SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

Tutorial __ Group ___ Student 1 ______ 2 _______ 3 _______ 4_______

LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Year Level: 5/6 Time: Friday Date: Week 1 Students’ Prior Knowledge:
Aware of equipment used and safety of the game

Learning Area: Health and Physical Education

Strand: Movement and Physical Activity (MPA)
Sub-strand:
Moving our body (MB) (MPA Ss 2.1 061)
Understanding movement (UM) (MPA Ss 2.2 065)
Learning through movement (LM) (MPA Ss 2.3 069)
Content Descriptor:
• Practise specialised movement skills and apply them
in a variety of movement sequences and
situations MPA Ss 2.1 061)
• Demonstrate and explain how the elements of effort,
space, time, objects and people
can enhance movement (S.s.2.2MPA065)
• Demonstrate ethical behaviour and fair play that
aligns with rules when participating in a range of
physical activities (S.s.2.3MPA069)
Focus Area: Year 5/6 Touch Rugby
• Active Play and Minor Games (AP)
• Fundamental Movement Skills (FMS)
• Games and Sport (GS)
Teacher’s Prior Preparation/Organisation:
- Make sure all equipment is available to use and in good condition
- Make sure cones are in colour code
- Make sure have enough cones required for lesson
- Ensure the required space is safe (free of holes or objects that
could increase injury risk, suitable weather conditions)
- Ensure the required space is available
- Have an idea of which students will/won’t be grouped together
- Bring whistle, water bottle and iPad with required documents on, to
the class

Equipment List
- 20x touch rugby balls
- 20x markers/cones

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

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

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

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

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

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

• Demonstrate correct flat and spiral passing technique in a closed passing drill and game situation
• Practice passing backwards in higher pressure situation
• Practice backwards passing on the run using flat and spiral passing technique in a controlled drill
• Apply skills, tactics/strategies; rules introduced in lesson & participate positively and safetly

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement::
At the conclusion of the lesson, the teacher should consider the following –

- Did the students have adequate time and opportunities to practise the skills in order to see progress and improvement? 
- Were the activities appropriate for the class? 

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 - Were all students able to participate fully? Were there appropriate extensions in p[lace for students struggling or
succeeding in the activities? 
- Did all students actively participate in the activities? Could changes be made to the deign of the activities or lesson in
order to engage the students more? 

Teacher self-reflection and self-evaluation:

At the conclusion of the lesson, the teacher should reflect on the following:

- What went well, what didn’t work so well, how can I Improve this in the future?
- Was I clear in my presentation of the instructions and demonstrations – how could I improve? 
- Did the lesson have good flow in terms of organisation of equipment, learners, time and space – what ways can I create a
smooth lesson?
- Did the students participate and were they engaged in all activities, why/why not? 
- Did the students achieve the lesson objectives – what did they take away from the lesson? 
- Were there any times in which student behaviour was poor – why was this?
- Did the students enjoy the lesson – how could the experience be made more positive for them? 

Motivation and Introduction:

Time Afternoon year 7’s,
2:00pm This Term we are focusing on Touch Rugby and throughout the 6 weeks will be covering all skills of the sport to then developed
to a round robin game on the last lesson to combined all the skills you have Learnt
Can anyone tell what type of sport touch rugby is?
Has anyone player touch rugby before?
Today, we will be looking at passing, and the different types of passing which is use in a game

- Students are asked to get into pairs and grab one ball between each pair for warm up
- Selected students asked to mark out the grid (10 steps out, 10 steps across)
- Students listen to explanation of warm up activity

Student Organisation Lesson Content Class Organisation

(Individual task structure, differentiation) (Content & KTP) Resources/Equipment
Warm up (Position of teacher/students, setup/working area/grids for
class, transitions)
KTP:
LEST Flat pass
- Step, shift, flick Organisation
L – In pairs in two lines
o Set up grid: create 10m x
E – 1 ball per pair
S – create 10m x 10m grid using Stance 10m grid using cones to
cones to comfortable fit all your - bent knees, legs prepared to take comfortable fit all your
students off, larger base of support students
T – 8 minutes   o Still have extra markers
Ball Runner ready for extension into
Drill Progressions: Focus: passing technique and
field
• Increase or decrease speed and acceleration
distance between pairs Diagram:
Instructions
• Use different types of passing
1. Variation of rats and
techniques
rabbits, Passing back and
• Students turn 180 degrees to
forth, pairs passing
practice passing on the
2. On call player with ball runs
opposite side
to try line, partner chases
Higher ability attempting to make the tag
3. Make students turn both
- Must use spiral passing ways to pass both ways
- Increase space between pair
to pass further

Lower ability

- Decrease space between

pairs
- Focus on flat passing only
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  Class setup

Bridging organization
2:08pm
- Whistle is blown to signal to students the end of warm up
- Students remain in pairs
- Students group together to listen to explanation of next drill
Activity 1 KTP:
2:10pm Diagram:
LEST Flat pass
- Step, shift, flick
L – In pairs, one student inside the Spiral Pass
grid, one student outside the grid next - Step, Shift, Roll
to partner Passing – Backwards
E – 1 x football per pair; marker
cones to define boundary lines BOUNDARY PASSING
AIM: In pairs, players try to make
S – create 10m x 10m grid using as many passes to each other as
cones to comfortable fit all your they can in 60 seconds. To add a
students challenge, the pass has to be
T – 10 minutes across a different boundary line.
Instructions:
Drill Progression:
- All passes must be backwards to 1. Pairs, with a football, are Class Set up
count as a point. dispersed over four
- Allow two or more passes across boundary lines 8 metres x 8
each boundary. metres.
- Call ‘Change!’, players must turn 2. On your signal, all pairs jog
and run the other way. in the same direction and
pass their ball.
Higher ability 3. Passes can only be made
across a boundary line.
- Spiral pass around the 4. Each pass has to be over a
boundary line different boundary line.
- Increase distance to pass to 5. Encourage players to pass
backwards to their partner.
their partner
6. Pairs count how many
passes they made in 60
Lower ability
seconds.
7. Pairs repeat in the opposite
- Flat passing is focus
direction and attempt to
- Decrease distance between
beat their previous score.
partner to pass

Tips: Look for role models to

demonstrate how to pass the football
backwards — how they slow down to
allow their partner with the ball to run
ahead to ensure the next pass is also
backwards.

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 Bridging organization
2:20pm
- Whistle is blown to signal to students the end of activity 1
- Students remain in their pairs and then join up with another pair to make a group of 4
- Students group together to listen to explanation of next drill
Activity 2 KTP’s
2:22pm Diagram:
LEST - Passing backwards down the
L- Teams of 4 diagonal line
E- 1 x football; 4 x marker cones for - Step shift flick
each grid - Step, shift, roll
S- 5mx5m grid - Reach, track, give
T- 10 minutes
SQAURE SQAURE
Aim: Three attacking players on a
square pass a football back and
forth while a player in the centre of
Drill progressions:
the square attempts to intercept the
- If a player passes the football ball. Attacking players can move to
over shoulder height, they the spare marker cone to receive
become the interceptor. the ball. Play in groups of four.
- If a player holds the ball for Class setup: 8 groups of 4
more than three seconds, Instructions:
they change places with the
interceptor. 1. Separate players into
groups of four with one
football, and set up a 3
metre x 3 metre square
Higher ability using marker cones.
2. The three attacking players
- Spiral pass around the stand at a marker and can
boundary line only pass the ball to
- Increase distance to pass to players on each side of the
their partner square (not diagonally
across the square).
3. To receive the ball
attacking players can move
to the spare marker cone
Lower ability
— they cannot run while
holding the ball.
- Flat passing is focus
4. A fourth player in the centre
- Decrease distance between
attempts to intercept the
partner to pass
ball or cause a fumble.
5. When the ball is
intercepted, the attacking
player who touched it last
changes place with the
interceptor.

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 Bridging organization
2:32pm
- Whistle is blown to signal to students the end of activity 2
- Students put into teams of 8 (4 teams of 8) – Students join up with a another group of 4 to make a group of
8
- Selected students asked to collect 8 cones for their team to place out grid for end game
- Students group together to listen to explanation of next drill
 End game KTP’s
2:34pm
LEST
L- two teams of 6-8
E- 1 x football per team; 6 x marker
cones per team; 2 x markers to form
scoreline
S - Extend grids into larger fields
Can make a mirror image to cater for
large class (15m x15m)
T- 15 minutes
Drill Progressions
• Teams swap sides in the V
formation and attempt to beat Instructions:
their own team’s previous
score.
• Teams start at one end of a
long playing field and pass
the ball backwards to team-
mates while jogging
forwards.
• Change to a race/relay
increase intensity
Higher ability
• Have two higher ability teams
verse each other in a relay
• Spiral pass around the
boundary line
• Increase distance to pass to
their partner
Lower ability or injured
• Ask for one or two volunteers
in each team to keep score of
their team's touchdowns.
• Remind players to hold both
hands up in front of the chest
with fingers spread when
preparing to catch a pass.
• Flat passing is focus
• Decrease distance between
partner to pass
Diagram:
- Flat pass: Step Shift, Flick
- Spiral pass: Step, Shift, roll
- Catch: Track, reach, give
- Pass backwards
FLYING V
Aim: Two teams in a V formation
race to pass a ball diagonally
backwards down their line. The last
player in each team runs to score a
touchdown. Teams repeat passing
the ball to score as many
touchdowns as they can in 60 Class setup:
seconds. Play in teams of six. 1
point scored for every try made
1. Organise players into
teams of six lined up
diagonally to form a V as
shown.
2. The top player for each
team starts with the
football.
3. On your signal, teams pass
the ball down the line to the
last player who runs
forward to score a
touchdown.
4. After scoring a touchdown,
the player with the ball runs
to the top position and all
other players in the team
move down to the next
marker cone.
5. Repeat passing and
scoring touchdowns until
‘Time!’ is called.
6. Teams total their scores to
determine the winner.
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 Bridging organization
2:49pm
- Whistle is blown to signal to students the end of game
- Students selected to collect all equipment and return
- Students group together to listen for next instructions and lesson closure
LESSON PROGRESSION
2:50pm Lesson Closure: (Review lesson objectives with students)
Pack up
- Whistle is blown to identify end of lesson
- Students instructed to return all equipment (balls and bibs to correct equipment bag)
Objectives/reflection
Teacher directs questions at several students:

- “What is the most important thing you learnt today?”

- “What do you need to remember when using in a touch rugby game?”
- How do we (side step)? What are 3 KTP (Key teaching points)
- How do we spiral pass? What are 3 KTP (Key teaching points)
- How do you secure a clean catch? What are the 3 KTP’s
- What’s something new you learn’t?
- What did you enjoy?

Questions answered using question ball: Ball is thrown around to each student, and as they catch the ball where their thumb lands
on the ball is what question they must answer in a class reflection/discussion.

*Ask particular students to demonstrate the flat pass and point out their correct technique.

3:00pm
Transition: (What needs to happen prior to the next lesson?)
- Add to notes regarding the ability and achievement of the students from the lesson. 

- Ensure the next lesson is prepared appropriately to carry on smoothly from this one. 
- Ensure the next lesson is appropriate for the skill level of the students based on what was observed in
the lesson. 
- Ensure the next lessons incorporate appropriate strategies, tactics and rules to deepen
student understanding of the sport. 

Assessment: (Were the lesson objectives met? How will these be judged?)
Formative assessment – Students will be informally assessed on their batting skills such as picking up the bat and
performing a front foot stroke, student understanding will also be assessed through questioning.

How – Observational checklist – Time effective and useful way of assessing movement skills. The teacher will move
around to the groups of students making an assessment on their performance.

Passing
- Are students demonstrating correct technique by stepping on the correct foot, to shift their weight over and flick the
ball to a target or player?

References

Touch Football Australia. (2015). Touch Football - play for life. Retrieved from
https://touchfootball.com.au/wp-content/uploads/2017/05/Touch-Football-Play-for-Life.pdf

Sport Plan. (2018).Rugby. Retrieved from https://www.sportplan.net/app/

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