Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

Rationale
This unit outline has been centred around the established pedagogical ‘Game Sense Approach’ model. Game Sense (GS) pedagogy is a
constructivist learning framework which aims at developing the skills of individual through realistic, game-style contexts. Rather than traditional,
repetitive drills and skill practice, individuals develop their technical ability, tactical awareness and decision making through participation in
modified games and activities, whilst also regarded as a more enjoyable form of learning (Castro, 2012). It is an approach which is based off
the Teaching Games for Understanding (TGfU) model which is popular amongst the Physical Education field (Light, 2004). It is a student-
centred approach which places emphasis on the needs and abilities of students over importance of game winning (Mandigo, Holt, Anderson &
Sheppard, 2008). It is also categorised by questioning occurring during and after playing games to encourage critical thinking and reflection to
improve gameplay (Light, 2004). Some examples of questions which can be seen in the designed unit outline include: What is the purpose of
the game? What skills did you use? Were you able to properly execute the desired skills needed?’ Game sense also lends itself to syllabus
outcomes within the Stage 4 movement strand as it develops the understanding, knowledge, skills, attitudes and values which are essential for
active, healthy lifestyles. As such, it can be seen in the unit outline that each lesson is designed using this approach and traditional drill-style
lessons are omitted.

This unit outline was also designed with students of varying physical capabilities and experience in mind. Utilising ‘Change It’ and ‘TREE’
developed by the Australian Sports Commission (n.d), specified practical activities are supplied with potential modifications as to cater for the
diverse range of capabilities and physical capacities which will be encountered in sporting environments. Each activity has suggested methods
which allow for increased levels of inclusivity by altering different elements of the activity. This is an important concept to include as each
player’s skills will vary along a continuum and it is not fair that certain players are not given the ability to participate fully due to being less able
or experienced in certain facets. For example, some players will come with well-developed tactical awareness and strong decision-making
skills but will be lacking in endurance and eye-eye coordination. Therefore, by listing possible modifications to alter the dynamic of each
activity, it closes the gap between students and allows for the educator to cater to and include each and every student by being able to
facilitate a more even, inclusive sporting context.
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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

References

Australian Sporting Commission. (2018). CHANGE IT. Retrieved from https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-

resources/change-it

Australian Sporting Commission. (2018). Using TREE. Retrieved from https://www.sportingschools.gov.au/resources-and-pd/schools/sports-

ability/tree

Castro, J. (2012). Game sense: pedagogy for performance, participation and enjoyment. Sports Coaching Review, 1(2), 157-159. doi:
10.1080/21640629.2013.790176

Light, R. (2004). Coaches' experiences of Game Sense: opportunities and challenges. Physical Education & Sport Pedagogy, 9(2), 115-131.
doi: 10.1080/1740898042000294949

Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children's motivational experiences following autonomy-supportive games
lessons. European Physical Education Review, 14(3), 407-425. doi: 10.1177/1356336x08095673

PDHPE Course Physical Education 4

Subject Duration (weeks):
(2 x 60 minutes
lessons/week)
Movement, skill and peformance Unit Tile: Striking and Fielding (S&F) 7/4
Strand: Year/Stage:

How can I evaluate movement competence, adapt movement skills and apply these skills in dynamic movement situations?
Key Concepts / Big Ideas
Proficiency will be developed through various forms of assessment and evaluation paired with realistic, modified game-style activities
How can I make decisions to adapt to changing circumstances in different movement contexts?
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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

(Essential Question) Due to the dynamic and realistic nature of implemented activities students will have the oppoetunity to carry out S&F related skills and
components of fitness in various sporting contexts
How can I apply my skills to collaborate, communicate, solve problems and include others in physical activity?
Differentiation strategies such as CHANGE IT and TREE will be utilised to increase participation, inclusivity and engagement of students
with different levels of experience and abilities
What is the goal of striking and fielding games?
What is the main aim of the batting team?
What is the main aim for the fielding team?What tactics, strategies and skills contribute to success in S&F games?
S&F activities are the second most complex category of game. This unit is suitable to be taught after students have acquired the
Unit Context:
necessary skills through engaging in target games. It serves as a means for students to gain understanding of tactical and strategical
(Scope and Sequence awareness needed for more advanced categories of games such as invasion and net/wall/court. Students will be given the chance to
Information) participate in various small sided, modified games which will employ skills used in cricket, t-ball/softball/baseball and rounders
S&F unit facilitates authenic, experienced based learning which deepen students’ understanding the importance of the skills they have
Rationale:
developed through game playing. Students will gain proficiency in both both movement and skill outcomes, as well cognitive capabilities.
(The importance of this Through the use of small sided and modified games, partipation of all students of varying abilities is encouraged and enhanced and
learning) allows for every student to effectively develop their own skills and capabilities.

Literacy Focus Numeracy Focus ICT Focus Differentiation

• Self-assessment questionnaire • Bat tapping
• Tactical questionnaire • Derby cones
• Introduction questionnaire • Group forming activity
• Target games
• Coach’s eye app worksheet
• Ubersense app activity
• CHANGE IT – see “modification” for
each activity
• TREE – see “modification” for each
activity

AC Cross Curriculum Priorities

❑ Aboriginal and Torres Strait Islander histories and cultures
❑ Asia and Australia’s engagement with Asia ❑ Sustainability

AC General Capabilities
❑Information and ❑ Intercultural ❑ Literacy ❑ Numeracy ❑ Personal and
❑ Critical and creative ❑ Ethical
communication understanding social capability
thinking understanding
technology capability

Other learning across the curriculum areas (Cross-curriculum content)

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Assessment 2 - HPE Unit Outline
❑ Civics and Citizenship
Objectives/Outcomes
Objective
Students Will:
Knowledge and Understanding
Skills
Values and Attitudes
Outcomes
Strand
Movement Skill and Performance
Matthew Munoz – 17822099
❑ Difference and Diversity ❑ Work and Enterprise
• Demonstrate an understanding of movement skills, concepts and strategies to respond confidently, competently and creatively in a
variety of physical activity contexts
• Enact and strengthen health, safety, wellbeing and participation in physical activity
• Develop interpersonal skills that enable them to interact effectively and respectfully with others, build and maintain respectful
relationships and advocate for their own and others’ health, safety, wellbeing and participation in physical activity
• Move with confidence, competence and creativity within and across various physical activity contexts
• Appreciate influences on personal health practices and demonstrate a commitment to lead and promote healthy, safe and active
lives for themselves, others and communities.
Outcomes Key Inquiry Question
PD4-4: refines, applies and transfers movement • How can I evaluate movement competence, adapt movement skills and
skills in a variety of dynamic physical activity apply these skills in dyanamic, striking and fielding oritented scenarios?
contexts
PD4-5: transfers and adapts solutions to • How can I make decisions to adapt to changing circumstances in
complex movement challenges different movement contexts which can maximise my own/minimise my
PD4-10: applies and refines interpersonal skills opponents ability to score points in striking and fielding games?
to assist themselves and others to interact
respectfully and promote inclusion in a variety of
groups or contexts • How can I apply my skills to collaborate, communicate, solve problems
PD4-11: demonstrates how movement skills and and include others in physical activity?
concepts can be adapted and transferred to
enhance and perform movement sequences
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Assessment 2 - HPE Unit Outline
Skill domain
Strand
• self-management (S)
• interpersonal (I)
• movement (M).
Matthew Munoz – 17822099
Skills Context for Learning
• safety
• fundamental movement skills
• individual/group/team physical activities
• lifelong physical activities
• Fundamental and specialised movement skills and • health benefits of physical activity
concepts
- non-locomotor skills
- locomotor skills
- object control
- stability/body control
• Tactical and creative movement
- selecting, applying, transferring, adapting and
evaluating movement skills
- applying movement concepts, rules, strategies and
tactics
- assessing rules, strategies and tactics and how they
influence movement and performance when applied
across different movement contexts
• Health and fitness enhancing movement
- self-regulation in physical activity
- fair and ethical participation
- building physical activity self-efficacy
- participating actively
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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

Overview of learning
Duration: Knowledge & Understanding Content Teaching and Learning Strategies Assessment FOR Resources
Learning

• participate in a variety of movement activities

1 Introduce S&F games: Teacher observation: • Balls
to demonstrate and enhance body control,
What is the objective of the striking and fielding team in these Observing quality of (tennis,
body awareness, object manipulation,
games? responses when asked softballs)
anticipation and timing
Warm up activity: Chuck the chicken questions and • Beanbags
- practise and refine fundamental and Concepts of placing objects/moving self into open spaces will be monitoring confidence • Bats
specialised movement skills in predictable explored as students try to earn the most points to answer questions (cricket,
and dynamic learning environments Q&A activity encouraging students to think about WHAT they Group work: baseball)
- participate in movement activities that did/ HOW they could to maximise their points/minimise their Assessing the thought • Tees
demonstrate and reinforce the transfer of opponents processs involved in • Student
skills across different movement contexts Modification: Change type of ball creating strategies as filiming
- demonstrate movement skills through a Game form 1 – Safe or 6 a team devices
range of experiences, including rhythmic 2 teams – equal amount of batters/fielders. Batting team hits ball Self-assessment:
and expressive movement, off a tee. Batters can choose to run to a safe zone for 2 points or Skill execution: How
individual/group/team physical activities, do an entire round trip for 6 points. did my skill execution
initiative/challenge physical activities, Q&A activity exploring different TACTICS they employed as look whebn compared
aquatics, and lifelong physical activities batters/fielders and WHY they did them to a professional’s?
Week 1

• use feedback to improve body control and Modification: Change type of bat Am I able to identify
coordination when performing specialised Game form 2 – Beat the bucket what needs to be
movement skills in a variety of situations A runner and up to 6 fielders. The runner hits 1 ball off a tee and amended?
throws 2 onto the field and tries to do a lap of 4 bases placed Decision making: Was
- analyse their own and others' performance
around a designated area I able to appropriately
using ICT as appropriate and implement
Q&A activity analyzing WHICH factors influence their tactics as decide where to hit the
feedback to enhance performance
batters/fielders ball/place myself as a
• demonstrate and explain how the elements of
Modification: Different bats/balls fielder to maximise my
space, time, objects, effort and people can
Game form 3 – Coach’s eye analyzation (ICT) own/minimize the
enhance movement sequences
Film other student hitting a ball off a tee using different bats using oppononents points?
- explain how changes to movement smartphones/iPads etc. Use the ‘Coach’s eye’ app to analyse the Could I have hit it
concepts, skills and tactics can improve movement path of the bat and body and compare it to that of a somewhere else for a
performance professional. better outcome?
• practise and apply interpersonal skills when Q&A activity exploring if they ‘feel’ a difference after applying
undertaking a range of roles in physical activity their observations to their own swings.
- participate in initiative/challenge physical
activities designed to develop teamwork,
cooperation and problem-solving

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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

• participate in a variety of movement activities

2 Warm up activity: Bat tapping Self-assessment: • Balls
to demonstrate and enhance body control,
Each player has a bat and ball and attempts to tap the ball into the Skill execution: Did the (tennis,
body awareness, object manipulation,
air for as many taps as possible. Each tap[ is a point, each drop is object go in the softballs)
anticipation and timing
negative 5 points. direction and distance • Bats
- practise and refine fundamental and Q&A activity observing HOW different parts of the bats effect the I planned it to in order (cricket)
specialised movement skills in predictable ball path/velocity to score the most • Tees
and dynamic learning environments Modification: Group players into teams and compete for highest points? • Stumps
- participate in movement activities that points in a set amount of time. Peer-assessment: • Cones
demonstrate and reinforce the transfer of Game form 1 – Wana Could you notice any
skills across different movement contexts A wicket/cone set up to represent a nhoba (baby). Players aim to technical areas which
- demonstrate movement skills through a defend their nhoba from oncoming balls being bowled towards could be improved
range of experiences, including rhythmic them using their wana (bat) (ATSI) when observing your
and expressive movement, Q&A activity to enquire what skills from last lesson they are peers?
individual/group/team physical activities, applying to this activity Teacher observation:
initiative/challenge physical activities, Modification: Change size of nhoba Monitor change in
aquatics, and lifelong physical activities Game form 2 – Bowler goaler student technique after
• demonstrate and explain how the elements of Attackers attempt to pass the ball to their ‘bowler goaler’. The receiving feedback
space, time, objects, effort and people can ‘bowler goaler’ who scores points. The ‘bowler goaler’ has a from peers/self/apps
enhance movement sequences designated area where only they can enter.
Q&A activity encouraging students to provide feedback and
- explain how changes to movement
critique on the technique of a partner student
concepts, skills and tactics can improve
Modification: Players can only use underarm or overarm throws,
performance
not a combination of both.
Game form 3 - Four bowler cricket
• practise and apply interpersonal skills when
Set up 3 sets of stumps facing in different directions. Batter must
undertaking a range of roles in physical activity
run after hitting the ball. Ball can be retured to any bowler and can
- participate in initiative/challenge physical be bowled immediately to get out the batter.
activities designed to develop teamwork, Q&A activity WHERE batters aimed to hit to maximise points and
cooperation and problem-solving HOW fielders could cooperate to minimize the batters points
- participate in initiative/challenge physical Modification: players can hit the ball off a tee and use a
activities designed to develop teamwork, baseball/softball bat
cooperation and problem-solving
• participate in a variety of movement activities
3 Warm up activity: Derby cones Teacher observation: • Balls
to demonstrate and enhance body control,
2 teams. 20 cones are spread across designated area, with half of Observe the tactics (tennis,
body awareness, object manipulation,
them being upside down and half right way up. Aim of the game is students used and ask softballs,
Week 2

anticipation and timing

to flip as many cones to your designated position. (Numeracy) them if they realized spongeballs)
- practise and refine fundamental and Q&A activity exploring WHICH skill this warmup would be what they were doing • Bats
specialised movement skills in predictable developing – if so, explain why (softball,
and dynamic learning environments Modification: certain coloured cones are worth more points. they did it baseball)
Incorporate maths to work out total points • Tees

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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

- participate in movement activities that Game form 1 – Hit 4 and go • Stumps

demonstrate and reinforce the transfer of
skills across different movement contexts
- demonstrate movement skills through a
range of experiences, including rhythmic
and expressive movement,
individual/group/team physical activities,
initiative/challenge physical activities,
aquatics, and lifelong physical activities
• demonstrate and explain how the elements of
space, time, objects, effort and people can
enhance movement sequences
- explain how changes to movement
concepts, skills and tactics can improve
performance
• practise and apply interpersonal skills when
undertaking a range of roles in physical activity
- participate in initiative/challenge physical
activities designed to develop teamwork,
cooperation and problem-solving
• evaluate and justify reasons for decisions and
actions when solving movement challenges-
- identify strategies and tactics that are
similar and transferable across different
movement contexts
• participate in a variety of movement activities
4 Warm up activity: Snow ball tag
to demonstrate and enhance body control,
body awareness, object manipulation,
anticipation and timing
- practise and refine fundamental and
specialised movement skills in predictable
and dynamic learning environments
- participate in movement activities that
demonstrate and reinforce the transfer of
skills across different movement contexts
- demonstrate movement skills through a
range of experiences, including rhythmic
and expressive movement,
Group work:
A batter hits four consecutive balls onto the playing field and runs • Cones
Instruct students to
between markers as many times as possible before the ball is • Buckets
come together and
returned to the home base. • Hoops
discuss their strategies
Q&A activity exploring HOW the fielders could use teamwork to • Beanbags
minimize the batters time and how the batter utilizes shot Self assessment: • Bases
placement to maximise points. Decision Making:
Modification: fielders only allowed to move after last ball is struck Were the decisions I
Game form 2 – Hit the target made appropriate for
Different types of targets (buckets, stumps, cones etc) are set up maximizing points?
away from a throwing area. Aim is to hit each target. Different Skill Execution
types of balls to be used (softballs, baseballs, beanbags, Was I able to direct my
spongeballs). Different points for targets (Numeracy) throws/hits to where I
Q&A activity exploring WHY students chose the type of ball for wanted?
particular targets. Did they go for low scoring, close or far, high
scoring targets and WHY?
Modification: Two throwers at once competing to hit targets first
Game form 3 – Over the pit
Batters hit a pitched ball over a marked area called the ‘pit’.
Fielders try to catch tbe ball and are not allowed in the pit.
Q&A activity – Fielders: HOW do you work together to cover the
most area? How would this transfer to a real game?
Batters: WHAT was your tactic to score the most points?
Modification: “Safe zone” hoops where fielders cannot enter.
Multiply runs by 2 if ball lands in hoop (Numeracy)
Teacher Observation • Balls
Group of balls in centre of playing area. One player has a ball and Monitor students (baseballs,
is the tagger and attempts to tag other players, when they are improvement in tactics softballs)
tagged they retrieve a ball and join the taggers team. Group Work • Bats
Game form 1 – Fielding and catching relay Encourage students to (softball)
3-4 players per team. Both players elect a player to throw a ball come together and • Tees
into open space. Other team must retrieve it and tag the communicate their • Stumps
opponents player who is performing runs plan for the game • Cones
Q&A activity discussing which tactics they used as fielders to • Catching
minimise the opponents running time mits
Modification: Players an additional ball into open space
Game form 2 – Blasterball
Baseball field setup. Batter must attempt to run around all bases
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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

individual/group/team physical activities, before fielders perform a pass to each fielder

Self Assessment:
initiative/challenge physical activities, Q&A activity: discuss which tactics the fielders used to minimise
Decision Making
aquatics, and lifelong physical activities the runners time
Did I position myself
• demonstrate and explain how the elements of Modifications: Increase/decrease the amount of passes required
well as a fielder? Did I
space, time, objects, effort and people can Game form 3 – Apple to bucket
place balls into open
enhance movement sequences Separate The “trees” (batters) hit the “apple” (ball) off a tee while
space appriprialtey?
the “buckets” (fielders) try to catch them out using their “buckets”
- explain how changes to movement
(catching mits). Ball is allowed once bounce before catching and
concepts, skills and tactics can improve Skill Execution
must clear a designated zone close to batter.
performance Was I able to
Q&A activity - Discuss how the bounce changes the
effectively execute
dynamic/tactics being used
• practise and apply interpersonal skills when catches? Was I able to
Modification: Introduce point system for catching balls
undertaking a range of roles in physical activity effectively place my
before/after the initial bounce (Numeracy)
throws?
participate in initiative/challenge physical
activities designed to develop teamwork,
cooperation and problem-solving
• participate in a variety of movement activities
5 Warm activity: Long throws Teacher Observation • Balls
to demonstrate and enhance body control,
Cooperative pair based activity. Ball is thrown between players. Have students (tennis,
body awareness, object manipulation,
Upon each successful catch, each player takes a step back. If the improved their skill softballs)
anticipation and timing
ball is dropped, they step forward execution? • Bats
- practise and refine fundamental and Q&A activity: WHAT are you doing in order to improve your Group Work (softball)
specialised movement skills in predictable partners chance of catching the ball? Did the way you throw Observe whether • Tees
and dynamic learning environments change as you got further/closer? students are more • Cones
- participate in movement activities that Modification: Only underarm or overarm throws confident when • Hoops
demonstrate and reinforce the transfer of Game form 1 – In the zone communicating with • Buckets
skills across different movement contexts Ball is thrown towards designated hoops /buckets which are worth each other
- demonstrate movement skills through a different points. Use different sized hoops at various distances. Self Assessment:
Week 3

range of experiences, including rhythmic
and expressive movement,
individual/group/team physical activities,
initiative/challenge physical activities,
aquatics, and lifelong physical activities
• demonstrate and explain how the elements of
space, time, objects, effort and people can
enhance movement sequences
- explain how changes to movement
concepts, skills and tactics can improve
performance
One very small hoop acts as a multiplier of points (Numeracy) Decision Making
Q&A activity inquiring WHY students aimed for particular targets. Do I feel as if my
Did you go for easier, safer targets or the further, more valuable decision making
targets? process has changed?
Modification: Change the type of ball, throw or distance of pitcher Skill Execution
Game form 2 – Continuous teeball Has my throwing
Batter must run if they make contact with the ball. Batter can be accuracy improved?
tagged or caught out. One handed catches give the team an extra
point added to their teams batting total. Cannot leave and re-enter
bases.
Q&A activity: Questionnaire given to fielding team which
dsicusses the strategies they employed to maximise points. HOW
did each player play to their own strengths/weaknesses?
Modification: Players cannot steal bases and must run everytime
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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

• practise and apply interpersonal skills when a ball is hit.

undertaking a range of roles in physical activity Game form 3 – Teeball with safe zone
Batters must clear a designated “safe zone”. If the ball lands in
participate in initiative/challenge physical
safe zone, counts as a strike. 2 strikes per player. Fielders can
activities designed to develop teamwork,
enter safe zone to catch batters out
cooperation and problem-solving
Q&A activity: HOW did the batters/fielders adapt their playstyle to
respond to the strengths/weaknesses of their opponnents whilst
clearing the safe zone?
Modification: Make safe zone bigger each time a player reaches
home base
• participate in a variety of movement activities
6 Warm up activity: Tag ball Teacher Observation • Balls
to demonstrate and enhance body control,
Team split into two teams which will be used for next games. Have students (baseballs
body awareness, object manipulation,
Place x amount of balls in the centre of playing area. Each team improved their softballs)
anticipation and timing
races to collect balls and cross back over their lines and earn a decision making? • Bats
- practise and refine fundamental and point per successful player. Group Work (baseball)
specialised movement skills in predictable Game form 1 – Multi-ball baseball Observe if players who • Tees
and dynamic learning environments Students pick their batting instrument. Bowler/pitcher pitches 3 were previously • Cones
- participate in movement activities that balls to batter. Fielders cannot retrieve ball until third ball is hit. reserved are now • Bases
demonstrate and reinforce the transfer of Fielders must try to return all balls to bucket placed at the centre more eager to
skills across different movement contexts before the batter runs around all four bases. participate
- demonstrate movement skills through a Q&A activity WHAT strategies did the batters utilize to give them Self Assessment:
range of experiences, including rhythmic maximal time to make runs? How did the fielers cooperate to Decision Making
and expressive movement, minimize their time? Can I identify errors in
individual/group/team physical activities, Modification: Batters must use every batting instrument my peers decision
initiative/challenge physical activities, Game form 2 – Whacky Baseball Runners and Relays making?
aquatics, and lifelong physical activities Bases set up in a circular area. Equal amounts of bases and Skill Execution
• demonstrate and explain how the elements of fielders. Each player stands at a base. Once the runner begins to Am I able to better
space, time, objects, effort and people can run clockwise around the bases, the fielders attempt to pass the place my balls when I
enhance movement sequences ball between each other counter clockwise and reach the home bat?
base before the runner.
- explain how changes to movement
Q&A activity: What is the best way to pass to each other? Why?
concepts, skills and tactics can improve
Modification: Decrease/increase the playing area
performance
Game form 3 – Whacky Baseball Throwdown
Instead of throwing the ball into play, it is pitched to a batter. To
• practise and apply interpersonal skills when
get the runners out, the fielding team must perform 3 successful
undertaking a range of roles in physical activity
passes between each other and get it to the base before the
- participate in initiative/challenge physical runner does. Runners cannot return to base they have stepped off
activities designed to develop teamwork, or steal bases(Numeracy)
cooperation and problem-solving Q&A activity explopring whether performing only underarm or
overarms more difficult Modification: Only underarm/overarm
throws
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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

• participate in a variety of movement activities

7 Warm up activity: Bullseye Teacher Observation • Balls
to demonstrate and enhance body control,
Two teams compete to be the quickest to throw balls and knock Have students (tennis,
body awareness, object manipulation,
the balls off the cones placed in the middle of the playing field. improved their softballs)
anticipation and timing
Q&A activity: Did you throw overarm or underarm. WHY? throwing accuracy? • Bats
- practise and refine fundamental and Modification: Change the type of balls being thrown/on the cones Group Work (softball)
specialised movement skills in predictable Game form 1 – Yard ball Monitor if students • Tees
and dynamic learning environments Mini simultaneous softball games. 4 players lined up against team require less instruction • Stumps
- participate in movement activities that of fielders. All batters bat simultaneously. Players must run after to communicate and • Cones
demonstrate and reinforce the transfer of hitting the ball. work together
skills across different movement contexts Q&A activity: WHICH components of fitness and athletic skills do Self Assessment:
- demonstrate movement skills through a students feel have improved as they have engaged in modified Decision Making
range of experiences, including rhythmic games? Was I able to properly
and expressive movement, Modification: Batters can keep running until all balls are returned determine when to
individual/group/team physical activities, Game form 2 – Swedish longball run/stay safe?
initiative/challenge physical activities, Players score by running to the end of the playing field and back. Skill Execution
aquatics, and lifelong physical activities Once they reach one end they are in the safe zone. They can stay How did my skill
• use feedback to improve body control and there and attempt to ‘sneak’ runs, but cannot exit and re-enter. execution compare to
coordination when performing specialised Q&A activity enquiring WHICH strategies they used as that of a professional?
movement skills in a variety of situations fielders/batters to adapt to each opponents individual
Week 4

strengths/weaknesses
- analyse their own and others' performance
Modification: Batters can request for underarm or overarm
using ICT as appropriate and implement
throws
feedback to enhance performance
Game form 3 – Ubersense Coach app
-
Film each other batting and use Ubersense Coach app and
• demonstrate and explain how the elements of
compare videos to professional athletes.(ICT)
space, time, objects, effort and people can
Q&A activity: WHAT verbal cues could students give to each
enhance movement sequences
other to improve technique?
- explain how changes to movement Modification: Students can compare technique of themselves and
concepts, skills and tactics can improve other students and identify differences and the implications
performance

• practise and apply interpersonal skills when

undertaking a range of roles in physical activity
- participate in initiative/challenge physical
activities designed to develop teamwork,
cooperation and problem-solving
• participate in a variety of movement activities
8 Warm up activity: Numeracy based group forming Teacher Observation • Balls
to demonstrate and enhance body control,
Call out numbers. Students form groups. Students who do not Have students (tennis,
body awareness, object manipulation,
make it into a group must do 5 air-squats. Progress to calling out properly grasped the softballs,
anticipation and timing
equations. Students will stay in groups for the lesson (Numeracy) concept of striking and baseballs)
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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

Game form 1 – Create your own Give students flash cards with fielding games and • Bats
- practise and refine fundamental and
game-sense learning activities done throughout the term. Students differentiation? (cricket,
specialised movement skills in predictable
are to implement their own modifications which make the activity baseball,
and dynamic learning environments
more/less difficult Group Work softballs)
- participate in movement activities that
Game form 2 – Modify the modification Monitor to see if • Tees
demonstrate and reinforce the transfer of
Students rotate and play another group’s modififed game. students are being • Stumps
skills across different movement contexts
Students provide feedback on and if they find negative aspects on conscious of inslucivity • Cones
- demonstrate movement skills through a
the game, to create their own modification and present it to other when modifying • Hoops
range of experiences, including rhythmic
groups games
and expressive movement,
Game form 3 – Rotate Self Assessment:
individual/group/team physical activities,
Students rotate to another groups activity and play their modified Decision Making
initiative/challenge physical activities,
activity and make modifications as they play to improve the game. Did my decisions for
aquatics, and lifelong physical activities
Q&A activity: Explore WHY the modifications were made and the modifications have the
• demonstrate and explain how the elements of
positive implications it would have on the activities. WHICH desired outcomes?
space, time, objects, effort and people can
aspects of the game were aimed to be improved? Skill Execution
enhance movement sequences
Have I noticed
- explain how changes to movement improvement in my
concepts, skills and tactics can improve skills as a whole since
performance the beginning of the
term?
• practise and apply interpersonal skills when
undertaking a range of roles in physical activity
- participate in initiative/challenge physical
activities designed to develop teamwork,
cooperation and problem-solving
- modify rules and scoring systems to allow
for fair play, safety and inclusive
participation
- modify rules, equipment or scoring
systems to allow all participants to enjoy
and succeed

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Assessment/Evalutation

Summative assessment Description (Assessment OF Learning): Outcomes Assessed:

Teacher Assessment: GPAI Year 7 Striking and Fielding Games Strand 2: Movement skill and performance (Stage 4):

Task:
The strand Movement Skill and Performance focuses on active participation in a
- Observe how students perform during full Striking and Fielding broad range of movement contexts to develop movement skill and enhance
- Utilise table to mark each player in reference to list below performance. Students develop confidence and competence to engage in physical
- Score each player’s performance when they are batting/fielding: activity. They develop an understanding of movement concepts and the features of
• 1 – Very Weak Performance movement composition as they engage in a variety of planned and improvised
• 2 – Weak Performance movement experiences. Students create and compose movement to achieve
• 3 – Moderately Effective Performancce specific purposes and performance goals. Through movement experiences,
• 4 – Effective Performance students also develop self-management and interpersonal skills to support them to
• 5 – Very Effective Perfofmance strive for enhanced performance and participation in a lifetime of physical activity.

Components/Criteria: Outcomes:

Skill Execution - Batting

PD4-4 - refines, applies and transfers movement skills in a variety of dynamic
- Determining the best place to roll, kick, or hit the ball to get on base/move the physical activity contexts
runner
- Combining skills
- transition from batting to running, PD4-5 - transfers and adapts solutions to complex movement challenges
- start position for take off
- Stopping at base and maintaining contact PD4-10 - applies and refines interpersonal skills to assist themselves and others to
interact respectfully and 
promote inclusion in a variety of groups or contexts
Skill Execution – Fielding
- Where to throw the ball PD4-11 - demonstrates how movement skills and concepts can be adapted and
- How to throw the ball transferred to enhance and 
perform movement sequences
- Anticipating where the ball will be hit

Skill Execution – Pitching/bowling

- How to throw the ball
- Where to throw the ball
- What speed to throw the ball

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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

Supporting fielding players

- Where to position for backup and base coverage
- Which base to cover
- Where to throw
- Communication

Decision Making – Batting

- Determing when to run through or to first base
- Determining where to hit the ball

Decision Making - Fielding

- Determining which player to throw to
- Anticipating flight path of ball
- Determining where to position yourself in regards to other players
Evaluation of Teaching and Learning:

- Self-asssesment
- Teacher observation
- Student feedback
- Questionnaires
- Worksheets
- Progressive game difficulty
- Peer-critques

References:

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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

Aussie Hoops. Modified Games. Retrieved from http://websites.sportstg.com/get_file.cgi?id=218282

Australian Sports Commission. (2015). Striking and Fielding. Retrieved from https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/find-a-
card/game-category#Striking%20and%20Fielding%20Games

Eastern Suburbs Combined Primary Schools Netball Association. (2017). WARM UP ACTIVITIES. Retrieved from http://www.escpsna.com/wp-
content/uploads/2017/04/Game-Sense.pdf

Feith, J. (2018). Whacky Baseball - Standards-based PE Games for your Gym ThePhysicalEducator.com. Retrieved from https://thephysicaleducator.com/game/whacky-
baseball/

Mitchell, S., Oslin, J., & Griffin, L. (2003). Teaching Sport Concepts and Skills: A Tactical Games Approach for Ages 7 to 18 (3rd ed., pp. 139-145). IL: United Graphics.

NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education: K-10 Syllabus. Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID

PhysEdGames. (2018). Baseball. Retrieved from https://physedgames.com/category/baseball/

PlayCricket. Milo In2Cricket Skills Program. Retrieved from https://www.playcricket.com.au/~/media/Playcricketcomau/Files/MILO%20in2Cricket%20Coordinator%20Manual

PlaySport. (2014). Baseball. Retrieved from http://www.playsport.net/sport/baseball

SportPlan. (2018). Striking and Fielding, Rounders, Drills, Videos. Retrieved from https://www.sportplan.net/s/Rounders/striking-and-fielding.jsp

Resources:

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Assessment 2 - HPE Unit Outline Matthew Munoz – 17822099

Suggested strategies
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers Movement Activities
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps  Technical practice

 Visual Representations  Jigsaw  Venn Diagrams  Applied skill practice

 Think all possibilities (TAP)  Brainstorming  Five Ws  Modified game

 Predict, Explain, Observe  Numbered heads  PMI charts  Small-sided game

 Y Chart or W Chart  Discussion  T charts  Full game

 Constructing Experiments  Expert Groups  Flow Charts  Free play

 Analogies  Round robin brainstorming  Frayer diagram  Games for outcomes

Some suggested Assessment Strategies:

Assessment Strategies
 Presentations (audio/video/multimodal)  Examinations and tests  Movement tasks

 Group Work  Research projects  GPAI

 Written reports  Peer-assessment  TSAP

 Diaries, journals and logbooks  Self-assessment  Teacher observation

 Debates/Speeches  Critiques  Designing games

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