Thiem Tran (Jessie) and David Collins

Unit Title: Entrepreneur: How to run a

successful sport club?

Subject: Economic & Business / Maths / Year level: Year 10

Physical Education/ Health

Duration of unit: 12 lessons over 4

weeks

Identify curriculum
Economics and Business

Health & Physical Education

Explore the nature of innovation and discuss how businesses seek to create
and maintain a competitive advantage in the market, including the global
market (VCEBB024)
Research the way the work environment is changing in contemporary
Australia and analyze the implications for current and future work
(VCEBW025)
Examine the roles and responsibilities of participants in the changing
Australian or global workplace (VCEBW026)
Identify the ways enterprising behaviors and capabilities can be developed
to improve the work and business environments (VCEBN027)
Generate a range of viable options, taking into account multiple
perspectives, use simple cost-benefit analysis to recommend and justify a
course of action, and predict the intended and unintended consequences of
economic and business decisions (VCEBE028)

Movement & Physical Activity

Perform and refine specialised movement skills in challenging movement

situations
Evaluate own and others movement compositions, and provide and
apply feedback in order to enhance performance situations
Develop, implement and evaluate movement concepts and strategies for
successful outcomes

Learning through movement

Devise, implement and refine strategies demonstrating leadership and

collaboration skills when working in groups or teams

Contributing to healthy & active communities

Plan, implement and critique strategies to enhance the health, safety and
wellbeing of their communities

Overview
Business has been part of our lives for century. A business involves anything that is traded, whether it is goods or services. The way business is running changed
dramatically over time especially with the development of technologies. This unit will enable student to develop an understanding of how does a business start and what
does a business need to be successful.
The focus will be on managing and running sport club as a business but essentially, the skills and knowledge gained for this unit is transferrable to any type of business.

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Thiem Tran (Jessie) and David Collins

Students will gain knowledge of all facets of a sports club and experience a range of roles including coaching, marketing, human resource management, player and
performance nutritionist.

At the completion of the unit the students will:

Develop a clear understanding of the steps in the establishment phase of a businesss life. Students are able to analyze various management practices from contemporary
business case studies. They will be able to identify four strategies which should be followed in setting up a successful business as well as the important of an effective
marketing plan. Students explain the importance of cooperation, leadership and fair play across a range of health and movement contexts. They compare and contrast a
range of actions that could be undertaken to enhance their own and others health, safety and wellbeing. They apply and transfer movement concepts and strategies to
new and challenging movement situations. They apply criteria to make judgments about and refine their own and others specialised movement skills and movement
performances. They work collaboratively to design and apply solutions to movement challenges. Students will also gain understanding of the professional high-performance
areas found within a sporting organization and will contribute to their club as trainers, coaches and players. Students will learn valuable health related life skill such as how
to design an effective exercise regime and plan a healthy diet.

Learning Intentions
Key Knowledge:
On completion of this unit, student should be able to:

Define a business
Business and the essential components
Managing business finance
Human resources and business
Product and services
Understand movement & physical activity through:
o Moving the body
o Perform and refined specialized movement skills in challenging movement situations
o Learning through movement
o Evaluate own and others movement composition, and provide and apply feedback in order to enhance performance situations
o Develop, implement and evaluate movement concepts and strategies for successful outcomes
Marketing a business
Globalization and business

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Thiem Tran (Jessie) and David Collins

musculoskeletal system working together to produce movement in physical activity: bones of the human body, major muscles and muscle structure, classification of
joints and joint action
characteristics and functions of muscle fibres including fibre arrangement and type
types of muscular contraction (isotonic, isometric and isokinetic)
agonists, antagonists and stabilizers and the concept of reciprocal inhibition
control of muscles including the recruitment of motor units, voluntary and involuntary muscular contractions
the cardiovascular and respiratory systems, including the structure and function of the heart and lungs, mechanics of breathing, gaseous exchange, blood vessels,
blood flow around the body at rest and during exercise
Fitness training principles, including intensity, duration, frequency, overload, specificity, individuality, diminishing returns, variety, maintenance and detraining

Key Skills:

Define, describe and apply relevant business management concepts and terms
Apply business management knowledge to practical and/or simulated business situations
Collecting, analyzing and interpreting data
Design, implement and evaluate personalized plans for improving or maintaining their own and others physical activity and fitness levels
Students apply criteria to make judgments about and refine their own and others specialized movement skills and movement performances
Acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts
and settings
Engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, environmental
and health practices and outcomes
Use correct anatomical terminology to identify bones, individual muscles, joints and joint actions used in human movement
Perform, observe and analyse a variety of movements used in physical activity and identify the bones, muscles, joints and joint actions responsible for movement
Create and implement a program that encourages compliance with Australias Physical Activity and Sedentary Behaviour Guidelines for a given age group.

Understanding

Business structures and elements

Business finances
Marketing and globalization
Managing conflict and stress
Analytical and awareness of business
Physical health and wellbeing
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Thiem Tran (Jessie) and David Collins

Cooperation, leadership and fair play across a range of health and movement contexts.
Cultural influences on diet and relationship to athletic performance

Cross-curricular Priorities:
This unit explores the Australian Curriculum cross-curricular goal of Asia and Australias engagement with Asia.
Students will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia and
the rest of the world.
The business subjects investigate the rise of Chinas economy and also analyze the business models of some of Asias leading organizations.
In Health & Physical Education, students focus on the sport of Volleyball, one of Asias fastest growing sports. Students compare traditional Western diets with prominent
Asian diets as part of the performance nutrition session.
Students also explore the indigenous game of Kai, discuss its similarities to the sport of volleyball and debate the games ability to effectiveness in developing a sense of
community, teamwork, collaboration and communication skills in comparison to todays highly competitive sports.

Resources:
PowerPoint
Activity sheets
Internet
Sport center / outdoor
Art & craft materials

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Thiem Tran (Jessie) and David Collins

Teaching and Learning Activities

Lesson

Lesson focus

Success Criteria

60 minutes/lesson

By the end of this lesson,

students should be able to

I can

Learning activities
Resource & /
Assessment

Lesson 1
Introduction to
business

Define a business

Clearly define a business

Understand the main types

of businesses:

List and explain the difference

between the main types of
businesses:

Sole trader
Partnership
Public company
Proprietary (private)
company
Others (Franchises,
Cooperatives)

Sole trader
Partnership
Public company
Proprietary (private)
company
Others (Franchises,
Cooperatives)

Brainstorm students interest and what they want to do

when they grow up.
Transition group discussion into class discussion
teacher facilitate the discussion, using open questions to
guide discussion.
Group work in a small group of 2-3, choose a business
that interest the group. Using the internet and other
means research as much as they can about the business.
Share the findings with the class:
What type of business is it, and how is it structured?

Formative assessment
to assess students
understanding.
Teacher makes
observation on
individual contribution
and listens to group
discussion.
Students to complete
Activity sheet 1

What are some of the businesss key

products/services?
What else about this business is of particular
interest?

Lesson 2
The essential
components for
running a business

Have an overview of each

component that are
required to run a business:

State and explain the importance

of each components for running a
business:

Business knowledge

Divide the class into 2 groups to play one of the 2 on-line

game called:
Fish tank: business start-up

Business knowledge
Market / product & services
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Formative assessment
to assess students
understanding.
Teacher makes
observation on

Thiem Tran (Jessie) and David Collins

Market / product &

services
Management
Capital
Customer service

http://fusecontent.education.vic.gov.au/95f48289-b4824f67-aba7-7b1932a0590b/p/index.html

Management
Capital
Customer service

OR
Muffin bakery: price and volume

individual contribution
and listens to group
discussion.
Students to complete
Activity sheet 2

https://fuse.education.vic.gov.au/Resource/LandingPage
?ObjectId=d621698d-adcc-499c-803a8974f786caff&SearchScope=Teacher

Class discussion on the main reasons businesses fails.

Lesson 3
Managing business
finances

Understand the record

keeping requirements.

Define double-entry system of

accounting.

Understand the
relationship between the :

Understand company cash flow

and the importance of
maintaining liquidity.

Receipts,
Payments
And the bank
statement

Prepare and explain the step in

recording:

Cash receipts journal

Cash payments journal
Making reference to bank
statement

Working in group of 3-4, students to sort through a box

of mixed dockets. The group is to treat these dockets as
their sales/receipts. Their task is to record this on an
Excel spreadsheet.
Students then work through which transactions will
appear on the bank statement, what it will look like on
the bank. They will need to explain why some of the
transactions may not appear on the bank and discus the
type of transactions on the bank statement that they
wont have a docket for.

Formative assessment
to assess students
understanding.
Teacher makes
observation on
individual contribution
and listens to group
discussion.
Students to complete
Activity sheet 3

Lesson 4
Human resources
and business

Understand the Human

Resource functions.

List and describe the main

function for Human Resource
department:

Case Study: read and complete and activity sheet 4

individually then participate in group discussion.

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Formative assessment
to assess students
understanding.

Thiem Tran (Jessie) and David Collins

Teacher makes
observation on
individual contribution
and listens to group
discussion.

Recruiting
Training
Retaining
Define the Human Resource
function

Students to complete
Activity sheet 4

Explain Human Resources role in:

Managing conflict and stress

Building relationships,
teamwork
Resource allocation

Lesson 5
Health and safety

Company policies for staff,

customers and other
stakeholders

Understand Physical, Social and

Mental health issues and the role
of OH & S within the workplace.

Personal health and safety

issues

Define and evaluate harmminimization strategies.

Safe@Work/ Workplace Learning Toolbox- resources

provided by the Department of Education & Training

Assessment as outlined
by the Workplace
Learning Toolbox
digital resource suite

Vcaa level 10- Plan, rehearse and evaluate options

(including CPR and first aid) for managing situations
where their own or others health, safety and wellbeing
may be at risk

Workplace O H & S

Lesson 6
Athletic
Programming / (1)

Programming exercise and

training programs to
improve athletic
performance

Identify and demonstrate an

understanding of key exercise
training principles (linear & nonlinear periodization)

Vcaa level 10- Students will examine and analyze a range

of exercise programming material then develop a training
program tailored to the needs of their team

Lesson 7

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Practical assessment in
Gymnasium
Students engage in a
range of resistance
training exercises

Thiem Tran (Jessie) and David Collins

Motor Skill
Acquisition (2)

Theoretical underpinnings
of motor skill acquisition

Interpret terms and concepts in

movement skill acquisition

Coach a number of sports skills, from closed, discrete, to

open.

Students will engage in

practical activities
related to movement
skill acquisition in
childhood.

Students will analyze and evaluate a range of sample

diets and develop an individual diet plan utilizing current
research into performance nutrition.

Performance Nutrition
Plan

Compare different movement

skills and activities
Coach a progression of a
movement/sports skill.

Lesson 8
Nutrition for
performance

Students examine the

relationship between
nutrition and stages of
growth and development,
focusing on athletic
performance during
adolescence.

understand the role macro and

micro nutrients play in improving
athletic performance

Culminating event for the

cross-curricular unit

Students to enjoy the hard work

that they have put into the unit

Sports competition day

Marketing and business

Define the terms:

Excursion to Highpoint shopping center.

Define globalization

Vcaa level 10- Critique behaviors and contextual factors

that influence the health and wellbeing of their
communities

Lesson 9
Competition

Including formal competition, presentations and

celebration

No formal assessment,
although full cohort
participation is
expected.

Lesson 10 & 11
Marketing a
business
Globalization and
business

Articulate arguments for

and against globalization

Market research
Market campaign
Demographics

Define globalization

Examine the website http://australia.muzzbuzz.com

Discuss Muzz Buzz marketing style.

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Excursion to Highpoint
shopping center.
Research &
preparation of
assessment in lesson
12.

Thiem Tran (Jessie) and David Collins

Explain how globalization affect
business on a day-to-day basis
Discuss the pros/cons of:

Free trade
environment

Impact of globalization on:

Working conditions
Products and services

Lesson 11
Revision

Summary of students unit

learning

Students working effectively on

preparation of the poster
assessment for lesson 12.

Working individually on the poster incorporating

different elements of a business in a sport context.
Students to work on the individual poster (A1) and
prepared to answer questions regarding their displays.
Poster should communicate individual understanding of:

What is a business? Types, elements, finance, human

resources
Marketing and business
Business and globalization
Business and individual physical and mental health

Research & preparation of assessment in lesson 12.

Lesson 12
Assessment

Assessment

Assessment

Display of individual poster incorporating different

elements of a business in a sport context.

Assessment
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Develop a range of
digital or print media
pieces designed to
promote the sports
club

Thiem Tran (Jessie) and David Collins

Prior Knowledge
A range of learning activities
designed to find gaps in students
prior knowledge, including: Mind
Mapping and Pre-class topic quizzes

Formative Assessment
Observation

2 Components:

Group / class discussion

1) In small group of 3-4, organize and run their own a sport competition day
2) Individually, create a poster to incorporate different elements of a business (what they
have learned) in a sport context

Engagement
Activity sheets

Questioning techniques

Summative Assessment

Motor Skills assessment

Assessments will be based on:

Peer coaching assessment

Topic Debate

Planning, organization, health and safety, advertising, managing cost and successful
execution of the project.
Poster will be based on creativity and use of ICT.
Students are to answer questions that others may have in relation to their poster.

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