Lesson Plan

Topic area: Improving Performance Stage of Learner: 6 year 12 Syllabus Pages: 58-61

Date: 22/8/17 Location Booked: Room 12 Lesson Number: 1/3

Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes - Ability to Motivation - Evaluate performance
transfer content - Positive/negative scenarios to determine the
- H11 designs found to other - Intrinsic/extrinsic appropriate forms of
psychological strategies groups during motivation
and nutritional plans in the research task Anxiety and arousal
response to individual - Trait and state - Explain the differences
performance needs - Ability to anxiety between anxiety and
correctly identify - Sources of stress arousal in terms of effects
- H16 devises methods of the aspects from - Optimal arousal on performance
gathering, interpreting the videos and
and communicating the specified Psychological - Research case studies of
information about health sport strategies to athletes from different
and physical activity enhance motivation sports and ascertain the
concepts - Accurately and manage anxiety nature of their motivation
answers and - Concentration/ and the psychological
- H17 selects appropriate contributes to attention skills strategies they employ.
options and formulates the groups - Mental rehearsal,
strategies based on a answers during visualisation,
critical analysis of the the jeopardy imagery
factors that affect game. - Relaxation
performance and safe techniques
participation. - Goal setting

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

ICT the use of laptops to find information and - The students will look at the psychology that athletes
the use of YouTubes go through and how it affects their performances.

Literacy The use of jargon and ability to search - Real life scenarios
and find relevant information
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep knowledge 1.5 Metalanguage
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.6 Substantive communication
Such pedagogy treats knowledge as something that requires active understanding
construction and requires students to engage in higher-order 1.3 Problematic
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students self regulation
and teachers work productively in an environment clearly focused 2.2 Engagement 2.6 Student direction
on learning. Such pedagogy sets high and explicit expectations and 2.3 High
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students prior knowledge and identities, with contexts knowledge
outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
The students have the ability to gain deeper understanding of the content in the
first activity as they research and discover the content as a group, then they have to
1.2 take this information and teach it the a new group. The allows for a different
approach to learning and deepens the students understanding

With the first activity the expectations for the students to put a sufficient effort to
discover the relevant information and then provide other students with this
2.3 information. If the students do not participation the activity, both them and the
other students in their group will become hindered by the activity and will fall
behind the other groups.

With the students beginning the lesson discovering the new topic and content, the
3.3 second activity allows the students to then take this knowledge and integrate it into
a real life situation.
Time Teaching and learning actions
0-20 Invite the class into the room and instruct the students to take out their laptops
and books. Mark the role.
- Introduce the students to the new critical question of How psychology affects
performance? in the factors affecting performance unit. During this lesson they
will be looking at the types of motivation, anxiety and psychological strategies
athletes use to enhance their performance.
- Students will be divided into 5 groups of 5. Each group will be given an area
of the topic to research. The following areas are:
- Positive, negative, intrinsic and extrinsic motivation
- Trait and state anxiety, Sources of stress and Optimal arousal
- Concentration/attention skills
- Mental rehearsal/visualisation/Imagery
- Relaxation techniques and Goal setting
- Students are to use their laptops to access the Internet and develop and
understanding of the topic that they have been given. The students are to
provide:
- Definitions
- Information about each aspect
- Effects on an athletes performance
- Real life sport examples
- Create a resource bank that relate to the topic
- After 10 minutes students will then be divided up into 5 different groups
using the jigsaw approach. This means 1 student from each group will then
be placed in a new group with no one from their old group. This means each
student has information on the 5 different aspects of the topic.
Organisation Centred
T/S
Teacher: Invites the class into the room and instructs
them to take out their laptops. Marks the role.
Introduces the students to the new topic and divides
students into 5 groups of 5.
Explains the task to the students and encourages the use
of their laptops to discover the information they will
need. Reminds that each student will need to have the
data found on their own laptops so that they can share
with their next group.
Go around the room and assign each student with a
number 1 through 5. When the 10 minutes is up
designated a table with a number 1 through 5. All the 1s
going to the 1 table and so on. Ensure everyone goes to
the correct tables.
Instruct students the share their information on a t a
time so that each student has information covering all
the aspects.
Student: Follow the teachers instructions and move
quickly between groups. Assist other members in your
group to form a group collaboration of information
based on your assigned topics.
Use what you have found to inform you new group of
the information thy need to know about your topic and
listen and take the information shared by other
members.
 - Students are then to share their information and each student creates an
online Weebly incorporating the different groups research. They can do this
by sharing the information they have through Google drive and each student
has the ability to ask questions about the information that they may not
understand and help others in the group create a better understanding of
the topic.
- This approach is a quick way to use collaborative learning to develop an
understanding of the content involved with the critical question. This also
develops students social skills as they interact with other members in the
class to help them understand the information.
20-45 Case studies
With the students still in their groups, each group will be given a YouTube case
study of a sporting athlete and how psychology played or plays a factor during
their performances and how they have dealt with these factors.
Group 1 Johnathan Thurston
https://www.youtube.com/watch?v=REneJHB5ae8
Group 2 Michael Phelps
https://www.youtube.com/watch?v=8SWOtgxBtww
Group 3 Johnny Wilkinson
https://www.youtube.com/watch?v=0V5ZzXbWuq8
Resources: Students laptops, Wifi
Teacher: Instructing students to stay in their new groups,
they will then each be given a link to a YouTube video
addressing the psychological factors involved with the
athletes general sporting career or a specific game or
moment.
Hand out the slip of paper to each student, which
contains the link to the YouTube video and the questions
they will need to answer. Instruct the students to watch
the videos and being to answer the questions as a group.
Walk around the room and ensure students are staying
on task.
When the time is up, ask for a volunteer group to first
present or select one at random. Provide feedback
through class discussion after the students have finished
 their presentation.
Group 4 Steven Bradbury
Student: In the new groups, access the link provided and
https://www.youtube.com/watch?v=tYUjmEH9NNk begin looking at the questions. Watch the video and
answer the questions through the use of the video and
Group 5 Matthew Mitcham other internet resources.

https://www.youtube.com/watch?v=ntnS_jChC5c Collate the data as a group and present your findings.

Resources: 25 slips of question paper, 5x5 different links,

- Within the groups, students are to watch the videos and make notes of: students laptops, Wifi.

- The positive, negative, intrinsic and extrinsic motivations that were a

factor for the athlete in that moment or in general competition?

- The trait and state anxiety that the athlete would have been going
through or would usually be going through

- The sources of stress

- The optimal arousal

- Concentration/attention skills the athlete used

- Did the athlete use mental rehearsal/visualisation/Imagery if so what

did it look like?

- Did the athlete use Relaxation techniques or Goal setting during the
process?

- These questions will be accompanied by the video link on a sheet of paper

handed out by the teacher.

- Students have the chance to use their resources to find other videos of the
athlete competing to gain a better understanding when answering the
 questions

- After 15 minutes the groups will then present their case study in front of the
class, giving a description of who their athlete was and their answers to the
questions above based on their YouTube clip.

45-60 The finish up the class, students in their groups will play a game of jeopardy
based on the psychological factors that affect performance.
http://www.superteachertools.us/jeopardyx/jeopardy-review-
game.php?gamefile=2177555#.WPhKJCN94y4
The teacher will display the webpage on the electronic whiteboard for the class
to see. When the class selects a question, each group must buzz in first to have a
chance at answering the questions and receiving points.
The way jeopardy works is that the 10 point questions in each category must be
answered first before moving to the higher points questions. The team who
answers the fasts and correctly will choose the next question area.
Teacher: Access the jeopardy page and display it on the
electronic white board. Inform the students that in their
groups they will be playing jeopardy. Explain the rules of
jeopardy for those who don't understand and begin.
Talley the points for each group after each question is
answered.
Student: Be ready to answer question as they pop up on
the screen. Buzz in the fastest and answer the questions.
Resources: Jeopardy link, Wifi, white board markers.

The points will be tallied up and the team with the most points wins.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Upon reflection of this lesson, I found it hard to determine how long I would need to spend
on learning certain dot points from the syllabus. From creating the unit outline it seemed
this critical question could be spread out across 2 lessons but when creating the lesson I
found it too repetitive to try and spread it across two one hour lessons. I tried to give the
students freedom and student directed with the tasks as they had the ability to use their
laptops and ICT devices any way they liked in finding the information.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Ability to transfer content
found to other groups
during the research task
During the research task the teacher will observe the input
displayed by each student with the group. The teacher can
also observe the information that the students take to their
new groups and through looking at he Google drive
documents can assess the work completed by each
student.

Ability to correctly identify The level of depth the students go into when presenting
the aspects from the their athlete to the class as well as their ability to cover all
videos and the specified questions with relevant information.
sport

Accurately answers and Gives correct answers to the jeopardy questions and can
contributes to the groups answer them quickly with references to some examples.
answers during the
jeopardy game.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.2 The use of different approaches to learning giving the students the
ability to use the different resources such as journal articles, videos
and other resources that appeal to the each student.
2.2 Organisation of content so that activities flow on from one another
to create a structured and engaging lesson.
3.4 Use of ICT in the classroom to appeal to the 21st century learners and
to create a more engaging classroom.
4.1 The use of effective teaching strategies to include all students in the
 class activities, these strategies include the use of group work,
individual work and the ability for each student to have a go at each
task.
5.1 Assess students learning through feedback question after each
activity a well as their ability to correctly recognise associations with
the stages of learning.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

- Create a supportive environment Not shutting a students answer down or saying

theyre wrong.

- Creating supportive environments Being someone that the students can go to if

they being bullied or harassed by another student (Department of Education &
Training, 2013).

- Ensure the safety of the students so as that no one is placing them selves or
another student at harm in the classroom.

- Behaviour management Not talking over the top of another student

- Safe management of ICT resources i.e. charger cords

References (In APA)

- Board of Studies, NSW. (2003). Personal development, health and physical education:
Years 7-10: Syllabus / Board of Studies. Sydney, Australia: Author.

- Department of Education & Training. (2013) Work health and safety (WHS) policy.
Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?level=Sc
hools&
categories=Schools|school+administration+%26+management|work+health+%26+safety

Resources Attached:

Case studies
https://www.youtube.com/watch?v=REneJHB5ae8
https://www.youtube.com/watch?v=8SWOtgxBtww
https://www.youtube.com/watch?v=0V5ZzXbWuq8

https://www.youtube.com/watch?v=tYUjmEH9NNk
https://www.youtube.com/watch?v=ntnS_jChC5c

Jeopardy game
http://www.superteachertools.us/jeopardyx/jeopardy-review-
game.php?gamefile=2177555#.WPhKJCN94y4
 Lesson Plan

Topic area: Factors affecting Stage of Learner: 6 Year 12 Syllabus Pages: 43-46
performance

Date: 15/8/17 Location Booked: Room 16 Lesson Number: 2/3

Time: 60 minutes Total Number of students: 24 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes - Feedback through - Stages of skill - Examine stages of skill
questions before, acquisition acquisition by
H9 explains how movement during and after - Cognitive participating in learning
skill is acquired and activities. - Associative of a new skill.
appraised - Students written - Autonomous
work.
H10 designs and implements - Ability to create a
training plans to improve resourceful place
performance for them to access
to gain information
H17 selects appropriate about the topic.
options and formulates
strategies based on a critical
analysis of the factors that
affect performance and safe
participation.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Mathematics The use of numbers and to record Examine stages of skill acquisition by participating
results, number of cups to be stacked/juggled in learning of a new skill.
- Cup stacking
Literacy Learning specific jargon - Juggling
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding 1.2 Deep 1.5 Metalanguage
of important, substantive concepts, skills and ideas. Such pedagogy understanding 1.6 Substantive
treats knowledge as something that requires active construction and 1.3 Problematic communication
requires students to engage in higher-order thinking and to knowledge
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students self regulation
teachers work productively in an environment clearly focused on 2.2 Engagement 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and 2.3 High
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students prior knowledge and identities, with contexts outside knowledge
of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge
perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
The students create a deeper understanding of the content by self discovering what
1.2 the stages of learning are, then putting skills into practice and seeing the stges in
real life. They then deepen their knowledge through feedback questions after each
activity.
The activities chosen for the students to participate in all a high level of engagement
2.2 by all students. Each students gets the opportunity to participate and the use of ICT
and YouTube videos also appeals to the 21st century learner.
The activities in the cup stacking allowed for an inclusive environment as each
student had the chance to participate in each role and contribute to the group
3.4 during the relay race. The juggling also allows for a high level of inclusivity with each
students have a chance at learning the new skill and teaching it to the other
students.
 Time Teaching and learning actions
0-10 - Invite the class into the room and instruct them to take and seat and get
their book or laptops out from their bags and the teacher marks the role.
- Explain to the students that they will be continuing to look at the core
unit of Factors affecting performance with an introduction to the second
critical question How does acquisition of skill affect performance?.
- To begin the lesson students will be divided into 6 groups of 4. In these
groups they will create a mind map of the 3 dot points involved with the
critical question:
o Cognitive
o Associative
o Autonomous
- The students can create this mind map on their laptops or in their books.
They can use the Internet to find websites or other resources to attach to
their mind maps as places they can go to help them with this topic.
- After 5 minutes the students will then come back as a class and discuss
their answers. Each student should have their own mind map and add
other ideas that other groups have come up with. Students will also give
a minimum of 2 resources used.
- This activity aims to develop an idea of where the students are at in
terms of prior knowledge and helps them gain a better understanding for
the lesson ahead, future lessons and later on for study prior to the HSC
exams.
Organisation Centred
T/S
Teacher: Invites the students into the classroom and S
instructs them to take out their laptops and books and
marks the role. The teacher then gives an overview about
what the lesson will be about and sorts the students into
6 groups of 4.
The teacher then instructs the students to complete the
mind map and to gather as much information about the
stages of learning as they can to help them further down
the track with their studies.
After 5 minutes the teacher will start a class discussion
based on what they have found with their research and
prior knowledge.
Student: Enters the classroom and takes out their laptops
and books. Listens quietly and then begins the task as
instructed by the teacher. The student is also expected to
contribute to the class discussion.
Resources: White board marker, students laptops, book,
role, pens.
10 - 25 Cup stacking
- In the groups students will each be given 3 stacking cups each. They are
not to play with the cups until instructed. Along with the cups they will
also be given a website to access for instructions on their next activity.
www.stageoflearning.weebly.com
- The first page of this web site instructs the students to watch the
YouTube video attached and to practice stacking 3 cups as the videos
shows. This is the basics of the cup stacking skill and gives the students a
background into the sport of cup stacking.
- From watching the video and learning a new skill, the students will then
delegate a roll within the group. The four roles include a stacker, a timer,
a judge and a recorder.
- Each student gets 3 attempts at recording their best time with the 3-3-3
stacking formation. They then rotate their roles until each student has
had 3 attempts.
- When each groups has finished, students will then have a relay race
where each student must stack and unstack the 9 cups before the next
person in their group can start.
- When the groups have finished the teacher will ask the following
feedback questions
o Who thinks they are at a cognitive stage of learning the new skill?
Teacher: The teacher puts up the Weebly website for the S
students to see and access. The teacher then instructs the
students to have a quick read of the web site to gain an
understanding of what they need to do. As they are doing
this the teacher hands out 3 cups to each student with
instructions not to play with them until they are watching
the YouTube video.
The teacher continues to walk around the classroom to
help any groups that need it and to observe the learning
process.
When the groups have finished, instigate a relay race
between the groups to keep up the engagement of the
class. Then ask the students the feedback questions
through class discussion.
Student: Accesses the website on their laptops and
follows the instruction given. Adheres to the instructions
and only has the prescribed number of goes during the
activity.
Makes notes during the class discussion.
Resources: 72 cups, students own laptops, Wifi, timers on
laptops.
 o What characteristics support your decision?
o Who thinks they are at an associative stage of learning the new
skill?
o What characteristics support your decision?
o What can be done to improve you performance and advance to
the next stage?
o How could we make this task harder for an autonomous learner?
25-55 Juggling
- Continuing on from learning a new skill, the second page of the website
includes instructions for the students to follow for their juggling activity.
www.stageoflearning.weebly.com
- In this task, students are asked to designate a coach. The coach is the
only one who gets to watch and listen to the YouTube video linked with
the instructions. The coach must instruct the other students in their
group on how to progress from juggling 1 ball to juggling 3 balls.
- The Coach must allow for learners at different stages of the process and
must change their strategies to help those who may be at a cognitive
level but not forget about those at the autonomous level who may be at
the 3rd juggling ball but are being unsuccessful.
- After 5 minutes students are to swap roles so that each student gets a
turn at being the coach.
- Feedback questions to ask the students include:
o When coaching those at a cognitive level, what challenges did you
face?
o What strategies did you put in place to give them a better
Teacher: Collect the cups from the previous activity and S
instruct students to stay in their groups and to move their
attention to the second page of the Weebly site. Instruct
them to follow the instructions stated on the Website.
Walk around and give each student 3 juggling bags and
tell them to hold them until the coach of the group begins
instructing them.
Continue to walk around the room and observe the
learning. Let the students know when 5 minutes is up and
to swap coaches.
When each student has had a go at being the coach the
teacher will bring the class back together and have a class
discussion with the feedback questions.
Student: Read the juggling instructions and follow
instructions given by both the teacher and the coach that
they have selected for their group.
Give their best at performing the skills and adjust
instructions where needed for different learners. Give
input back during class discussion.
 understanding?
o What other strategies could you have used to help the learners?
o Was it difficult coaching when the leaners were at different
stages?
o How could you have made the task more difficult for those at an
autonomous level?
55-60 Before students leave the class they must name a sport, skill or hobby for
each of the stages of learning that you feel your at in your own life:
- Cognitive
- Associative
- Autonomous
This can help students later on to remember what each skill level is about as
they can relate it to their own life, which can be easier to remember.
Resources: 72 soft juggling bags, student own laptops,
Wifi
Teacher: Collect the juggling balls back from the students T/S
and instruct that the students must think of 3 skills or
sports or aspects of their life, one that they are at a
cognitive level for, one at an associative level and one for
autonomous before they can leave the class when the bell
rings.
Student: gives three skills or aspects of their life, one for
each stage. Packs up quietly and exits when instructed.
Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

During the creation of this lesson I have learnt that what I think are very basic skills,
students will have troubles with and will find challenging and fun to participate in. I thought
back to my time in school and when I was doing hands on things, the class often enjoyed
these modes of learning and I tried to implement this into this lesson. This lesson is very
student centred and student directed and could possibly only work when used in a stage 6
class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Ability to create a resource During class discussion, the inclusion of answers with
centre for the stages of skill the mind mapping and ability to include at least 2
acquisition. resources that the group used to find information or
to help for future.

Ability to comprehend the Students answering question after the cup stacking
characteristics of each and juggling activities and giving accurate answers and
stage. representations of each stage and characteristics.

Ability to change Observation of how students change their coaching

instruction methods to methods during the juggling activity. Answers that are
allow of different learning provided after the activity.
stages.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.2 The use of different approaches to learning giving the students the
ability to use the different resources such as journal articles, videos
and other resources that appeal to the each student.
2.2 Organisation of content so that activities flow on from one another
to create a structured and engaging lesson.
3.4 Use of ICT in the classroom to appeal to the 21st century learners and
to create a more engaging classroom.
4.1 The use of effective teaching strategies to include all students in the
class activities, these strategies include the use of group work,
 individual work and the ability for each student to have a go at each
task.
5.1 Assess students learning through feedback question after each
activity a well as their ability to correctly recognise associations with
the stages of learning.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

- Create a supportive environment Not shutting a students answer down or saying

theyre wrong.

- Creating supportive environments Being someone that the students can go to if

they being bullied or harassed by another student (Department of Education &
Training, 2013).

- Ensure the safety of the students so as that no one is placing them selves or
another student at harm in the classroom.

- Behaviour management Not talking over the top of another student

- Safe management of ICT resources i.e. charger cords

References (In APA)

- Board of Studies, NSW. (2003). Personal development, health and physical education:
Years 7-10: Syllabus / Board of Studies. Sydney, Australia: Author.

- Department of Education & Training. (2013) Work health and safety (WHS) policy.
Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?level=Sc
hools&
categories=Schools|school+administration+%26+management|work+health+%26+safety

Resources

Appendix 1

www.stageoflearning.weebly.com
 Lesson Plan

Topic area: Improving Performance Stage of Learner: 6 year 12 Syllabus Pages: 58-61

Date: 22/8/17 Location Booked: Room 12 Lesson Number: 3/3

Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Ability to accurately Characteristics of - Design a suitable plan for
select a sport the learner teaching beginners to acquire
H9 explains how appropriate to the - Personality a skill through to mastery. The
movement skill is characteristics - Hereditary plan should reflect:
acquired and appraised observed of their - Confidence Appropriate practice
partner. - Prior Knowledge methods for the learners
H10 designs and - Ability The integration of
implements training plans relevant performance
Ability to complete
to improve performance The learning elements
the portfolio with
environment An awareness of how
reasoning behind instruction may vary
H17 selects appropriate their choices and - Nature of the skill
- Performance according to
options and formulates answers. characteristics of the
strategies based on a elements
learner
critical Ability to create 3 - Practice method
How feedback will be
analysis of the factors training sessions - Feedback used as learners progress
that affect performance based on the through the stages of
and safe participation. information skill acquisition
discovered in class
and through prior
knowledge.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Design a suitable plan for teaching beginners to

ICT The use of laptops to collate their data, the
use of YouTubes to develop their ideas
Literacy Learning the Jargon involved, reading
and writing skills.
acquire a skill through to mastery. The plan should
reflect:
Appropriate practice methods for the learners
The integration of relevant performance elements
An awareness of how instruction may vary
according to characteristics of the learner
How feedback will be used as learners progress
through the stages of skill acquisition
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep knowledge 1.5 Metalanguage
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.6 Substantive communication
Such pedagogy treats knowledge as something that requires active understanding
construction and requires students to engage in higher-order 1.3 Problematic
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students self regulation
and teachers work productively in an environment clearly focused 2.2 Engagement 2.6 Student direction
on learning. Such pedagogy sets high and explicit expectations and 2.3 High
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students prior knowledge and identities, with contexts knowledge
outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
The tasks in the lesson ask the students to take information and develop it to create
1.2 the portfolio of their partner. This portfolio and choice of sport allows students to
take a deeper understanding of the content through a student based approach.

The activities use pairs to create an engaging experience with the aim of the
activities to use prior knowledge and observations to create a better understanding
2.2 of the other students. This will appeal to the students and creating a training session
for someone they know will also bring a higher level of engagement for the class.

With this unit also looking at the training sessions, and the unit coming after the
3.3 body in motion, students can use prior learning to integrate their knowledge of how
to create a training session with this lesson.
 Time Teaching and learning actions Organisation Centred
T/S
0-10 Invite the class into the room and instruct the students to take out their laptops Teacher: Invite the class into the room and mark the T/S
and books. Mark the role. role. Explain the overview of the lesson and using a
power point, display the dot points that will be
Explain to the students that they will be continuing to look at the critical question targeted.
How does the acquisition of skill affect performance? with this lesson having the
specific look at the next two dots points in the critical question. These dot points To begin the lesson ask the students to divide
will be displayed on the electronic whitebord are: themselves into pairs and move their tables away
from other groups.
- Characteristics of the learner
o Personality Instruct the students to cerate their portfolio of their
o Hereditary partners and provide the link to the YouTube clip to
o Confidence help them through Google drive.
o Prior Knowledge
o Ability Instruct the students to gain an understanding of
what they are looking for in their portfolio before
- The learning environment commencing their observations of their partners.
o Nature of the skill
o Performance elements When the students have created their portfolio they
o Practice method are to choose a sport that would suit their partner
o Feedback based on their observations.

Ask each group why they chose that sport based on

To begin the lesson students will be paired up with one group of 3. In the pairs their findings.
students are to analyse your partner and through the use of questioning and
observations. Student: Finds a partner quickly and follows the
teachers instructions.
Students are to create a portfolio of their partners and choose a sport that you think
they could reach an autonomous level for. This sport must not be a sport they
Accesses the YouTube and works through the video
already play rather one that they have not played before but through you coaching
to create a better understanding of what each
abilities, you can turn from a cognitive learner to an autonomous leaner over time.
 To create the portfolio students must discover what each of the characteristics of the characteristic is about.
learner refers to i.e. Personality refers to who they are as a person and what qualities
make them who they are. Choses a sport based upon these characteristics.

Students can use this video as a source for their information but they are not limited
to this video. They may use their laptops to further their research. Resources: YouTube link on the Google drive, power-
point, students laptops, Wifi.
Characteristics of the learner:

https://www.youtube.com/watch?v=qe8MOev4jew&list=PLesvqngPCeVOZU_FUc
v7Ey1LOf4mQAQY1&index=12

When the students have completed their portfolio and have selected a sport for their
partner (each student should have 1 portfolio created) The teacher will ask one
person from each pair to explain the sport chosen for their partner and explain why
they chose this sport based on the characteristics.

10 - 25 Teacher: Instruct the student to now chose 3 skills S

- Now that the students have observed their partner they will have to select 3 involved in the chosen sport for their partner.
skills involved with the chosen sport i.e. soccer shooting, passing, headering.
- For each of the skills the students will determine the learning environment for Add the second YouTube link into the Google drive so
the skill. the students can now access it and gain a better
- The learning environment includes: understanding of the 2nd dot point in focus for the
o Nature of the skill lesson.
o Performance elements
o Practice method Instruct the students to break down the skill through
o Feedback its learning environment.

- Students can use this YouTube source to help them reach their answers: Student: Follows the teachers instructions and
completes the learning environment aspects of each
https://www.youtube.com/watch?v=Xu7Zgk55O80&list=PLesvqngPCeVOZU_FUc skill chosen from the sport.
v7Ey1LOf4mQAQY1&index=13

25-45 - Now that the student have a completed portfolio on their partner, they are to
each create a training program for their partner, targeting the 3 skills analysed.
- The training program must include 3 sessions targeting the 3 skills:
o 1st: At the beginning of the pre season where the student will have
their first experience of the skills. (Cognitive)
o 2nd: Half way through the pre season training with skills becoming
developed. (Associative)
o 3rd: At the end of pre season, the week before the first round
(Associative Autonomous).
- The training program must include skills, drills or training methods that are
specific to the learner.
- Must go for 1.5 hours (half an hour each skill) and include the time or number
of sets/reps
- Must include break down the skills or drills so that you can give your partner
the session layout and they can perform the training on their own with
complete understanding.
The following AIS site may help you getting ideas on how to create your session.
http://www.ausport.gov.au/participating/resources/coaches/tools/the_training_sessio
Use the YouTube as a guide and source of
information.
Resources: YouTube link on the Google drive, power-
point, students laptops, Wifi.
Teacher: Instruct the students to now cerate 3 1.5 S
hour training sessions at different parts of a
preseason component.
Have the students develop these programs including
the skills or drills based on the level of the learner
Select 3 training sessions from the class and take the
students outside and have the students explain their
training session in short. Collect minimal equipment
from the sports room next door.
Ask the students feedback questions to ensure they
understand why each skill was chosen for the level of
learner.
Student: Create 3 training session for each different
stage of the learning process and specific to your
partners needs. Use internet resources and prior
knowledge to complete the training sessions.
Be prepared to teach the class 1 lesson or skill/drill if
chosen by the teacher.
Resources: Link on the Google drive, power-point,
 n/Planning
45-60 - With 15 minutes left in the class, the teach will select 3 training sessions that
the students will then teach to the class with their partner as the
demonstrator. The 3 lessons will be those that can be easily performed outside
the classroom with minimal equipment.
- This can help students gain a better understanding of whether their training
sessions were specific to the learners needs or whether more detail or
deconstruction needs to be made to allow the learner to better understand.
- During these sessions students will discuss feedback about each session and
whether the skill was appropriate and whether the sport was chosen correctly
based on the students portfolio.
students laptops, Wifi.
Teacher: Instruct the class to pack up and move out T/S
on the oval just outside the door. Send 2 students to
collect the equipment needed next door and gather
the around to watch the chosen students teach their
drills to their partners.
Ask feedback questions about what worked what
could have been done different etc after each
drill/skill.
Student: Be prepared to teach the class 1 lesson or
skill/drill if chosen by the teacher.
Answer question asked by the teacher after each
student has completed their drill.
Resources: Sporting equipment
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

When developing this lesson I took into consideration the maturity levels of the students
and their ability to be sensible when completing activities. I tried to use a lot of prior
knowledge and knowledge integration for the students passed units. With the students
having a lot of access to different resources, I created the lesson based towards the 21st
century learner and student discovery.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Ability to accurately select During questioning after the student have finished, the
a sport appropriate to the ability of the students to correctly chose the right
characteristics observed of characteristics and chose a sport that these characteristics
their partner. are more favourable.

Ability to complete the Teacher observation and questioning of the students

portfolio with reasoning choices in terms of skills and how the environmental
behind their choices and aspects affects these skills.
answers.

Ability to create 3 training
sessions based on the
information discovered in
class and through prior
knowledge.
How well the skills and drill reflected the stage of learning.
How relevant and understandable are each drill based on
the stage of learner. The progression of these skills over
time.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.2 The use of different approaches to learning giving the students the
ability to use the different resources such as journal articles, videos
and other resources that appeal to the each student.
2.2 Organisation of content so that activities flow on from one another
to create a structured and engaging lesson.
3.4 Use of ICT in the classroom to appeal to the 21st century learners and
to create a more engaging classroom.
4.1 The use of effective teaching strategies to include all students in the
 class activities, these strategies include the use of group work,
individual work and the ability for each student to have a go at each
task.
5.1 Assess students learning through feedback question after each
activity a well as their ability to correctly recognise associations with
the stages of learning.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

- Create a supportive environment Not shutting a students answer down or saying

theyre wrong.

- Creating supportive environments Being someone that the students can go to if

they being bullied or harassed by another student (Department of Education &
Training, 2013).

- Ensure the safety of the students so as that no one is placing them selves or
another student at harm in the classroom.

- Behaviour management Not talking over the top of another student

- Safe management of ICT resources i.e. charger cords

References (In APA)

- Board of Studies, NSW. (2003). Personal development, health and physical education:
Years 7-10: Syllabus / Board of Studies. Sydney, Australia: Author.

- Department of Education & Training. (2013) Work health and safety (WHS) policy.
Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?level=Sc
hools&
categories=Schools|school+administration+%26+management|work+health+%26+safety
Resources Attached:

YouTube links for assisted help

https://www.youtube.com/watch?v=qe8MOev4jew&list=PLesvqngPCeVOZU_FUcv7Ey1L
Of4mQAQY1&index=12

https://www.youtube.com/watch?v=Xu7Zgk55O80&list=PLesvqngPCeVOZU_FUcv7Ey1L
Of4mQAQY1&index=13

Training resource

http://www.ausport.gov.au/participating/resources/coaches/tools/the_training_session/Plannin
g
 Justification

To build engaging, inclusive and educational lesson plans, teachers and educators place a

high level of importance on preparation and lesson planning. These lessons take time and

effort to ensure the students are receiving the best education opportunities that they can give

to them. Teachers join together to collaborate their ideas on ways they can improve the

learning experience for the students. To begin this justification, the lesson plans above were

created through backwards planning through the use of the Understanding by Design (UbD)

framework. This framework looks to build and gather resources and beings to file them down

into terms, weeks and singular lessons (Wiggins & McTighe, 2011). These lessons have also

been created through the use of the Quality teaching framework and the Australian

Professional Standards for Teaching.

Beginning the planning process included the creation of a two-year stage 6, scope and

sequence. This scope and sequence incorporated the use of the PDHPE board of studies

stage6 syllabus. The syllabus provided a framework for the scope and sequence to be created

through the use of the syllabus outcomes, critical questions and the students learn to and learn

about. This was the beginning of the Ubd framework that was being implemented. From this

stage6 scope and sequence, a concept map for development was then created. During this

process the topic of Factors affecting performance was beginning to take shape. The

concept map allowed the teacher to create an understanding of the main ideas and critical

questions involved with the factors affecting performance unit and gave them a chance to

note down teaching strategies that they wanted to implement over the course of the unit.

With the concept map complete and an idea of the content involved in the unit, the teacher

was then able to create a unit outline. During this time the teacher took the big ideas and
spread them out over the nine weeks allocated to the unit. During this process each week

began to take shape with lesson ideas, methods of assessment and resources all becoming

more defined on a week-to-week basis. It was during this time that the three lessons

surrounding the critical questions How can psychology affect performance? and How does

the acquisition of skill affect performance? were selected.

Outcomes

The above lesson plans were created on the basis of the following syllabus outcomes from the

Board of studies stage6 syllabus (Board of Studies, NSW, 2010):

H11 designs psychological strategies and nutritional plans in response to individual

performance needs

H16 devises methods of gathering, interpreting and communicating information about health

and physical activity concepts

H17 selects appropriate options and formulates strategies based on a critical analysis of the

factors that affect performance and safe participation.

These outcomes can be seen applied and assessed in the first lesson plan where it aims to

develop the students understanding of psychological factors that affect performance with the

use of YouTube videos to act as case studies that the students broke down and acknowledged

the strategies that the athletes put in place to manage their anxiety and arousal.

H9 Explains how movement skill is acquired and appraised

H10 Designs and implements training plans to improve performance

H17 Selects appropriate options and formulates strategies based on a critical analysis of the

factors that affect performance and safe participation.

The next set of outcomes achieved in the second and third lesson plans can be seen in the

lesson plans through the use of the juggling and cup stacking activities. These activities

introduced the student to the students to how skills are acquired and the levels each individual

may be at due to a range of internal and external factors explore in the third lessons activities.

Assessment of outcomes

When teaching a lesson a number of key indicators and feedback allow a teacher to

understand whether the students are targeting the outcomes suggested. This is the assessment

of learning. The assessment of learning allows teachers to modify their classes or methods to

accommodate students who maybe struggling with the processes or whether the processes are

not appropriate for the learning level (Gardner, 2013). Throughout the three lesson plans

examples of this can be seen. These examples include the feedback given during classroom

discussion, this gives the teacher an indication of whether the students are understanding the

content through the activities. Another example is assessment of the information the students

provide as group when presentation their athlete as a part of the case study exercise in lesson

one.

Pedagogies

The above three lesson plans incorporated a number of pedagogical approaches. These

approaches shaped the style of learning and targeted the 21st century learner. The first

approach was the use of student centred learning. This approach allows the students to have
more control over their learning and encourages a greater sense of engagement with the

content and in turn a greater understanding of the syllabus outcomes. The next approach was

the us of differentiated learning. This can be seen through the constant use through the three

lessons of ICT in the classroom. The different combination of individual work, group work

and the jigsaw approach aloud each member of the class become an important part of the

learning experience. It also allows for a deeper knowledge of content as they are exposed to

different ways of thinking from their peers (Rock, et al. 2008). The final approach was the

use of discovery learning. This was evident through many of the activities as they allowed the

students to look for resources on the internet by themselves and discover new ways to

develop their work rather than being hand fed by the teacher (Kolb, 2014).
 Reference list

Board of Studies, NSW. (2010). Personal development, health and physical education: Stage

6: Syllabus / Board of Studies. Sydney, Australia: Author.

Gardner, J. (2013). Assessment and learning (1st ed., pp. 11-20). London: SAGE Publications

Ltd.

Kolb, D. (2014). Experiential learning - Experience as the Source of Learning and

Development(2nd ed., pp. 30-35). FT Press.

Rock, M., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for

differentiating classroom instruction. Preventing School Failure, 52(2), 3147.

Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating

highquality units. Alexandria, VA: ASCD.