Catering for different learning styles in physical education lessons:

Topic: fundamental motor skills/ catching a tennis ball.

Below we can apply different learning styles to students in different year levels, to do this first we need to see where this can relate to the
Australian Curriculum (2015) and what learning style would fit best in relation to year levels and outcomes from this lesson.
Lesson focus: catering for different learning styles in lessons, for the topic catching a tennis ball. (Foundamental motor skills)
Year/ lesson sequence/ length: F-4
Achievement standard(s):
Foundation:
Perform fundamental movement skills and solve movement challenges (Australian Curriculum, Assessment and Reporting
Authority, 2015).
Year 1 and 2:
They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve
movement challenges(Australian Curriculum, Assessment and Reporting Authority, 2015).
Year 3 and 4:
They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to
solve movement challenges (Australian Curriculum, Assessment and Reporting Authority, 2015).
Content descriptions:
Foundation:
Practice fundamental motor skills and movement sequences using different body parts (ACPMP008) (Australian Curriculum,
Assessment and Reporting Authority, 2015).
Year 1 and 2:
Perform fundamental motor skills in a variety of movement sequences and situations (ACPMP025) (Australian Curriculum,
Assessment and Reporting Authority, 2015)
Year 3 and 4:
Practice and refine fundamental motor skills in a variety of movement sequences and situations (ACPMP043) (Australian
Curriculum, Assessment and Reporting Authority, 2015).
Content elaborations:
Foundation:
Develop reflective practice
Work independently and show initiative
Become confident, resilient and adaptable

(Austrailan Curriculum, Assessment and Reporting Authority, 2015)

Year 1 and 2:
Develop reflective practice
Work independently and show initiative
Become confident, resilient and adaptable
(Australain Curriculum, Assessment and Reporting Authority, 2015)
Year 3 and 4:
Understand themselves as learners
Develop reflective practice
Work independently and show initiative
Become confident, resilient and adaptable
(Australian Curriculum, Assessment and Reporting Authority, 2015)
From this above you can incorporate/cater for all learning styles in the lesson you teach examples of this are below.
Foundation: To meet the outcomes of what the curriculum is asking in this lesson for foundation learners it would be important for various
learners to incorporate/learn in a couple ways (learning styles)
Introduction: visual

Body: kinaestic
Conclusion: Auditory

Description
In this part the teacher will give examples of
catching a ball to the students.
Thus making the students Obsevre (Spittle,
2013, p. 208)
Or show students a video of how to catch a ball:
https://www.youtube.com/watch?v=99RNAZPfnZE
In this part the teacher will let the students
Physically perform and feel the moment
(Spittle, 2013, p. 208)
In this part the teacher will get students to sit in a
circle and discuss/recall (Spittle, 2013, p. 208)
what they have done in the lesson.

Equiptment/ Resources
Tennis ball
Computer
Youtube

Tennis balls

As shown above in the foundation year level it is very important to cater and use all three of the learning styles to meet various learning
outcomes such as Perform fundamental movement skills and solve movement challenges (Australian Curriculum, Assessment and
Reporting Authority, 2015). Students are also getting the opportunity to Practice fundamental motor skills and movement sequences using
different body parts (ACPMP008) (Australian Curriculum, Assessment and Reporting Authority, 2015), this lesson above shows how you
can incorporate all learning styles in a foundation lesson.

Year 1 and 2: to meet the outcomes in the curriculum it would be important to make the activities harder in relation to catching a tennis ball.
Introduction: Kinaestic

Body: Visual/Kinaestic/Auditory

Conclusion: Auditory

Description
Since students have a foundational base,
teachers can start with the skill learnt in the
previous year as a warm up Physically
perform (Australian Curriculum,
Assessment and Reporting Authority, 2015)
the action
The teacher can then make the action
harder, through demonstrating how to catch
a ball one handed, students can observe
(Spittle, 2013, p. 208)
After students see the demonstration they
will then feel the movement (Spittle, 2013,
p. 208) in the lesson.
Students will now discuss and recall
(Spittle, 2013, p. 208) what they have done
in the lesson.

Equiptmet/resource
Tennis balls

Tennis balls

As shown above in years 1 and 2 there is more of a focus on making actions harder. What this does is meets various Curriculum outcomes
cause students are Performing fundamental motor skills in a variety of movement sequences and situations (ACPMP025) (Australian
Curriculum, Assessment and Reporting Authority, 2015), for example catching a tennis ball one handed.

Year 3 and 4: to meet the outcomes in the curriculum, in this year level it would be important to furthermore improve on our fundamental
motor skills and incorprate those into games/sports. Game: cricket
Description
Equiptment/resource
Introduction: Auditory
In this section the teacher will provide a
Written rules
written copy of the rules of the game,
students and teacher will then discuss and
listen (Spittle, 2013, p. 208) to the various
rules of the game.
Body: Kinaestic
Students participate in the activity of cricket
Cricket bat, tennis balls
and try to implement skills such as catching
a tennis ball whilst fielding. Students
furthermore get to physically perform, and
feel the movement (Spittle, 2013, p. 208)
whilst participating in the sport of cricket.
Conclusion: Auditory
Student now with the teacher discuss
(Spittle, 2013, p. 208), how the game was?
And did they enjoy the game whilst they are
packing up.
As shown above in year 3 to 4 students use there fundamental motor skills and put them into more off a game context, students
furthermore refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to
solve movement challenges (Australian Curriculum, Assessment and Reporting Authority, 2015), like in the game off cricket students have
the opportunities to experience different movement concepts.
As demonstrated in all the three lessons you can use all different types of learning styles in lessons we teach and learn, its important to
incorporate different types of learning styles in the lesson we teach because all students have a different learning style. as shown above
most of the lesson incorporated all three learning styles in each lesson, this shows that you can use all three in the one lesson, you just
need to make sure it fits in line with the Australian Curriculum, Assessment and Reporting Authority (2015) document.