dad and granddad play at the club Bachelor of Human Movement
Has never played bowls before
Clearview Bowls Club Represents South Australia
Was invited by Brooke
5. Appendix 3 – Tactical Scenario Cards North Adelaide Bowls Club

Set up the scenario as Set up the scenario as

shown. shown.

You have one shot left with You have one shot left with
your green bowl. Currently your green bowl. Currently
red has the shot. Play a red has the shot. Play a
shot that will attempt give shot that will attempt give
the green team the shot the green team the shot
back back