Physical Education Curriculum Specialisation: Senior Years 1

Peer Teaching Reflection

Lesson Questioning:

Questions CQ or C or O GT or CR
DQ
1. What are some effective things we can be doing in DQ O GT
order to get to that point where we can play an
attacking shot?

2. What do you think is an important part of playing an DQ O GT

effective attacking shot?

3. Where should you be positioned on the court to play CQ O GT

an attacking shot?
4. What shot should be played before an attacking CQ O GT
shot? Why?

5. Where should the ball be positioned in order for an CQ O GT

effective attacking shot to be made?

6. At what point do we want to make contact with the CQ O GT

ball? (when performing a spike)

Active Learning Time (ALT) Coding Tool

Instructions: Review the video of your teaching and code your teaching activity
Active Learning Time (ALT) is an important consideration in all subject areas. Active Learning Time is the time
the students spend engaged in the active development of knowledge, skill or understanding. Active Learning
Time needs to be maximised as part of the pedagogy of the classroom. This tool will provide you with
information about the pedagogy of your physical education teaching as it relates to your use of class time.
Directions
As soon as the class time is due to officially start, begin to time the lesson. Throughout the lesson calculate the
time spent in the following teaching behaviours.
a) Length of time from the official class start time to the time when the teacher formally starts the lesson
(ST).
0 minutes

b) Movement Time (MT) – the amount of time students spend in movement to and from, and in between,
each of the lesson activities.
1 minute

c) Instruction Time (IT) – the amount of time students spend listening to teacher instructions
3 minutes

d) Feedback; individual feedback (IF) and group feedback (GF) – the amount of time the teacher spends
giving feedback to specific students (IF) or groups of students (GF).

Daniel Barker Student id: 2186451

Physical Education Curriculum Specialisation: Senior Years 1

2 minutes

e) Physical Activity Time (PAT); the amount of time students spend being physically active in drills and game
play
15 minutes

f) Inquiry Time (IQT); the amount of time the teacher spends using questions to stimulate student thinking,
creativity and knowledge construction.
6 minutes

g) Active Learning Time (ALT); the amount of time the students spend engaged in learning (ALT = PAT + IQT)
21 minutes

h) Length of time from the dismissal of the class by the teacher to the formal class finish time (CFT)
0 minutes

Teaching Styles Inventory

Class Management is time the coach is involved in activity that is not directly related to instruction.
Key:

Style A – Command or direct instruction

Style B – Practice (set by the teacher)
Style C – Reciprocal (peer teaching)
Style D – Self check (using a checklist developed by the teacher)
Style E – Inclusion (students have some choice over task,
assessment or practice selection offered by the teacher)
Style F – Guided discovery (teacher use of a series of questions to
guide to discovery of a concept or ‘key idea’)
Style G – Convergent discovery (teacher use of questions directed a
specific answer)
Style H – Divergent discovery (teacher use of questions directed
revealing multiple possibilities)
Style I – Learner designed individual program (students make
decisions about how to investigate or practice the topic)
Style J – Learner initiated (student decides on topic, how to explore
it, and how to assess it: teacher is a resource)
Style K – Self teaching (student establishes subject matter, how to
engage in it, and conditions under which subject matter or
behaviour is achieved)

Daniel Barker Student id: 2186451

Physical Education Curriculum Specialisation: Senior Years 1

Lesson coding: 25-minute class (45 second intervals)

Interval Teaching Style Class Management

1 ABCDEFGHIJK M
2 ABCDEFGHIJK M
3 ABCDEFGHIJK M
4 ABCDEFGHIJK M
5 ABCDEFGHIJK M
6 ABCDEFGHIJK M
7 ABCDEFGHIJK M
8 ABCDEFGHIJK M
9 ABCDEFGHIJK M
10 ABCDEFGHIJK M
11 ABCDEFGHIJK M
12 ABCDEFGHIJK M
13 ABCDEFGHIJK M
14 ABCDEFGHIJK M
15 ABCDEFGHIJK M
16 ABCDEFGHIJK M
17 ABCDEFGHIJK M
18 ABCDEFGHIJK M
19 ABCDEFGHIJK M
20 ABCDEFGHIJK M
21 ABCDEFGHIJK M
22 ABCDEFGHIJK M
23 ABCDEFGHIJK M
24 ABCDEFGHIJK M
25 ABCDEFGHIJK M
26 ABCDEFGHIJK M
27 ABCDEFGHIJK M
28 ABCDEFGHIJK M
29 ABCDEFGHIJK M
30 ABCDEFGHIJK M
31 ABCDEFGHIJK M
32 ABCDEFGHIJK M
33 ABCDEFGHIJK M
34 ABCDEFGHIJK M

Daniel Barker Student id: 2186451

Physical Education Curriculum Specialisation: Senior Years 1

Reflection/Academic justification
When designing and executing a senior school lesson there are many considerations that need to be
made. Some of the key areas that need to be targeted by any unit/lesson of work include the SACE
and ‘Teaching for effective learning’ (TfEL) guidelines. However, within specific lessons and activities
there need to be even more considerations and planning decisions made. These include aspects such
as effective pedagogies, appropriate questioning and specific teaching strategies that should be
implemented during certain scenarios in order to provide the most beneficial learning environment
for the students to thrive in. The following academic justification/reflection will discuss why certain
decisions were made when planning the lesson as well as how aspects of the process could be
improved in the future.
TfEL
The TfEL documents were created in an effort to provide educators with specific guidelines and
criteria that could be used as benchmarks for effective teaching. The idea is that if these guidelines
are being met then the learning environment is heading in the correct direction as far as
effectiveness is concerned. The lesson in question focussed mainly on targeting domains one and
two with some aspects loosely achieving domain three standards. Domain one was not used during
this lesson as it was much more focussed on a specific area within the sport of volleyball and was
therefore determined to be a more teacher lead exercise.
Domain 2:
2.1 develop democratic relationships (2.4 to a lesser degree)
The teacher shares power with students recognising it as a fundamental condition for learning
This domain is targeted during the main skill acquisition drill of the lesson where students are tasked
with setting up an attacking shot and then executing this attacking shot. Throughout this exercise the
students were given freedom to differentiate themselves, providing more of a challenge, by
eliminating the catch used before the attacking shot and instead executing an effective set to their
teammate. This also somewhat targets domain 2.4 as the students were encouraged to impose this
challenge on themselves and achieve at the very highest level possible.
2.2 build a community of learners
The teacher creates a culture where everyone inspires and encourages each other’s learning
Domain 2.2 can be seen all throughout the footage of the lesson as students are regularly providing
helpful feedback to one another which not only boosts morale and self confidence but also improves
the overall effectiveness of the learning environment. As the teacher can not be with each student
one hundred percent of the time by encouraging this peer teaching the students receive a much
higher total amount of feedback to help them improve and become more comfortable asking
questions of each other.

Daniel Barker Student id: 2186451

Physical Education Curriculum Specialisation: Senior Years 1

Domain 3:
3.2 foster deep understanding and skilful action
the teacher helps students build rich conceptual knowledge and mastery of complex skills
Domain 3.2 is targeted with the use of both divergent and convergent game sense questioning which
will be discussed in more depth later in this piece. To summarise, by asking these questions of the
students rather than just delivering them the answers the educator is able to create a much more
effective thought provoking environment which allows for a deeper understanding to be achieved by
the class.
3.3 explore the construction of knowledge
the teacher shows that knowledge is open to question, serves particular purposes and is shaped by
culture and experience
This lesson targets domain 3.3 by encouraging the students to question the knowledge they are
receiving. This is done by repeatedly asking “why?” when students provide information regarding
specific tactical decisions such as how high a set should go. The educator allows the students to
delve deeper past the end result and construct their own ideas as to why this information is as it is
(again the example is why is that the ideal spot for a set? What advantages does it provide the
attacking team?).
3.4 promote dialogue as a means of learning
the teacher provides opportunities for students to learn through interaction and learning
conversation with others
3.4 is quite self-explanatory and has been previously discussed through domain 2.2 where it was said
that all students were encouraged and excelled at providing helpful and constructive feedback to
one another throughout the drills and games.
Domain 4:
4.1 build on learners’ understandings
the teacher identifies students’ prior knowledge and cultural practices as a starting point for
curriculum
As previously mentioned, domain 4 was not as big of a target as 2 and 3 for this particular lesson
however building on learners’ prior knowledge/understandings was present. As Volleyball is a
net/wall game all past experiences with this category of game brought into the classroom by the
students is useful and could be built on. Even physical skills developed in other sports can be
transferred and built upon with an example becoming prevalent during the execution of a spike.
Many students have a history with AFL football and are therefore used to jumping off of one foot
however this is not the optimal technique within volleyball as it carries too much forward
momentum and can negatively affect the outcome of the spike. For this reason, the educator had to
alter their habits while still building on their understanding of jumping for height.

Daniel Barker Student id: 2186451

Physical Education Curriculum Specialisation: Senior Years 1

Pedagogical strategies (guided discovery etc refer to coding)

Throughout the lesson many pedagogical strategies were present with some of the key ones being
game sense approach, guide discovery, divergent and convergent questioning and differentiation.
To keep it brief the game sense approach to teaching was designed in Australia with the specific
intent of creating more thinking athletes who performed better within real game scenarios (Vollmer,
2016). The approach heavily encourages the use of small sided games which inherently puts the
students/athletes into decision making positions far more frequently and therefore develop these
skills at a faster and more effective rate (Pill, 2012). This approach can be seen in multiple ways
within the lesson as it both centres around small sided 3v3 games rather than a full class large scale
game as well as following the traditional game sense lesson progression of game, skill focussed
activity, game.
Questioning was a large focus of the lesson and as the duration was only twenty five minutes there
was not a great deal of time available for this type of discussion/sedentary behaviour. For this
reason, the importance of pre-planned and effective questioning became even more prevalent (Pill,
2011). Other studies also back this by discussing the importance and value of effective questioning
for student understanding and engagement (Craig, 2005). With this research in mind and the
questioning previously noted within this document as examples it becomes clear that this was
implemented within the lesson to some extent.
Lastly on the point of differentiation. This was not a main focus of the lesson and could only be done
to a small extend within the circumstances, given restraints of time and the nature of the content.
However, as discussed previously it was done to an extent and even this small implementation can
have a positive impact on the class seen through engagement and achievement levels (Tomlinson,
2008). The implementation present within the class also allowed for self-differentiation without this
having an impact on others. This helps to eliminate some of the negatives that can come with
differentiation in regard to self-efficacy and comparison between students.
Some possible improvements to the class given would come in the form of enhanced questioning
and the inclusion of a wider variety of teaching styles. With regard to the questioning, at stages
throughout the class there were opportunities to allow students to elaborate further and help each
other arrive at the intended outcomes by prompting the class with even more questions rather than
the teacher elaborating on the first answer given. This would have leant more into the ‘debate of
ideas’ inquiry strategy which could have helped improve the overall class collaboration and
understanding. As seen within the coding there were several teaching styles which were not used at
all within the lesson which could possibly have been expanded upon. An example being the
implementation of the self-check style which could have been achieved through the use of imagery
demonstrating correct techniques.

Daniel Barker Student id: 2186451

Physical Education Curriculum Specialisation: Senior Years 1

Reference list
Craig, J., & Cairo III, L. (2005). Assessing the Relationship Between Questioning and Understanding to
Improve Learning and Thinking (QUILT) and Student Achievement in Mathematics: A Pilot Study.
Appalachia Educational Laboratory at Edvantia (NJ1).
DECS. (2016). South Australian Teaching for Effective Learning Framework. Retrieved from
https://www.education.sa.gov.au/sites/default/files/tfel_framework_appendix_a_unleashing_learni
ng_potential.pdf?acsf_files_redirect
Pill, S. (2011). Teacher engagement with teaching games for understanding-game sense in physical
education. Journal of Physical Education & Sport/Citius Altius Fortius, 11(2).
Stolz, S., & Pill, S. (2012). Making sense of game sense. Active & Healthy Magazine, 19(1), 5-8.
Tomlinson, C. A. (2008). Goals of Differentiation. Educational leadership.
Vollmer, C. E., & Curtner-Smith, M. D. (2016). Influence of Acculturation and Professional
Socialization on Preservice Teachers' Interpretation and Implementation of the Teaching Games for
Understanding Model. Physical Educator, 73(1), 74.

Daniel Barker Student id: 2186451