Lesson Plan Developed by Jake Dowsett
Lesson 4 (Double Practical):
Aims/
Outcomes
Know
-What fine and gross motor
skills are
-What the 3 skill categories
are
-What the skill continuum is
Understand
-How depth in attack can
promote space to attack
-What reconciliation is and
why we promote
reconciliation week
-The different roles within
the formations
Do
-Apply width and depth in
attack to promote attacking
options
-Apply the 3 formations
covered in previous lessons
Breakdown of the lesson Assessment & Diagrams Method for checking
students understanding
Introduction: Assess knowledge of stages of learning Class discussion
Recap previous learning of fine motor skills, gross motor skills, 3 skills through a class discussion.
categories (discrete, serial, continuous), what does the skill continuum What do students remember? Have students pair up and
refer to summary notes handed out last lesson. What are the gaps in their knowledge? provide a definition or answer
Discuss as a class to the questions about the
the meaning and application of this within futsal (making learning theory knowledge learnt as a
relevant to the practical environment); re-cap activity. Students
whom were away can join a
Why have reconciliation week? What does reconciliation mean? group that has students who
National Reconciliation Week (NRW) is a time for all Australians to learn were present in the theory
about our shared histories, cultures, and achievements, and to explore lesson.
how each of us can contribute to achieving reconciliation in Australia.
Jacob, Tyrone, and Jason to help explain and demonstrate the game as
spoken to previously in order to show understanding of the game’s rules
and histories.
The dates for NRW remain the same each year; 27 May to 3 June. These
dates commemorate two significant milestones in the reconciliation
journey— the successful 1967 referendum, and the High Court Mabo
decision respectively.
Reconciliation must live in the hearts, minds and actions of all Australians
as we move forward, creating a nation strengthened by respectful
relationships between the wider Australian community, and Aboriginal
and Torres Strait Islander peoples.
To learn more about Reconciliation and what is involved visit
reconciliation.org.au
Warm-up:
Students play Keentan: A keep-away game of catch ball from the north-
west central districts of Queensland; Because the action of the players
jumping up to catch the ball resembled the movements of a kangaroo
the Kalkadoon people sometimes described this game as the ‘kangaroo-
play’. The ball itself was made of a piece of opossum, wallaby or
kangaroo hide tied up with twine.
Move around the futsal playing area; throw the ball to a team mate,
players must jump when throwing and catching in order to maintain
possession; if the ball is dropped or knocked to the ground possession
turns-over; 1 metre back when defending.
 Lesson Plan Developed by Jake Dowsett

Game play:
Students play a futsal game using either of the 3 learnt formations to
promote positioning; Remind students of the last lesson which promoted
using width in attack, body position, and first touch.
Students are constrained in this game by having to play the ball to a wall
player located either side of the goal in order to be able to score. The
player must play the ball to a wall player in their attacking half in order to
score.

Game play:
Students play a game of futsal where they can practice the learning
outcomes of first touch, passing, opening the body, checking space before
receiving, and formational structure within a game scenario.
At this point the teacher should stop the game where practical to
provide teaching points and feedback to students on learning outcomes.

Lesson conclusion:
How have the introduction of formations changed the way we play futsal?
Where is the game breaking down now? Are we keeping our shape? Are
we utilising space in order to create an attack (width and depth)?
Instructional strategies

Using explicit teaching for content and using open ended questioning to promote deeper thinking among students. By using open questioning and recapping learning
students become familiar with the concepts and vocabulary used within this subject. The questioning process allows for analysis and understanding as students must
become critical thinkers to provide answers to the questions surrounding formations.

Adjustment for diverse learners

5 students with diverse learning needs. 1 student with a hearing impairment, 4 students with low literacy levels needing visual cues and succinct dot points to promote
understanding.

Ensuring there is visual cues on the whiteboard allows students to understand the information we are learning; therefore, I will put the formation on the whiteboard as a
visual cue for students to learn the different formations we will play. Visual cues will also be represented in demonstration of activities in order to promote understanding.

Check to make sure Seth is making eye contact and is in close proximity when giving instruction in order to make sure he is able to hear and see what I am explaining; use
demonstration where possible to ensure visual cues are being met.

Constant observations and questioning of understanding is important for students with diverse needs; this will be done individually to reduce anxiety levels of asking
questions in front of the class.