SCHOOL OF EXERCISE AND NUTRITION SCIENCES

XNB 296 PHYSICAL ACTIVITY LEARNING DESIGN

SEMESTER ONE 2022

AQUATICS
(Research Study)

Name: _______________________________

Venue: KG Aquatic Centre (located opposite subway at 44 Musk Avenue, Ground

Floor, below YMCA Fitness Club. Walk through past the lifts and down the ramp)
Please bring swimming goggles to wear.

Equipment required:

Coloured rings and dive sticks, tennis balls (12), water polo balls (3), Beach Balls (3), Pool
Noodles (4), Fit Balls (4), Flippers

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ACTIVITY 1: QUESTIONNAIRE PARTS 1-5 (25 minutes)
ACTIVITY 2: PARTICIPATION IN SWIMMING LESSON 1 (20 minutes)
ACTIVITY 3: QUESTIONNAIRE PART 6 (10 min)
ACTIVITY 4: PARTICIPATION IN SWIMMING LESSON 2 (15 minutes)
ACTIVITY 5: QUESTIONNAIRE PART 7,8 (15 minutes)
SWIMMING LEARNING OUTCOMES
THE AUSTRALIAN CURRICULUM: HEALTH AND PHYSICAL EDUCATION

STRAND: MOVEMENT AND PHYSICAL ACTIVITY

SUB STRANDS: MOVING OUR BODY: UNDERSTANDING MOVEMENT; LEARNING
THROUGH MOVEMENT
RELATED STUDENT LEARNING OUTCOMES
a. Acquisition and refinement of broad range of movement skills to enhance performance
(e.g., butterfly kick).
b. Development of tactical decision making and problem-solving ability (e.g., critical,
creative thinkers)
c. Development of knowledge and understanding of movement concepts to analyse,
evaluate and enhance performance (e.g., propulsion).
d. Enhancement of health-related fitness (e.g., aerobic capacity, anaerobic capacity, muscular
strength, muscular endurance).
e. Development of personal and social skills (e.g., communication, negotiation, teamwork,
leadership, cooperation, relationships, persistence).
OTHER OUTCOMES (IMPORTANT)
f. Increased engagement through the development of Intrinsic Motivation, Effort &
Enjoyment (e.g. students get wet instead of sitting & watching)
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SELF DETERMINATION THEORY OF HUMAN MOTIVATION

Positive Indices of Intrinsic Motivation

Self Determination Theory (SDT) proposes that pedagogical climates in which students can
exhibit intrinsically motivated behaviours will produce greater effort and enjoyment, which will
then lead to greater task engagement, persistence and learning.

How to Intrinsically Motivate Students?

According to SDT, the mechanism through which individuals (pupils in physical education) move
toward more self-determined and intrinsically motivated behaviour is the satisfaction of three basic
psychological needs:

(a) Autonomy (freedom of choice or control over their behavior)

(b) Competence (feeling of success or mastery of the activity
(c) Relatedness (a sense of belonging or connection with classmates and/or teacher)

ACTIVITY 6: SWIMMING LEARNING ACTIVITIES AND RELATED OUTCOMES FROM THE

AUSTRALIAN CURRICULUM: HEALTH & PHYSICAL EDUCATION
Swimming learning activities can successfully achieve a variety of outcomes related to the
Australian Curriculum: Health & Physical Education. Students experience the following learning
activities & after each:

 Identify the RELATED LEARNING OUTCOMES from the Australian Curriculum, HPE and
answer questions relating to self-determined/intrinsic motivation, effort and enjoyment.
1. JACK ADAMS DIVING CONTEST (Deep End)
 1 student/lane performs the allocated dive at same time then judged by teacher; then next wave of
students etc.
 After each dive students swim ½ way to the end of the pool (12.5 metres) and walk back, but must swim using
a variety of strokes (freestyle, butterfly, breast stroke, backstroke, sidestroke)
 Dives: Complete 7 in total, e.g., biggest splash (bomb/seated), least splash, synchronised dive in pairs/all
lanes, race dive, safety dive, longest dive underwater, silly salmon

RELATED OUTCOMES/GENERAL CAPABILITIES: Acquisition/enhancement of:

Specialised movement skills Tactical decision making and problem-solving ability
Knowledge & understanding of movement concepts to analyse, evaluate and enhance
performance
Health-related fitness Personal and social skills

How effectively did the game/activity facilitate self-determined/intrinsic motivation (i.e. autonomy,
competence, relatedness)? Give a specific example.

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How much effort did individual students/class invest (1-5)? How enjoyable was the activity (1-5)?
2. WATER WRESTLING (Deep End)
 Students choose an opponent
 Place one (1) hand on the head of their opponent – both use same hand: e.g. both right
 On “go” each student attempts to push down the head of their partner under water, whilst the partner
resists
 Winner is best of three (3);
 No Elimination: 2nd round, losing students v losing students; winners v winners; Continue until 1 undefeated
 Instruct students to let go of their partner’s head once it is submerged in the water!
 Variation: Use shoulder rather than head

RELATED OUTCOMES/GENERAL CAPABILITIES: Acquisition/enhancement of:

Specialised movement skills Tactical decision making and problem-solving ability
Knowledge & understanding of movement concepts to analyse, evaluate and enhance
performance
Health-related fitness Personal and social skills

How effectively did the game/activity facilitate self-determined/intrinsic motivation (i.e. autonomy,
competence, relatedness)? Give a specific example.

How much effort did individual students/class invest (1-5)? How enjoyable was the activity (1-5)?

3. FIT BALL (Start at Shallow End)

Fit Ball Relay (teams of 5-6/lane): Objective is to walk/swim Fit Ball from shallow to deep end of the pool (25
metres) without it touching the water, 2 team members start and progressively pick up rest of team along the way.
When picked up each team member must contact fit ball and not lose contact throughout. Last 10 metres all team
must be in contact with the ball. From commencement of race no holding onto side of pool.

RELATED OUTCOMES/GENERAL CAPABILITIES: Acquisition/enhancement of:

Specialised movement skills Tactical decision making and problem-solving ability
Knowledge & understanding of movement concepts to analyse, evaluate and enhance
performance
Health-related fitness Personal and social skills

How effectively did the game/activity facilitate self-determined/intrinsic motivation (i.e. autonomy,
competence, relatedness)? Give a specific example.

How much effort did individual students/class invest (1-5)? How enjoyable was the activity (1-5)?

4. COMBINATION RELAY (Deep End)

Students choose even teams of 4-5 swimmers.
 Whole team to swim 100 metres (incorporating 25 m of backstroke, breaststroke, butterfly, freestyle);
if more than 4 swimmers add in an extra 25 metres of butterfly
 One team member can use flippers (can let 2 depending on the ability of the class)
 Commence with backstroke (no diving into shallow end)
 Cannot swim more than 10 metres underwater after a dive
 Everyone must swim 25 metres
 Have a team meeting and decide on who is doing what
 One relay team member in the pool at once

RELATED OUTCOMES/GENERAL CAPABILITIES: Acquisition/enhancement of:

Specialised movement skills Tactical decision making and problem-solving ability
Knowledge & understanding of movement concepts to analyse, evaluate and enhance
performance
Health-related fitness Personal and social skills

How effectively did the game/activity facilitate self-determined/intrinsic motivation (i.e. autonomy,
competence, relatedness)? Give a specific example.

How much effort did individual students/class invest (1-5)? How enjoyable was the activity (1-5)?

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ASSESSMENT TASK 2: WORKBOOK (60%)
AQUATICS (5%)