The unit of work involves a myriad of teaching and learning strategies created based on the stage four PDHPE

unit ‘Movement, Skill &

Performance’ which is undertaken across a four-week period that focuses on active participation in a broad range of movement skills and
context to develop an understanding of solving tactical problems. Based on meeting syllabus outcomes, multiple strategies, pedagogical
approaches, teaching games for understanding (TGfU), Game Sense, collaborative, both student/teachers centred approaches have been
implemented across the unit of work with components of literacy, numeracy and ICT to meet the mix of both lower and higher ability students
within the four-week period.

Within the unit of work, activities across the weeks have implemented both a TGfU and Game Sense approach simultaneously when using both
a teacher and student-centred approach across the movement skill activities. As the Game sense approach is implemented using various
resources from Light (2012), Light and Fawns (2003) states that modified game strategies and concepts that are placed within a learning
environment have a greater effect on both lower and higher ability students to gain the opportunity to develop both skills and understanding of
tactics across various physical activities and games. As this is the case, specifically within the focus on invasion games, the activities focus on
various tactical and strategic approaches in developing students' ideas on maintaining possession of the ball, defending and attacking the goal
and defending space rather than drill related activities. Light & Fawns (2003), further suggest that using modified approaches to games to
develop aspects of key tactical decision making rather than focusing on drills related to a sport has a greater effect on student learning and
understanding to build upon solving tactical problems and improving on the skills that can be transferred across various movement activities.
For example, within lesson 1, a focus on maintaining possession of the ball is advised to students across the following activities, within the
discussions various example questions are given to students such as ‘ Why do you think it is important to create space or mark the opposing
players?’ and ‘What are some of the effective strategies implemented across the game?’. The lesson provides students with various open-
ended questions before progressing through the activities to allow students to help gain a deeper understanding of the various concepts, skills
and ideas that are needed across various games. As such, Chen and Light (2006) state that allowing open-ended discussions within physical
activity allows students to treat the concepts as constructive and assist in higher order thinking within a physical learning environment.
Implementing these approaches within the discussion aspect of a lesson is placed across the unit to meet various syllabus outcomes,
specifically PD4-4, 4-5 and 4-11 (NESA, 2018).

As the unit aims to meet the needs for both lower and higher ability students, a constructivist learning approach has been implemented in an
attempt to increase engagement across the learning environment. This is evident across various teaching strategies including the
implementation of collaborative tasks including group research tasks, teamwork activities and various student-centred approaches such
implementing student choice across the four weeks. Furthermore, when looking for content that meets the outcomes and diverse learning of
students, the specific content planned across the unit is specifically put in place for students to make meaning of the content This strategy
emphasises importance of using Inquiry-based learning across the unit of work as this model focuses on learning on solving problems and
answering various central questions for students to explore and find their learning (Harada & Coatney, 2014).

Furthermore, in reference to differentiation and scaffolding, to meet the needs of these specific learners, the implementation of
literacy/numeracy and specifically ICT is used across the four weeks as Parker (2012) states that it is vital to implement these components
within a learning environment when targeting student learning and engagement across a wide range of lower and higher ability students. As
this is the case, specific tasks have been implemented using these components such as recording, analysing and using pictures and research
to solve various tactical problems and allows engagement and motivation of both lower and high ability students across the lessons whilst
meeting the general capabilities for students (ACARA, n.d).
References

ACARA. (n.d). General Capabilities Introduction. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-

education/

Chen, S., & Light, R. (2006). "I thought I'd hate cricket but I love it”: Year six students’ response to Games Sense. Change, 9(1), 49-
58.

Harada, V., & Coatney, S. (2014). Inquiry based learning and the common core: Librarians and teachers designing teaching for learning
(1st ed., pp. 10-16). Thousand Oaks: Corwin, a SAGE Company.

Light, R. (2012). Game Sense Pedagogy for Performance, Participation and Enjoyment (1st ed., pp. 48-154). Routledge.

Light, R., & Fawns, R. (2003). Knowing the Game: Integrating Speech and Action in Games
Teaching Through TGfU. Quest, 55(2), 161-176. doi: 10.1080/00336297.2003.10491797

NSW Education Standards Authority. (2018). Personal Development, Health and Physical Education K-10 Syllabus. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018

Parker, L. (2008). Technology-mediated learning environments for young English learners (1st ed.,
pp. 61-98). New York: Lawrence Erlbaum Associates.
 UNIT OUTLINE
Subject: PDHPE Course: Movement, Skill & Performance Number of Weeks: 4

Unit title: Invasion!

Key Concepts/ Big Ideas The importance of this learning

As ‘Movement, skill and performance’ strand focuses As it is widely recognised that regular physical activity can produce long-term health benefits, the
on active participation in a broad range of movement learning implemented across the unit of work is vital as it aims to develop student’s confidence
contexts to develop movement skills, the big idea and competence to engage in physical activity. As this is the case, students gain the
within invasion games is to invade the opponent’s understanding of specific purpose and performance goals across a variety of physical activities
territory with the purpose of scoring more points that help students develop self-management and interpersonal skills to support enhanced
whilst maintaining a lower score from the opponents performance and participation in lifelong physical activity.
to a minimum. The key ideas within this unit of work
involve a game sense approach where students
develop offensive and defensive strategies that The importance of game sense is critical as it focuses on a student-centred approach to teaching,
include maintaining possession of the ball, defending allowing students to guide their learning through developing and using inclusion, communication
space, attacking/defending the goal within various and collaborative skills across modified games and concepts.
activities that are implemented using various a range
of modified and traditional participation of modified
sports related to invasion games. The focus is on
students who are exposed to a variety of tactical
problems that expose themselves to various
strategies to develop using a variety of resources on
tactics.
Unit context within Scope and Sequence/Purpose Syllabus Outcomes

As the unit focuses on modified games and solving ● PD4-4 refines, applies and transfers movement skills in a variety of dynamic physical
tactical problems, the learning and teaching activity contexts
strategies are implemented with a focus on a mix of
both lower and higher ability learners. ● PD4-5 transfers and adapts solutions to complex movement challenges

● PD4-11 demonstrates how movement skills and concepts can be adapted and transferred
to enhance and perform movement sequences
Literacy Focus Numeracy Focus ICT Focus Differentiation

- Visual literacy - Stats - ICT devices - Game progression

(recording)
- Draw pictures - Watching - Explicit teaching
- Slow motion video
- Draw and label - Tally (scores) - Scaffolding
playing field (where - Dart Fish
they can go and - Good and bad - ICT implementation
decision making - Online mind map
positioning) - TREE/CHANGE IT
(tally)
- Explain and draw - Devices to keep tally
- Time keeping
tactical decisions - Commentating
- Differentiation through STEEP
- Solve tactical (recording)
problems Space - bigger or smaller playing field

- Heat map Time - more or less time allowing during activities

- Draw key map Task - Different individualised/group tasks to meet

student needs
- Mind map
Equipment - Different or modified equipment to
help different ability learners

People - Group people for various activities and

modified games
Week/ Syllabus Content
Sequence
● use feedback to improve body
control and coordination when
performing specialised
Week 1 movement skills in a variety of
situations (ACPMP080)
- Create and perform
movement sequences that
solve tactical problems,
including creating, using,
and defending space and
achieving and retaining
possession
● use feedback to improve body
control and coordination when
performing specialised
movement skills in a variety of
situations (ACPMP080)
Teaching and Learning Strategies including assessment for Resources
learning.
Maintaining possession of the ball Cones
ICT devices
- Differentiation through STEEP Various types of balls (tennis,
basketball, soccer ball,
Space - bigger or smaller playing field
baseball, golf ball etc)
Time - more or less time allowing during activities
Task - individualised/group tasks to meet student
needs
Equipment - Different or modified equipment to
help different ability learners
People - Group people for breakdown of various
activities and modified games
LESSON 1:
- analyse their own and Few minutes can be given to provide students with explicit
others’ performance using instructions on different techniques of passing a basketball
ICT as appropriate and and other types of balls, movement, and space.
implement feedback to
enhance performance
Possession of the ball – Students are to get into groups of 4
and get into a playing field the size of half a basketball
court. The group will divide into a 2 vs 2 game to which one
team will attempt to complete a set number of passes using
a basketball.

1. For every 2 passes the team scores 1 point

2. If the ball is dropped, the possession team loses 1

point

3. Game stops when possession team reaches 10

points or when time runs out

Switch roles after a few minutes.

2 v 1 game - This activity will start using a 3m by 3m

spacing. The passing team will need to keep possession of
the ball using the available space. The team will score 1
point for every successful pass and lose 1 point if dropped.
The interceptor player needs to attempt touch or intercept
the ball when the opposing team has possession of the ball.
After a set of time or when the ball is intercepted, the roles
are changed.

Discuss:

● What do you think made you complete a successful

pass?

● What strategies did you implement when

attempting to keep possession of the ball?

● As an interceptor, what made you successful or

unsuccessful?

● Does space matter for both teams/roles?

● Why do you think it is important to create space or

mark the opposing player?

● What are some of the effective strategies

implemented?

Progression

1. Change the size of the playing field using different

 sizes including 2/3/4/5/6 by 2/3/4/5/6 metres.

2. No communication allowed for the first half of play

3. Players with possession of the ball needs to stop

moving when a player receives the ball

Discuss

● How has the size of the playing field affected the

game?

● Would you consider communication in previous

activities important? Why/why not?

● Does making players with possession of the ball

stop moving make it difficult?

● Space and movement are considered important?

Progression

1. Change the ball using different sizes and shapes

(tennis ball, baseball, football etc)

2. Passing including kicking the ball

Explicit teaching on techniques of passing/kicking can be

implemented here.
Discuss

● How has changing the size for each game changed

the game?

● Did you change anything individually or as a group?

● What makes you decide when to pass the ball?

What techniques work?

● Does the object change the way you play the game?
Does it have a big role?

● Does space and timing still matter?

LESSON 2:

Students are to view YouTube videos of athletes creating

and using space and maintaining possession of the ball.
Students are to view the following video by focusing on
specific players. Students are to complete scaffolds to help
guide finding important aspects of maintaining possession.

Discuss:
 ● What do you see being implemented across various
videos/sports?

● Why is it important? What is created in game?

Piggy in the middle: Students are to get into groups of 3. 2

students are to pass the ball within a 7m by 7m. Attackers
gain 1 point every 2 passes and defenders gain a point when
intercepted/touch a ball.

Progression

1. Attackers pass the ball between them avoiding the

defender – once a pass is made the attackers need
to decide if they need to move to a new poly-spot.
Players must be behind a poly-spot to receive the
ball

2. Increase and decrease the size of playing field

END Zone – This game will incorporate the skills and
strategies from previous lessons into a new game.

This activity will include 1 mobile player outside the zone

and stationery players within the zone. 10m by 10m.

1. Players get into groups of 4

2. Players will decide roles of the teams

3. Stationery players must remain stationary within

the zone and may move when mobile player has the
ball outside the zone
 4. When one player has the ball, the remaining
teammates must stop moving.

5. Team receives 1 point for reaching END zone

6. Objective is to get the mobile player to end zone

without dropping the ball

Discuss:

● What strategies did you implement within this

activity?

● Is space and timing important?

 ● Does the stopping and moving aspect affect
progression? How?

Students are to use ICT devices to view spaces from various

sports and analyse how players create space and maintain
possession of the ball. One student within a group is to
coach each team and keep a tally of scores.

Progression

1. Change the playing field to 3/6/9/12 metres

2. Change the ball to different sizes using variety of

balls

Discuss:

● Did the size of the playing field make it more

difficult?

● Does creating space between players matter?

● How does the equipment change your spacing and

create a better chance of success?

● How did you become successful in maintaining

possession?
Progression:

1. Combine 2 groups 4 vs 4 with mobile players vs

stationery players within one field

2. Team that intercepts or touches a ball gains 1 point

Selected students are to create a heat map of students to

analyse movement in comparison to scaffolded athlete
comparison sheets. Selected students are to provide
teammates with information on heat maps to adjust space
and timing.

Discuss:

● Did you need to change your play when rules and

other players were added? How so?

● What is the purpose of the two different zones?

How does this impact your attacking/defending
strategies?

● Does communication play a part of maintaining ball

possession?
 ● use feedback to improve body Defending space ICT devices
control and coordination when
performing specialised - Differentiation through STEEP hula hoops
movement skills in a variety of Space - bigger or smaller playing field cone pieces
situations (ACPMP080)
Week 2 Time - more or less time allowing during activities various ball types
- Create and perform
movement sequences that Task - individualised/group tasks to meet student Goal posts
solve tactical problems, needs
Flags
including creating, using,
Equipment - Different or modified equipment to
and defending space and
help different ability learners
achieving and retaining
possession People - Group people for various activities and
modified games
- analyse their own and
others’ performance using
ICT as appropriate and
implement feedback to LESSON 3
enhance performance

● practise, apply and transfer

Explain to students that this week the focus of the lessons
movement concepts and
will be on defending space.
strategies with and without
equipment (ACPMP082)

Capture the flag: divide students into two teams. One

attacking team and one defending team. The playing field
- demonstrate their ability to
use space and explore force
and flow in different
movement contexts
will be the size of a soccer field as the defending team
defends the flag inside their safe zone. The attacking team
must enter the safe zone (goal) of the defending team to
pick up the cone piece and re-enter their team's field. 3
points for each capture. The defending team needs to tag
an opponent in their field to eliminate the player. Defending
team wins if there are no opposing players left. Once done,
switch roles. 1 student from each team keeps tally and
notifies their team after each game.
Assign roles for differentiation
Discuss:
● Did your team employ any strategies to defend
successfully?
● What was successful about your teams attacking?
How did you do this?
● In response to the attacking team? What can you
employ in the future for your team to defend your
space?
Progression:
1. Defending team can only use two people at one
time to tag one person. Defender needs to call
 his/her partner

2. If successful tag occurs, partners can include

another team mate to tag opposing players

Discuss:

● Did this help you out or make you struggle as a

whole team?

● How did you decide who to call upon when the

opposing team entered your defending area?

● How did you do this? Did you position yourself? Use

communication?

● What didn’t work?

● Is it easier to call upon the whole team on one

player or to focus and split up?

Progression

1. Defending team need to employ a formation and

strictly stick to it when defending

2. Can only sprint/walk for certain amount of times

during the game
Scaffold strategies and formations by providing students
scaffold of various team sports

Discuss:

● Did using a formation help? How so?

● did it make it harder to cover and defend spaces

when only able to run or walk in certain times
during the game? Did this change your team's
strategy?

● Is communication important?

Guard the goal! Students are divided into groups of 6.

Players stand in a circle formation and cone piece inside a
hula-hoop in the middle of the formation. One defender
must run around making sure to defend one of the players
to hit the cone piece inside the hula hoop. Players must
pass the ball around to each other until they have a clear
shot. Defender gets 1 point if a failed pass occurs. Attackers
gain 1 point if a successful strike in the middle occurs.
Discuss:

● What made it easy to make the successful pass?

● What made it difficult to make the successful pass?

● What was crucial with the defender?

● What strategies did you employ to defend the

inside pass?

● Did you listen to the opposing teams calls?

● Did you pay attention to the ball or the player's

calls? Or both?

Progression:

1. Replace the inside cone piece with a player

Discuss:

● Did replacing a cone in the middle change with a

player change the defending aspect of the game?

● Did it make it easier/harder to defend?

● What strategies worked when defending the goal?

Explain

● By defending the inside pass, did you need to

change your style in accordance to the inside
players calls? did you need to listen to anything to
help you defend?

Progression:

1. Increase size of playing field (10m by 10m)

2. Increase size of groups

3. Add another defender

4. Change middle pieces using different equipment

Discuss:
 ● Did adding a player for defending help you?

● Did you communicate together to help with

defending the middle?

● What other strategies did you employ?

● What did not work?

Lesson 4

Lobster ball: Students are to pair up, with each student

having their marked area (4m by 4m), marked by cones that
face their opponent’s area.

Players use an underhand throw of the ball in the

opponent's area. Player receives a point once the ball is
bounced twice or when the opposing player does not return
the ball after 2 seconds. Switch roles once the time limit is
reached. 1 point for each score.
Discuss:

● What did you focus on when considering defending

your area?

● How did you anticipate the ball? Did you have to

consider the other players actions prior?

Progression:

1. Increase/change the dimensions playing field 4 by

4/6/7/8metres.

2. Add 2 defenders and attackers

3. add 2 balls in one game

(rectangle defending space)

Discuss:

● Did increasing or changing the playing field make it

more difficult or easier?

● Did it change your movement when defending?

● What did you do in defending your space? How

important is this when trying to win?

● Adding a teammate help? How so?

Defending the space: The following activity is to provide
improvement to the team and individuals ability to defend
when under constant pressure from opposition attack.

Divide students in groups of 6 and pair up groups. 6 will be

attackers and 6 will be defending their goal in one half of
the playing soccer field.

Provide students with scaffold and link to assist students

with the physical activity:

https://www.soccercoachweekly.net/practice-
plans/defend-together/

The attackers will gain 1 point if they reach the halfway

mark of the field.

The defenders will gain 1 point for every 10 seconds they

keep the opposition from reaching their targets.

Discuss:

● What helped you defend the space?

● Did communication help? How did you do this?

● What was challenging? Did you know where to be

at all times?

● What was successful? What was not successful?

Assign roles for differentiation

Progression

1. Attackers gain 1 point if they pass the 5-metre area,

2 points if they pass the 10-metre line and 3 points
if they pass the 15-metre line.
Students will use ICT devices to view defending videos in
soccer and other sports and analyse techniques and
strategies when players are defending space (corners, set
pieces, defending half etc). Students are to explain and
draw tactical plays and are to explain their strategy prior to
starting a new game.

1 student from each team is to keep tally of their teams

play and scores.

Discuss:

● What did the videos show you? What particular

strategies do players employ?

● Is teamwork important when considering defending

a space within a game?

● What kind of teamwork is successful?

● Did it make it easier when your whole team was

working together rather than only 2 players at a
time?

● What strategies did you employ when wanting your

whole team to understand your strategies at the
current time?
Progression:

● 2 players from each selected area within the

specific defending permitted areas allowed at one
time. Once attackers pass a specific defending area,
those defenders must stay stationary until play re-
enters their playing field.

Players need to draw and label playing field (where they

are permitted to go and restricted areas)

Discuss:

● How was it playing with another team mate in your

defending area?

● Did you employ any strategies from soccer?

(creating defence line etc)

● Did you help out your other team mates once

attackers passed you? Why do you think this is
important?

● Did you employ any high/low pressure strategies?

How did this help?
 ● use feedback to improve body Attacking the goal ICT devices
control and coordination when
Google docs link
performing specialised
movement skills in a variety of - Differentiation through STEEP cone pieces
situations (ACPMP080)
Week 3 Space - bigger or smaller playing field various ball types

Time - more or less time allowing during activities Goal posts types
- analyse their own and others’
performance using ICT as Task - Different individualised/group tasks to meet Nets
appropriate and implement student needs
Flags
feedback to enhance
Equipment - Different or modified equipment to
performance
help different ability learners
● practise, apply and transfer
People - Group people for various activities and
movement concepts and
modified games
strategies with and without
equipment (ACPMP082)

Students are to access following google slides as a guide and

scaffold for the following weeks content:
- examine and demonstrate the
similarities of strategies and https://docs.google.com/presentation/d/1FtItUklC13KhQ66
tactics used in different 38fMvWY4qspDLZzQVswECH56O37g/edit?usp=sharing
physical activities and how
they can be transferred to new
movement situations
Lesson 5:
- select strategies that have
been successful previously and
apply the most appropriate
ones when solving new
movement challenges with and
without equipment
● evaluate and justify reasons for
decisions and actions when
solving movement challenges
(ACPMP087)
- identify factors that enable
them to achieve success in
movement activities and
explain how these factors can
be transferred to other
movement contexts
Speed ball: In groups of 5 v 5 teams, teams start on their
own on the baseline. Each team has a basketball net at the
end of the playing area (20 metres by 15 metres).
Teams have to pass the ball in the air in an attempt to
attack the goal and score by shooting the ball into the
basketball net (1 point).
Discuss:
● What helped when attacking the goal?
● What worked when considering moving the ball?
● Did positioning of teammates help when attacking?
● How were you successful?
Students are to use ICT devices to view examples of
attacking the goal tactical problems in various sports
including netball, basketball and soccer. As a group student
draw and label playing field and tactical decisions for the
next progression game.
1 student from each team will record gameplay or
commentate their own teams’ performance/tactical
decisions in reference to attacking the goal.

Progression:

1. Change ball type when a goal is scored (tennis,

basketball, soccer ball, frisbee etc)

2. Change size of playing field (smaller & larger)

3. Once the score reaches a halfway mark (for e.g. one

team scores 5 points), teams are to discuss their
strategies and implement how they can adapt to
attack the goal successfully by showing the teacher

Assign roles for differentiation

Discuss:

● Did changing the ball size change how you attack

the goal? How so?

● How did the size of the playing field change how

you think about attacking the goal? What is useful?

● Did analysing tactical decisions and analysing own

and others performance help you? How did you
adapt the style?
Progression:

1. Add different striking equipment (Racquets, hockey

sticks etc)

2. Add two different goals (bench, hockey net, etc)

3. If the ball is dropped, players have to drop

equipment and play the game using kicks

4. Remove an attacking player when the team scores

and add a player when the same team concedes.

Discuss:

● How did changing the equipment change your

attack to score?

● How did adding more goals change how you attack

 the goals?

● After commentating and watching videos and

comparing/analysing the videos, did you implement
new attacking strategies and tactical decisions when
playing the game?

● What worked in regards to attacking? What was

important?

2v1 attacking: Students are in groups of 3 with 2 attackers

and 1 target player. Students begin by attacking the goal
with 1 target player laying off the ball for the attackers to
shoot in a 20 m x 15 m playing area. The attackers need to
make 4 minimum passes within 15 seconds before scoring.
Attacking team scores 1 point for each goal within the time
limit.

Assign roles for differentiation

Discuss:

● Whilst attacking the goal, is it easier to attack using

your teammates? What strategies did you use?

● Did you have a plan prior to starting with your

 partner?

● Did you use space and communication to help?

● Where did your feedback come from?

● What information did you take intrinsically or

extrinsically?

Students are to use ICT devices to search, draw and create

tactical decisions when attacking the goal using examples
from various sports. Scaffold task by proving the below links
to guide searching.

LINK

Students are to create a heat map when sitting out on their

team's performance and style. Groups are to compare their
heat maps with the opposing team.

Progression:

1. Use different balls

2. Increase/decrease playing field

3. Target player as defender

 4. Add 1 extra player for defending and 1 for attacking

5. You can use hands to throw the ball or shoot

6. When the attacker receives the ball, they can only

pivot to shoot or pass

7. Time limit increased

8. Change over if attackers lose possession

Discuss:

● With having increased time and extra attackers,

how did this change how you attack the goal? Does
it change your style?

● What made you successful or unsuccessful?

 ● Does having more options and variety of attacking
allow you to achieve the goal?

Lesson 6:

Using the neutral: Groups of 9 (3 vs 3) using half a soccer

field, attackers can use neutral players as an attacking
advantage when attacking the goal.

- 3 attackers (switch roles)

- 3 defenders (switch roles)

- 1 Filmer

- 1 neutral player

- 1 tally counter/recorder

*Roles switch

Assign roles for differentiation

Discuss:

● When attacking what strategies did you employ

using what we have learnt in the previous lesson?
Do these strategies and tactical decisions apply in
this activity? How?

● What attacking style did you use (direct, possession,

counter attack etc)?

● How does the neutral player fit into your attacking

style? Does it change your decision making?

● Does the neutral player help with availability and

movement?
Students will use ICT devices to record in slow motion. Use
Dart Fish to analyse performance and gameplay. Students
can use a scaffold to guide their research by implementing
exemplar videos.

Progression:

1. increase/decrease playing field

2. increase/decrease goal size

3. time limit to score

4. increase number of neutral players to help with

attacking the goal

Discuss:

● Adding neutral players helps with attacking? How

did you use them to your advantage when
attacking?

● Did the time limit affect the attacking aspect of the

game? What strategies did you implement to help
with time and scoring a goal?

● Using more players in a bigger/smaller field helps?

 How?

Tally students complete a scaffold on good/bad decisions

or skill execution and provide it to students prior to next
progression.

Progression:

1. Attackers cannot look up when they receive the ball

(listen to calls or keep formation tactics prior to
receiving ball)

2. Using different balls once scored

3. Winners from previous game can choose one rule

to employ

4. Changing the goal size

Discuss:

● How did you attempt to pass without looking up at

your teammates? What was important to use? Can
you use this in the future while looking up? Can this
help?

● How did changing the ball size alter your attack to

 the goal?

● How did changing the goal size alter your style of

attack? Was it successful?

1 vs 1 to 4 goal and 4 gates: In 6 groups, a player will pass a

ball onto the field and call a number out, the called players
must run around a cone to their left and enter the playing
field (25 m by 25 m) which a 1 v 1 game will occur with 1
goal. A player must dribble through one cone before
shooting at the goal. 1 Point scored if a player scores a goal.

Discuss:
 ● How did you get ready to attack when entering the
playing field?

● Did you strategies whilst running into play? Can you

plan prior to touching the ball?

● Is it important to plan and strategies prior?

Progression:

1. Add a total of 2 goals and 3 cone pieces for each

goal

2. 1 point for goal scored and 1 point for using a

tactical move from content and analysis learnt to
beat an opponent

Discuss:

● Adding a goal and cone pieces change how you

attack the goal? How can you apply these
movement and skill strategies across various
sports?

● Did you apply any strategies from content

researched and the videos you have used when
considering attacking the goal? If so, what?
Progression:

1. Add a total of 4 goals and 3 cone pieces to dribble

through prior to scoring

2. Call out 2 attackers/defenders from each team at

once

3. Use hands to pass and shoot (Can only take 2 steps

in possession of the ball)

4. Increase/decrease playing field

Discuss:

● How did having more players change the attacking

aspect for you? What did you use from previous
learnt experiences?

● How does research and using DartFish analysis help

you in being successful?

● What teamwork strategies did you use? How did

you choose to use space and timing?

Students are to send their videos and research content via


● evaluate and justify reasons for
decisions and actions when
Week 4
solving movement challenges
(ACPMP087)
- identify factors that enable
them to achieve success in
movement activities and
explain how these factors can
be transferred to other
movement contexts
- identify strategies and tactics
that are similar and
transferable across different
movement contexts
online google docs for evidence of learning and teaching.
Defending the goal ICT devices
cone pieces
- Differentiation through STEEP various ball types
Space - bigger or smaller playing field Goal posts types
Time - more or less time allowing during activities Nets
Task - Different individualised/group tasks to meet Flags
student needs
Equipment - Different or modified equipment to
help different ability learners
People - Group people for various activities and
modified games
Lesson 7:
Prior to commencing, advise students this week's focus will
be on defending the goal.
Online mind map and discussion: Advise students to access
online mind maps and work collaboratively on what is
needed when considering defending the goal and what
types of sports or activities require players to consider
defending the goal.

Guard the bins (dodgeball variation): split groups into 5 v 5

games and the playing field of 15 m by 15 m. The object is
to eliminate all opposing players or by knocking down the
bin (easier option). The bins will be placed at the end of
each team's playing field.

Discuss:

● When considering the defending aspect of the

game? What did you consider when trying to
defend yourself and your bin at the same time?

● What strategies worked when defending the goal?

● Did communication work or was it an individual

focus for you?

● Did movement matter? Did you defend your bin and

yourself differently? How so?

Progression:
 1. Increase/decrease size of playing field

2. Add 2 extra bins as goals for each team

3. Time limitations (increase/decrease)

Assign roles for differentiation

Discuss:

● How did increasing/decreasing the size of the

playing field alter how you defend the goal and
yourself?

● What was important when considering your team

and how to defend?

● How did you go about defending multiple goals? Do

the same strategies work? If not, what needs to be
adapted?

● If we play a new activity/sport, what kind of

strategies or tactics used within this game will you
think could be similar or transferable across
different games/sports (mentioning variety of
sports/games)

● Did you need to stand somewhere specific in

regards to defending the goal? Does coverage and
 movement areas matter?

Progression:

1. Within each team, students choose 2 players that

are considered the ‘goal’ which replace the bins.
The other team will not know who these students
are.

2. Chosen players are permitted to move

3. If any chosen player is hit, the opposing team wins

Discuss:

● Considering your defensive strategies and tactics,

does this change when defending your goal when
your player is moving?

● How does this change the way you move and focus
on both yourself, defending the goal and attacking
all in one game?
 ● What activities/sports do you think would apply
these strategies across the game?

Pin dog pickoff: This game is placed to meet defending the

goal strategies needs of students. In groups of 5 play
individually as students begin in a scattered formation with
each student starting with a cone that is stood up in the
centre of their hula hoop.

Students may not stand in or over their nest at any time. On

the teachers call ‘MOVE’, students have limited time to pick
up their cones and hula hoops and move into an open space
within a 15 m by 15 m playing field and slide around their
nest while maintaining a defensive position around their
hoop. Players are able to move to their opponents’ nest and
knock off their cones. Players that have their cone pieces
knocked over lose.
Discuss:

● How did you transition from defence to offense?

● When did you transition between a defensive role

and into an offensive role (and visa-versa)?

● Did your listening skills matter?

● How did creating your own space create better

defending?

● Did creating space help when defending?

● How did you choose your location?

Progression:

1. Add foam balls (or other types of balls)

2. Increase/decrease playing field

Discuss:

● How did implementing foam balls affect how you

defend?

● Did changing the playing field affect how you

defend? If so, how?

Progression:

● When an attacking player knocks of an opposing

player’s cone, that player then joins their team to
form a colony (Defend together)
Discuss:

● How did another player joining your team help you

defend the goal differently? Did you use
communication to solve the tactical problems?

● Did you employ other defending strategies?

Progression:

1. once two teams are remaining, cones are place for a

battle

2. teams need to defend their cones in their colonies

Students are to keep tally and draw tactical displays and
solve tactical problems. Scaffold handed to students to
guide their decisions in between progressions

Discuss:

● In the battle, how did increasing the size of your

colony change the way you and your team defends?
What strategies have you employed? Did you use
any tactical decision from other lessons learnt
within the unit? How?

● Did you defend as a team or individually? What and

how is this important?

Lesson 8:
Modified Oz tag: Divide class into games, students will play
a small modified game of Oz tag in a playing field of 15 m by
15 m. teams can score by running into the opposing team's
goal. Attacking team has 6 touches in possession of the ball.

Teacher to advise the importance of defending their goal

through strategic and tactical decision making. Provide a
link to PowerPoint presentation for students to gain an
understanding on how defensive plays are set up:

LINK

Provide lower skill ability students to practice techniques on

throwing and catching the ball.

Provide lower skill ability students with scaffold of pictures

of set plays and relating information to guide thinking.

Selected students will participate off the game:

- Tally scores

- Heat maps (compare to athletes using ICT/Dart

 Fish)

- Draw key

- Pictures of set plays (where students can/cannot

go)

- Record gameplay and use feedback scaffold

- Observation

Discuss:

● When the opposing team has possession of the ball

how does your team defend your goal?

● From the heat maps and pictures of set plays, what

does this tell you about what is important?

● When do you know when to move up or down the

playing field when defending? How do you solve
this whilst in game?

Progression:

1. Forward passes are allowed (formation changes)

2. Increase/decrease the width of end goals

Discuss:

● How does forward passing change where you go as

a defender?

● Do you assign specific players to specific areas or

tasks? Where do you see this happen? (Real-life
examples - sports)

● If the attackers pass the ball using the space of the

playing area, how can the defenders work together
to stop their attacking styles?

● How can you communicate defence here?

Progression:

1. Lose 2 defenders and gain 2 attackers

2. implement no go zone areas for

defenders/attackers

3. Extend the playing field

Explicit teaching of the concepts of various strategies can be

incorporated here.
Discuss:

● How did losing 2 defenders and the opposing team

gaining 2 attackers change how you defend?

● Using an example in various sports (for example a

counter attack in soccer) how can having less
defenders change how you defend your goal in
various situations?

● How can relationships and defensive strategies

change this within defending aspects of games?

● What are the options for defending (zone, man-

man, defending the handler)? What works?

Create open discussion in reference to the off the game

students that participated in:

- Tally scores

- Heat maps (compare to athletes using ICT/Dart

Fish)

- Draw key

- Pictures of set plays (where students can/cannot

 go)

- Record gameplay and use feedback scaffold

- Observation

In regards to how they would use the data and information

(literacy/numeracy/ICT components) from the previous
game to identify successful factors within the movement
skills to apply across the next activity (modified gridiron).

Modified Gridiron (American football modified): Students

form teams 6-8 players in a small game of gridiron. In a
playing field of 25 m by 25 m, students will attempt to make
tactical and strategic decisions when attacking and
defending (focus on defending aspects of the game).
Attacking team gains 1 point for passing every player on the
field and 1 point for reaching the end zone. Attackers must
stop once they are tagged and have 5 turns in possession
before a changeover.

Progression:

1. Attackers can use two balls in one attack

2. Extend and decrease the size of the end zones

 3. Defenders need to be at least 5 metres back when
attackers begin

Assign roles for differentiation

Discuss:

● How does having two balls change how you and

your team defends? What previous style used work
here?

● How can you use the 5m distance as an advantage?

Better view?

● How is this a disadvantage?

● How do you keep an eye out for 2 balls at once? Are

certain players elected for certain plays?

● As gridiron is a tactical sport, how did your previous

recording of gameplay or tactical strategy
implement here?

Scaffold strategies using online videos to promote

defending the goal and explicit teaching on defending can
be implemented here.
 Progression:

1. Increase the number of attackers and decrease

defenders

2. incorporate a no-go zone, for example the centre of

playing field for defenders to promote extra
defensive plays

3. Move the cones for a wider end zone to promote

wider space use for defending

4. Use dribbling, kicking and forward passing

Discuss:

● How did the no-go zone impact the game in attack

and defending?

● how can you use this wider space for pressure for
defending? What sports do you see this occur in?

● Using the heat maps in previous activities, are there

similarities/differences?

● What defending strategies from previous

games/lessons can you implement in this game?

Assessment Details Outcomes

 - Formative and summative assessment ● PD4-4 refines, applies and transfers movement skills in a variety of dynamic physical
activity contexts
- Exit slips
● PD4-5 transfers and adapts solutions to complex movement challenges
- Discussions
● PD4-11 demonstrates how movement skills and concepts can be adapted and
- Literacy/numeracy/ICT transferred to enhance and perform movement sequences
- Record and feedback

- Question/answer scaffolds

- picture of set plays

- Draw focus of the lesson (positioning/allowed to

go)

- Heat maps

- DartFish analysis

Evaluation of the Learning and Teaching

The following will outline if students are meeting the

syllabus outcomes:
Throughout the unit, students will provide results from their tactical decisions and problem
- Student feedback solving using a variety of strategic decision-making skills and abilities (offensive/defensive)
that apply across the lessons which will allow the teacher to gain an understanding on how
- student responses (theory/practical) and if students are meeting syllabus outcomes and understanding the content.
- Engagement and adjustments in the progression
of tasks
- Scaffold responses

- Heat maps/recordings/analysis