Peer Teaching Session Module 2Physical Fitness and Physical Activity

Action Pact (AP):Beginning, Organised Action x2, Concluding. Lower Primary AgeYear 4 Lesson # 3
Aims

At the completion of the lesson the students would have developed skills and knowledge to correctly perform one Beginning, two
Organised Action and one Concluding activities. Action Pact Organised Action (1994, P.5) state that by correctly performing these
activities it should: introduce students to simple dance formations; involve students in a variety of groupings; promote co-ordination and
develop co-ordination and fine and gross motor skills. ACARA (2012) states that the primary emphasis for dance in Health and Physical
Education is on the development of movement skills, concepts and patterns related to dance and the value of dance for lifelong physical
activity. These activities focus on partner and group activities with a series of stationary and travelling activities are performed in
formation with music, traditional dance steps and formation are combined with locomotion movements and movement patterns. Wuest
and Bucher (2009, P.64) describe that the acquisition and refinement of motor skills are essential for everyday activitiesit is important
that children acquire competency in the basic, fundamental motor skills so that they can adapt these skills to the more stringent demands
of sports and other physical activities. Taking this into consideration we have chosen the four activities that we feel best promote the
development of motor skills for children at this developmental stage, as well as being fun and enjoyable so that the students remain

Skill

engaged in the activity.

Several activity sessions will be required before students are ready to perform the sequence to music, this will be the third session of this
activity so students will have prior knowledge of the music and some of the skills required to perform this dance.By the completion of
this session students will be able to perform four activities to the music provided and be able to apply the correct techniques to ensure
that the dance is coordinated and movements are performed accurately. Students will be able to gain confidence in the actions that they
are performing and by ensuring that the actions are completed correctly we will ensure that fine and gross motor skills are being

Knowledge

developed appropriately.
Students will gain an in-depth understanding of the technique and correct application required when performing each of the activities.
Through demonstration and practice students will be visually and verbally guided to gain a comprehensive understanding of the

Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au

Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday

Attitude

importance, execution and history of these skills.

From this lesson students will gain confidence in performing all four activities that they have learned as well as acknowledge their own
personal skill development as they improve and gain confidence which will help to develop positive attitudes towards sport and PE as

Organisational
Details

well as interpersonal skills.

Equipment required:
Activity Cards (1x Beginning, 2x Organised Action ,1 x Concluding)
Music Tape from Organised Action Pack or Alternative music on iPod
4 Marker Cones
Time allocation:

1 minute for lesson introduction and aims

3 minutes for introduction and completion of Beginning Action (Ants Nest)
4 minutes for introduction and practice of Organised Action #1 (The Locomotion)
4 minutes for introduction and practice Organised Action #2 (Fossil Rock)
2 minutes for Concluding Action (Imagine)
1 Minute for conclusion and outcome review

Facilities/Space:
Sturt Gym, could also be completed in any area indoors or outdoors with a flat even surface and sufficient room to ensure each
student can have their own space.
Class organisation:
Students for the majority will be completing tasks individually, for one activity they will be allocated into four groups bythe
teacher, who will assign them a number between one and four.
For the demonstration students will be asked to stand in front of us so that they have a clear view of the demonstration, as well as
be in a position where they can hear us well, without us having to raise our voices.
Equipment distribution and collection:
We will arrive 10 minutes prior to allocated activity demonstration time to collect ensure that the music is working and the iPodis

Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au

Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday

Safety
Considerations

in the right place to get started straight away. We will also place the four marker cones in the gym.
Suitable shoes are essential and should be worn at all times during Action.
Clothing should be loose fitting, absorbent and should breathe.
Teachers should be sensitive to gender, culture and economic issues.
Work within the area that we have been allocated to prevent injury
Ensure that there is ample room for the session to be completed
Ensure that the activity is at an appropriate level so that participation and safety are maximised
Instruct the students to move safely while in close proximity to others
Ensure that all instructions are clearly given so that students are aware of what they should be doing at all times
Ensure that we demonstrate the skill to the students so that they have a clear understanding of the safe way in which to execute

each movement
Ensure that any un-safe student behaviour is dealt with quickly, students who act in any manner that could cause harm to
themselves or others will be asked to stop, ongoing un-safe behaviour will result in that student being asked to sit out for the
remainder of the skills lesson
Ensure that a sufficient Warm up has been completed to prevent injury
Identify if there are Pre-existing medical conditions, and modify skill to suit any student who is not able to complete the skill as
planned
Ensure that all jewellery has been removed
Ensure that students are not chewing or eating
If this activity was to be completed outdoors: sun protection e.g hats must be worn and when possible activity will be completed
in the shade

SESSION SEQUENCE
Preview of Aims In our last two lessons we have focused on the learning the movements for The Locomotion and Fossil Rock. This lesson we are going
and Outcomes

to build on that skill as well as develop our skills of successfully performing The Locomotion to music. By completing these activities it
will help to develop co-ordination and fine and gross motor skills which can help you when learning many other dances and skills, not

Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au

Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday

Time Allocation
(15 minutes)

Lesson
Introduction

only in PE.
1 minute for lesson introduction and aims
3 minutes for introduction and completion of Beginning Action (Ants Nest)
4 minutes for introduction and practice of Organised Action #1 (The Locomotion)
4 minutes for introduction and practice Organised Action #2 (Fossil Rock)
2 minutes for Concluding Action (Imagine)
1 Minute for conclusion and outcome review
5 minutes for peer feedback
Class organisation details:
Students will be asked to stand in front of us in a semi circle so that they can clearly hear our instructions and see the demonstration
with a clear view. We will visually demonstrate to the students how to perform the activities, with clear verbal instructions, this will be
done as a reminder of what has been previously taught and will be done to the appropriate music.
Teacher explanation:
Students will be made aware that there are four activities to complete in a 15 minute session, so it is vital that they are listening to
instructions and ensuring that they follow directions quickly.
Students will be advised that if they have any questions or need further assistance that they can raise their hand and a teacher will
assist them.
Students will be reminded of what they have previously learned and advised what the aims and outcomes are for the lesson that
they will be participating in today.

Beginning
Action

ANTS NEST GAME

Class organisation details and Collecting Equipment Instructions:
Students will already be standing in a semi-circle after lesson introduction. Markers will define the borders for this game and the game
begins with students randomly spaced within those boundaries.
Four markers will be collected by us and put in place before the students arrive and the lesson begins. The object of this game is for
students to rapidly form groups of a specific number. Students will be advised to ensure they have enough room around them to avoid

Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au

Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday

injury to themselves and others throughout the game.

We will explain and demonstrate the required Actions (nest, parade, march, scatter) and provide an example to see if the task is
understood.
Students will then be asked to demonstrate each action, when we call them out, without assistance from us.
Throughout the game Bec will be calling out instructions, which describes the number of students in each group and an action for
that group to complete. Reeni will be observing correct technique and application of the actions and give verbal encouragement
as well as assistance to any student who requires it.
Organised
Action #1

THE LOCOMOTION
Class organisation details:
Students will be asked to stand in front of us in a semi circle so that they can clearly hear our instructions and see the demonstration.
After the demonstration is complete students will be asked to find a space in the gym, ensuring that they are not too close to anyone else
and that they can still see the teachers clearly.
Bec will verbally advise and Reeni will visually demonstrate to the students how to perform each of the required movements, with clear
instructions on musical cues. As this is the third lesson, this will be a refresher on movements already taught.

Teacher Demonstration and Instructions with musical cues:

Song Introduction: in a single file sway your hips in time to the music.
Everybodys doing: Heel touches right (x2), left (x2). Heel touches Place feet apart. Touch heel to side and return to
starting position.
Come on, Baby: Knee bends (x4). Place feet apart. Keep back straight and knees bend slightly.
Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au
Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday

 Ill know you get: Walk forwards (x4). Walk forwards right leg, left leg, right leg. Step together with left leg and clap.
If you give: Walk backwards (x4). Walk backwards right leg, left leg, right leg. Step together with left leg and clap.
Come on baby: Jump and turn (x4). Jump and turn starts with a small jump in air (two feet together), followed by another
two small jumps with quarter-turns to right (students now face opposite direction) and finish with small jump in air (four jumps in

Organised

total).
My little baby sister: Repeat routine.
Come on, Baby: Students form lines of 4 and sway hips in time to music.
Move around the floor...: Repeat routine in lines of four.
Theres never been a dance: Repeat routine in lines of four.
Come on, Baby: Students form lines of 8 and sway hips in time to music.
Now that you can do it: Repeat routine in lines of 8 till end.
FOSSIL ROCK

Action #2

Class organisation details:

Students will be asked to stand in front of us in a semi circle so that they can clearly hear our instructions and see the demonstration.
After the demonstration we will number off all students from 1-4 and advise each group where to begin a single file line between markers
which have been put in place.
Bec will verbally advise and Reeni will visually demonstrate to the students how to perform each a single banana peel, change leader and
exchange. As this is the third lesson, this will be a refresher on movements already taught.
Teacher Demonstration and Instructions:
Formation: Four single file lines, with two lines on each side, marked out by cones.
Movement Description:
Single Banana Peel: Leaders turn by their outside shoulder and lead their lines to the bottom of the set and back to their starting
positions, when students are back in their starting positions we will ask them to put their hands on their head to show they have
finished.

Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au

Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday

 Change Leader: Only the leader of each line banana peels to the end of their own line, creating a new leader, when students are
back in their starting positions we will ask them to put their hands on their head to show they have finished.
Exchange: The first student in each line runs forwards and jumps up to clap their right hand with the right hand of the first student
from the opposite line. They continue on their path and join the opposite end of the opposite line where they jog on the spot until
they are once again at the front of the line. The process continues until all students are back in their original position. All students
jog on the spot while awaiting their turn. When students are back in their starting positions we will ask them to put their hands on
their head to show they have finished.
Routine: Action 1: single banana peel. Action 2: Running on the spot. Action 3: single banana peel. Action 4: Exchange. Action 5:
Concluding
Action

Change Leaders. Continue to alternate between actions as long as required.

IMAGINE An Imagery Stretch
Class organisation details:
Students will be asked to find their own space in the gym, ensuring that they are able to see and hear us clearly.
Bec will read a scripted narrative which includes instructions for stretching and gentle flexibility movements, Reeni will demonstrate
these movements during the narration as a visual guide to students. Music will be played during the narration.
Teacher Demonstration and Instructions:
Listen carefully to the narration as it provides instructions on what to do, this will also be demonstrated to assist if students are
unsure of what to do.

Conclusion

Students will be asked to and sit on the gym floor in a position where they are clearly able to see and hear us, to demonstrate their
determined outcomes.

Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au

Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday

Outcomes
Review

Outcomes will be determined in several ways:

Through observation of the activitys we will be able to determine which students have mastered the co-ordination required to
complete these activities.
Students will be asked to give an personal assessment of their improvement by giving either; thumbs up for significant
improvement, thumb to the side for slight improvement, thumbs down for no improvement; in the following areas:
Skill: being able to successfully complete all four activities
Knowledge: understanding of the techniques and correct application required for this activity
Attitude: confidence in performing the skills in general

Reference List
Action Pact (1994) Organised Action Teachers Guide Lower Primary, Ashton Scholastics Pty Limited, NSW
Australian Curriculum Assessment and Reporting Authority (2012) Draft Shape of the Australian Curriculum: Health and Physical Education,
ACARA, NSW, Accessed Online 15th May 2013
<http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_Health_and_Physical_Education.pdf#search=Physical Education>
Wuest, D and Bucher, C (2009) Foundations of Physical Education, Exercise Science and Sport 16th Ed, McGraw-Hill, NY

Rebecca Wild: Student# 2083654 Email: hill0436@flinders.edu.au

Reeni Leuders: Student# 2117751 Email: leud0002@flinders.edu.au
HLPE1530: Russell Brown. Workshop: 12pm Wednesday