SCHOOL OF HEALTH SCIENCES

LESSON PLAN HPE 2203

Lesson 3

Will Brock
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)
Year Level 7 Time: 2.00-3.00 Date:12/05/16 Students Prior Knowledge:
Students will have an idea how to evade defenders
through evasion skills and passing the ball
Learning Area: Health & Physical Education

Strand: Movement and Physical Activity Focus Area: Games and Sport (GS)
Fundamental Movement Skills (FMS)
Sub-strand: Moving Our Body (Ss2.1) Lifelong Physical Activities (LLPA)
Understanding Movement (Ss2.2)
Learning through movement (Ss2.3)

Content Descriptor: Teachers Prior Preparation/Organisation:

- Practise, apply and transfer movement concepts Have area of the oval booked out and make sure
equipment is available and prepared.
and strategies (ACPMP082)
- Use feedback to improve body control and Equipment List
coordination when performing specialised
movement skills (ACPMP080) 14 cones
- Demonstrate and explain how the elements of 4 sets of 8 bibs
8 balls
effort, space, time, objects and people can
enhance performance (ACPMP084)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Demonstrate how to hold a rugby ball when passing in both directions.

Demonstrate adequate technique when passing the ball for distance.
Work in pairs to defend multiple attackers.
Demonstrate ethical behaviour and fair play in a competitive environment.

HPE2203 Jan 2016

 LESSON PROGRESSION
Time
2.00
3min

Motivation and Introduction:

Welcome students and give a brief overview of the structure to the lesson.
Question the students on questions asked at the end of last weeks session. Did anyone watch some
touch football footage on YouTube? ask students if they would like to share their thoughts on the footage.

Number off students into four groups. Tell all number ones to get blue bibs, twos red bibs, threes grey bibs
2.03 and fours yellow ones.
10 Ask for four volunteers to grab two cones each and set them out 20 meters apart.

Student Organisation Lesson Content Class Organisation

(Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
transitions)

Leaderball Passing KTPs

Students will be asked to
line up between the two
- Take the ball early
cones in their groups. The
players will all be facing the - Two hands on the
same way. The race starts ball
when the teacher blows the
- Pass straight across
whistle. The ball then travels
your body
down the line through
everyones hands. Once it
reaches the end player they
sprint to the front and pass
the ball down the line again.
This process is repeated till
the students are back to
where they started.

Extension

- Have students passing off one

leg
- Move the ball around their
back before passing
- spin around once before
passing
- increase/decrease the
distance of the pass
Bridging organization: Blow whistle and ask students, within their groups to get into groups of four.
2.13p Ask that all groups are in possession of one ball.
m
Reinforce KTPs of the pass
2
Discuss the semi-circle passing activity.

HPE2203 Jan 2016

2.15p Student Organisation Lesson Content Class Organisation
m (Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
10 Semi-Circle Passing KTPs transitions)

Students will work in groups - Emphasis on

of four. The student in the making sure all
middle will be the main passes are
worker. They will complete backwards
20 passes and practice
- Step to the pass
passing to each player. They
are also working on catching - High elbow on the
and calling for the ball. The pass
worker needs to adjust his
- Point at the target.
body so that all passes go
backwards.
After the 20 passes have
happen, the player in the
middle rotates
Extension
- Include two balls
- The team mates passing to
the worker can throw bad
passes back to the worker
so they have to work harder
on the catch.
Bridging organization: Blow whistle, ask that students return balls to the
2.25p ball bag. Ask for two volunteers to set out three cones each in between
m the two rectangles.
3
Discuss the following drill.
Emphasis on working in pairs to stop the attack
Ask for two volunteers to stand on either side of the black cone.
Discuss how if one player comes forward it makes it easier for the
defense to win, however if they work as a pair it is much harder.

2.28p Student Organisation Lesson Content Class Organisation

m (Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
12 KTPs transitions)

4 v 2 Lateral Defence
Passing/Defence
- Communicate who
In groups of 4 students will they are defending
come forward and aim to
- Work as a pair
beat the defenders. The
(keep the chain)
defenders will stay either
side of the cone and must - Hold their line
work as a defensive pair to
- Make the touch
disrupt the pass or make the
touch. If the attack drops the Attack
ball or is touched they must
regather the ball and - Have the ball in two
attempt the next defence. hands
Once they have reached the - Call for the ball
end they will wait for the
other groups. Then they will - Identify the space
turn and attack in the other - Fix the defender
direction.

HPE2203 Jan 2016

 Bridging organization: Blow whistle, ask that students return balls to the ball bag. Ask for 4 volunteers to create two
2.40p big rectangles from the cones in place and return excess cones. Ask students to be seated in their groups.
m
Discuss the rules around the substitution and possible styles of play that are used when making a substitution.
2
Question the students on their understanding of the concept.
Discuss next activity.

2.42p Student Organisation Lesson Content Class Organisation

m (Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
15 Modified Touch KTPs transitions)

The attacking team will start - Use a quick

on one side of the field. recycle of the ball
They will have 6 touches to
- Have runners
work towards the side of the
ready for hit ups
field where their substitutes
are. They will then need to - Do they
make substitutions. The communicate
substitutions that come on during the play
the field need to change the
tempo of the game. Each
team will have multiple Teacher can pause the
attempts at completing a set game during and discuss
of six. game scenarios and
importance of substitutes
Each defending team will
and using them at the right
have to nominate three
time when on attack.
referees that will officiate
two minute blocks of play in
various positions

Extension

Limit the amount of touches

to reach the side line.

HPE2203 Jan 2016

 Increase the amount of
defenders.

2.57p
m
3

Bridging organization: Blow Whistle. Ask students to collect all gear and return it to the ball bag.
30 Seconds to complete Ask students to sit down

Lesson Closure: (Review lesson objectives with students)

Congratulate students on lesson and discuss the importance of structured defence. Question the students
on how to work as a team to defend. Is it easier to work in a chain or to break it?
Revist KTPs of good defence
Discuss briefly the modified game for next week.

Transition: (What needs to happen prior to the next lesson?)

Reassess how the students are progressing. Do I need to make the drills harder/easier? Book oval for the
lesson and make sure equipment is available.

Assessment: (Were the lesson objectives met? How will these be judged?)
Students will be observed through informal assessment on their catching, passing and defending
throughout the drills and modified game.

HPE2203 Jan 2016