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Strand Movement Skill and Unit Title Target Games Year/Stage Stage 4/Year 7
Performance
Unit Context:
As target games are the least complex games category they will be taught at the start of the stage scope and sequence
(Scope and Sequence before any of the other games categories. Target games allow for the development of manipulative skills which are
Information) important in the other games categories. Target games also provide students with a less dynamic environment therefore
provide students with a greater length of time to develop and perform tactical decision making skills (Mitchell, Oslin &
Griffin, 2003).
Rationale:
Young people’s motivation to be physically active is influenced by their level of enjoyment, perceived competence and
(The importance of this social support. Trends toward inactivity in young people are of particular concern due to the associated range of short-
learning) term and long-term health implications. PDHPE plays a key role in promoting physical activity and developing
competency in movement skills. It provides opportunities for students to develop adapt and improvise their movement
skills in a wide variety of challenging contexts and environments that appeal to their needs and interests, enhance
enjoyment and excitement in their lives, and ultimately increase the likelihood of lifelong physical activity (Board of
Studies New South Wales, 2003).
Literacy Focus Numeracy Focus ICT Focus Differentiation
Games played
- students choice
- modified
- small sided
- unopposed or opposed
General Capabilities
Intercultural
Critical and Ethical • Information and • Literacy • Numeracy • Personal and
creative thinking understanding communication understanding social capability
technology capability
Civics and citizenship Difference and diversity Work and enterprise Aboriginal and indigenous Environment
Outcomes
Values and Attitudes Outcomes
Students Will:
• value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles
– game
Skills Outcomes
Strand Outcomes Content
Learn about: Learn to:
Moving 4.14 engages successfully in Students develop the capacity to move • determine the purpose of
a wide range of movement with skill and creativity in a wide range movement, and their personal
situations that displays an of movement contexts and needs and interests
understanding of how and environments and to value movement as • adapt and combine movements
why people move a source of personal enjoyment and according to purpose
satisfaction. It is through moving that
students learn about the capabilities of • take action to participate safely
the body in motion. They use movement • communicate and collaborate to
as a medium for expression and achieve group goals in movement
communication, as a context for social settings
interaction, cooperation and teamwork,
and as a source of problem-solving and
personal challenge.
Strand Outcomes Content
Learn about: Learn to:
Problem-solving 4.16 clarifies the source and Students develop the capacity to apply • anticipate, identify, clarify and
nature of problems and problem-solving strategies to a wide frame problems
draws on personal skills and range of individual and community • adapt or develop strategies to
support networks to resolve health issues. They think creatively in address problems
them order to find effective ways of dealing
with life transitions and resource • justify the choice of strategies
management issues. They work in • apply strategies
groups or teams to identify options, • evaluate the process and
strengths within the group and solutions outcome.
that satisfy shared objectives. Students
develop an ability to manage change and
challenges, and to respond in positive
ways. They also enjoy and derive a sense
of achievement through success in
solving problems in a range of
movement contexts and environments.
Duration: Knowledge & Understanding Content Teaching and Learning Strategies Assessment For Resources
Learning
• types of movement • practise and Lesson 1 tactical focus: Throwing for distance and accuracy
1 Teacher Observation: - Suitable indoor
skills refine fundamental Introduce target games: What is the aim of target games?
- Observe students or outdoor
– fundamental and specialized perform activities playing area
– locomotor and non- movement skills in Warm up: Frisbee golf - Teams of 2. Students must throw
- Students answers
locomotor predictable and Frisbee in all 12 hoops set up as a golf course. - Markers
and involvement in
– manipulative dynamic learning Questions: What is the aim of the game? How can you - Cones
discussion questions
environments achieve the aim before opponents?
Modification: Change equipment, Frisbee to netball. Peer assessment - Hoops
• influences on skill - Discussions with
• participate safely - Frisbees
development and in movement Activity 1: Knock down pins - Teams of 2 in playing area. team members
performance regarding tactics and -Netballs
activities Students take it in turn to knock down pin using netball.
– safety strategies
Questions: What tactic is required to knock down the - Bean bags
cones?
Student self reflection - Pool noodles
Modification: Change distance of target.
Week 1
6 • influences on skill • participate in Lesson 6 tactical solution: Skill execution and practice Teacher Observation: - Suitable
development and movement Introduce team work: How important is being able to - Observe students outdoor playing
performance activities that execute the skill? perform activities area
demonstrate and - Students answers
– applying skills reinforce the Warm up: Beat the buzzer – In groups of 4 per playing - Basket balls
and involvement in
across contexts transfer of skills area. Student line up and shot a basketball, if the person
discussion questions - Basketball
– predictable and across different behind you gets it in before you, you are out.
dynamic
hoops
movement Question: Why is getting the first shot important? Peer assessment
environments Modification: Rules, students get a point for beating - Discussions with - Bocce balls
contexts
– importance of someone rather then that person leaving the game. team members
practice - Soccer balls
regarding tactics and
– safety - Markers
Activity 1: Defend the goal – teams of 2 per playing area. strategies
Students must stop the opposition from kicking there - Hoops
soccer ball through the goal area. Student self-
Question: What happened if you did not execute the tactic reflection - Hockey stick
properly? - Answer questions on and balls
Modification: Change the target, from a goal area to a student blog relating
soccer ball to conclusion
questions.
Activity 2: Hillside bocce – teams of 2 in playing area.
Students throw a bocce ball underhand into a hoop on a
downhill playing area.
Question: How does executing the tactic improve your
results?
Modification: Number of shots, students get 4 consecutive
turns rather than alternating each turn.
team members
ball. - Hoops
regarding tactics and
strategies - Soccer balls
Activity 1: Bean bag curling – Groups of 4, 2 play 2 assess.
- Partner assessment
Using a marking criteria student’s analyses partners game - Marking criteria
based on criteria
performance then report results.
Questions: How did your partner perform?
Student self-
Modification: Student centered, students design a marking
reflection
criteria
- Answer questions on
student blog relating
Activity 2: Repeat activity 1 - Students switch roles
to conclusion
between player and assessor.
questions.
Activity 3: Croquet – Groups of 4. Students must kick
soccer ball through all goals before opponents.
Question: What were your strengths? What can you
improve on?
Modification: Playing area, smaller size.
- Complete a google doc (using link below) after each game explaining; what they
liked about the game, how the game could be improved, and one strategy they
used during the game and why they used that strategy.
- https://docs.google.com/document/d/e/2PACX-
1vShR7JqRl9ARbHSoNStt3_OfT00xyXd3w8J4_wNfBQoGn0G_UkTC1d7HHBSvzBqVz
Thr-IUTVs8LBUb/pub
Evaluation of Teaching and Learning:
Evaluation of teaching and learning will be assessed in a number of ways which include:
Teacher observation: During the unit the teacher will gather information relating to: the engagement level of students based on each activity, how well the
students understand the content based on answers during questioning, how efficiently the activity ran.
Summative assessment results: The results of student’s assessment tasks will allow the teacher to judge how effective the unit was at teaching the learning
outcomes of the syllabus, as well as identify potential areas that could be improved.
Student blog: The answers provided by students within their blog will allow the teacher to gain an understanding of how effective each lesson was, allowing
the teacher a greater insight into the effectiveness of each activity.
References:
Board of Studies New South Wales. (2003). Personal Development, Health and Physical Education Years 7–10 Syllabus. Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdhpe.html
CIRA Ontario. (2017). SportsEngine. Retrieved from http://www.ciraontario.com/tgfu
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical education: A tactical games approach. Human Kinetics, PO Box
5076, Champaign, IL 61825-5076 (ISBN: 0-7360-3851-5, $23).
Student Name:
Students place a mark in either successful or unsuccessful after observing their partners shot. Only
place a mark in the area if it corresponds to the current game situation.
For example if they take the 1st shot of they cannot knock away an opponent’s bean bag, therefore
you do not use that row for this turn.
Placed a guard
Comment on performance:
Student Name:
Students place a mark in either successful or unsuccessful after observing their partners shot. Only
place a mark in the area if it corresponds to the current game situation.
For example if they take the 1st shot of they cannot knock away an opponent’s bean bag, therefore
you do not use that row for this turn.
Placed a guard
Comment on performance:
Golf course scaled version
Students must mark out the best way to approach each shot. Drawing where they plan to hit to, and then continuing on from that spot.
Once students have completed task they then must perform their approach on the scaled version on the field.
Bocce Photos
Students must download these photos and then recreate the picture in the photo. Students then discuss the tactics and strategies they will use in this
situation and then they go and play performing their tactics and strategies they have outlined.
Games Sense Justification
The unit plan created has been designed to teach stage four students the games category of target
games, using a game sense approach. A game sense approach to teaching sports varies from
previous methods used in schools. Therefore, the aim of this report is to explain the reasoning for
the shift from previous methods as well as to provide analysis against the NSW Education Standards
Authority PDHPE Year 7-10 Syllabus (PDHPE Syllabus) and the NSW Quality Teaching Framework
(QTF). This will provide insight into why a game sense pedagogical approach has been adopted for
Recently, there has been an increase in research recommending a shift from previous method of
teaching sport towards a more game centred approach (Hopper, Butler & Storey, 2009). Previous
methods of teaching sports, which focused on teaching specific sports skills (such as dribbling a
basketball), have been found to lead to poor transfer of specific skills by students when playing an
actual game. This has been attributed to students having limited knowledge of when, how and
where to use these skills (Werner & Almond, 1990). Hopper, Butler and Storey (2009) also
highlighted that skill based teaching increases the likelihood of student disengagement. Students
that struggle to perform the skill may get left behind, leading to the formation of negative opinions
of their own ability to play sports and disengagement from the lesson and potentially physical
activity altogether. This disengagement with sport and physical activity during adolescents has been
found to have a negative effect on student’s activity levels throughout their later life, which can in
turn increase the chances of future related health concerns (Telama, Yang, Laakso & Viikari, 1997).
The limitations of previous teaching methods have paved the way for the inclusion of different types
of pedagogical approaches which teach movement and physical activity through the use of games.
Pedagogical approaches that teach through the use of a game such as game sense, have been found
to be far more beneficial to students when compared to the previous skill based methods afore
mentioned (Hopper, Butler & Storey, 2009). A game sense pedagogical approach focuses on
addressing the limitations of previous teaching methods by; engaging all students through the use of
small sided games and modifications, teaching and guiding students towards effective tactical
decision making through the use of questioning and game design (Pearson, Webb, & Mckeen, 2006).
When selecting a pedagogical approach for a lesson or unit plan it is essential that the approach is
able to achieve the aims and outcomes outlined within PDHPE Syllabus. The PDHPE Syllabus states
one of its central aims is to advocate lifelong physical activity to all students, therefore any
pedagogical approach used must include and engage all students (Board of Studies New South
Wales, 2003). Current research states that through using a game sense teaching approach students
reported the lessons as being more enjoyable then previous skill based lesson, which was also
supported by reports of greater student engagement within the lessons (Griffin & Patton, 2005).
Mandigo Butler and Hooper (2007) state that this positive student engagement towards physical
activity during adolescents greatly increased the chances of those students continuing this
engagement and participation of physical activity into the future, helping to achieve the aim of
Another area where the PDHPE Syllabus guides us towards using a game sense pedagogical
approach is through its major objectives relating to physical activity and sports. One of the foremost
objectives of the PDHPE Syllabus, relating to physical activity, requires students to learn to move
with confidence and competence (Board of Studies New South Wales, 2003). Incorporating the game
sense approach, through the use of modified games, students not only learn important sports skills
and tactics, they also gain an understanding of how and when to use these skills and tactics in a
game situation (Pearson, Webb, & Mckeen, 2006). This greater knowledge and understanding
towards sports and games has been found to increase student’s self-assurance and ability to
compete when participating in a range of different sports and physical activities (Mandigo, Butler &
Hooper, 2007; Rink, French, & Graham, 1996). This can help to achieve the syllabus aim of
advocating lifelong physical activity as students with confidence and understanding of games are
more likely to participate in competitive or recreational activities when compared to a student with
When designing a unit or lesson plan it is also important that the pedagogical approach used is able
to fulfil the elements outlined within the QTF. Game sense approach to teaching physical activity is
capable of addressing all three key elements of the QTF, which include: intellectual quality, quality
learning environment and significance (New South Wales Department of Education and Training,
2003). Intellectual quality is achieved through a focus on minimal outcomes and movements each
lesson, allowing for a deeper understanding of what is being taught, along with the use of
questioning and modification of games. The use of open ended questions and modifying of games
guides students towards a greater knowledge and understanding of the tactics and strategies
required in various games (Pearson, Webb, & Mckeen, 2006). This deeper knowledge and
understanding in turn increases the student’s ability to solve and deal with a wide range of different
problematic and challenging sporting environments (Light, Curry & Mooney, 2014).
Game sense teaching uses student direction, team based games and again modifications in order to
address the QTF element quality learning. Allowing students to have an input towards areas of the
activity increases their ownership of the task, which in turn increases their engagement. By using
team based games, students are encouraged to collaborate with and support fellow class members
leading to a positive environment for all students. The modification of games can be utilised in order
to provide a challenging yet achievable goal, for all students regardless of ability (Light, Curry &
Mooney, 2014).
The QTF element significance is addressed by game sense teaching through the use of game
categories, team work and the incorporation of cultural games. By categorising games, game sense
provides students with an understanding of how their knowledge and understanding from past
games can be transferred across to assist them in solving problems during future activities. Solving
problems through team work during game sense activities highlights the effectiveness of
collaborating with others in order to achieve a collective goal, which is a skill that can be applied to
other areas of the student’s life (Light, Curry & Mooney, 2014). The incorporation of cultural games
can also be included within a game sense approach providing students with an understanding of
where current sports have evolved from along with what these sports mean to other cultures.
In conclusion the use of the game sense pedagogical approach within the unit plan has been
effectively justified, as not only does it successfully address the short comings of previous teach
methods, it also manages to achieve the required aims and outcomes of the PDHPE syllabus and the
Board of Studies New South Wales. (2003). Personal Development, Health and Physical Education
http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdhpe.html
Griffin, L., & Patton, K. (2005). Two decades of teaching games for understanding: Looking at the
past, present, and future. In L. Griffin & J. Butler (Eds.), Teaching games for understanding:
Hopper, T., Butler, J., & Storey, B. (2009). TGfU-Simply good pedagogy: Understanding a complex
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in
physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 67-81.
Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian
Pearson, P. J., Webb, P. I. & Mckeen, K. (2006). Linking teaching games for understanding and quality
teaching in NSW secondary schools. In R. Liu, C. Li & A. Cruz (Eds.), Teaching Games for
Understanding in the Asia-Pacific Region (pp. 37-46). Hong Kong: The Hong Kong Institute of
Education.
Rink, J. E., French, K. E., & Graham, K. C. (1996). Implications for practice and research. Journal of
Telama, R., Yang, X., Laakso, L., & Viikari, J. (1997). Physical activity in childhood and adolescence as
Werner, P., & Almond, L. (1990). Models of games education. Journal of Physical Education,