Physical Education Lesson Plan template

Date: lesson 5 of 7
Topic:

Place: School Gym

Age/Year Level: year 7

Minor games and fundamental motor skills

No. of Learners: 20-25

Duration: 2 lessons (1 lesson 75min)

Rationale: Based on levels 7 & 8 of the Victorian Curriculum: see

http://victoriancurriculum.vcaa.vic.edu.au/health-and-physical-education/curriculum/f-10#level=7-8
Students apply personal and social skills to establish and maintain respectful relationships and promote
fair play and inclusivity. Students demonstrate control and accuracy when performing specialised
movement skills including fundamental motor skills. They apply and refine movement concepts and
strategies to suit different movement situations. They apply elements of movement to compose and
perform movement sequences. Participate in physical activities that develop health-related and skillrelated fitness components
Learner Objectives:

Cognitive Students understand and are able to apply fundamental motor skills in a game
situation. They will be able to understand and perform rules in a game setting.

Performance/skill Students will be able to perform all fundamental motor skills accurately, as
well as perform the skills in a game situation.

Affective students will demonstrate fair play, leadership and team work in both the playing of
their minor games, as well as the creating. The will work cooperatively in their groups and be
supportive of their peers.

Phemonological (lived experience/experiential) Through the creating of their game students

will be able to describe and write the aim and rules of the game. Students will use experiential
learning in the creation of their minor game.

Teacher Objectives:
1. Assist students to build connections and apply skills learnt
2. Provide opportunities for students to represent their understanding in multiple ways.
3. Support students to establish independent practice routines to reinforce and extend their level of
understanding, such as: thinking critically and problem solving in order to make decisions,
persisting, planning, seeking / receiving / and giving feedback, reflecting, asking relevant
questions to clarify intent and/or concepts, editing, using appropriate sources, etc
4. Support students to use the language of the discipline, to select the mode of language appropriate
to the task and to meet the literacy and thinking demands of the task
5. Promote and support persistence
6. Support students to provide evidence of learning in new contexts.
7. Continuously monitor student progress and provide feedback that enables each student to
understand what they need to do to strengthen their capacity.
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Evaluation of Learner Objectives:

-Students will be evaluated based on the criteria included in the rubric. This will include:

Preparation

Introduction and explanation

Demonstration

Game play

Participation

Reflection

Evaluation of Teacher Objectives:

-

Teachers will be required to reflect upon the lesson, analysing all elements including how and
if they relate to the current curriculum.

Teachers will provide positive and constructive comments to assist with improving students
learning.

Time

Preparation/Resource

Lesson Content

Main Focus

Comments

linked clearly to objectives

10-

s
Equipment:

ACTIVITY 1:

Performance/Skill:

Activity 1:

15mins

-Pack of 52 cards

Deck of cards- Total body work out:

-Each exercise must be performed correctly

Uses Mosston and

(minus joker)

The Rules:

e.g. Sit ups must involve activation of the

Ashworthy styles:

-4 work sheets (see

Students will be placed into 4 teams and each team

core, bringing upper body to the knees and

B= Practice

handout below)

will be sent to a different corner of the basketball

having hands crossed over the chest

A= Command

explaining task

court just on the outside of the line

A deck of cards will be placed face down inside the

Affective:

centre circle
When the teacher says go, one student from each

required for each suit

Safety:

group will run to the centre circle, pick a card at

-Remind students to be
careful when running
into the centre circle to

sportsman ship
-Students to verbally encourage others in
the group

different exercise (see below), and the card value

avoid collisions
-Give students enough

random, and return to their group

Each of the four suits in a deck of cards represents a

-Students to display good teamwork and

equals the number of reps.

Each card drawn must be completed by the

Game Centred approaches:

Q- What was the aim of the game?

space to complete each

contestants before moving on to the next card, in

-To be warmed up for the rest of the lesson

task

which the next student in the group will run to the

-To work cooperatively as a team

-Explain to students to

-To collect as many cards as possible in the

centre circle and collect the next card

Students will continue this process until all cards in

the deck have been collected

The winner is the group who collects, and

run the lap on the

inside of the other
groups to avoid
collision.

deck of 52 cards

successfully completes the most cards

Card value:
3

Time

Preparation/Resource

Lesson Content

Main Focus

Comments

linked clearly to objectives

s
Spades: Push ups
Diamonds: Lunges
Clubs: Sit ups
Hearts: Jumping jacks
Numbers: The number of reps that must be done.
Face Value cards: One lap around the court (on the
inside of the other groups)
30mins

Equipment:

ACTIVITY 2:

Performance/Skill:

Activity 2:

-butchers paper

Creating the minor game:

-Each student will be able to perform all

Uses Mosston and

fundamental motor skills technically correct

Ashworthy styles:

-Coloured markers
-Lined paper
-Students will have
access to store room to
choose equipment for
their game
Safety:
-All students will be

1. Students are to get into groups of 4 (5 if odd

number)
2. Students will use their prior knowledge of

Tactical/Cognitive:

D= Self check

- Students understand and are apply to

E= Inclusion

perform all the fundamental motor skills

J= Learner

which there is a reasonable chance that players

-Students are able to create a minor game,

initiated

could be hurt

including rules and fundamental motor

fundamental motor skills to create a minor game

3. The game must NOT involve any situations in

4. The game needs to be explained & completed

-each student will have

the opportunity to share

skills

within 20 minutes

equally included in the

creating of the game

B= Practice

Affective:
Game Requirements:
1. The game must include at least 3 of the 11

- Students are to verbally discuss the

concept of team work

fundamental motor skills. (jump, throw, dodge,

4

Time

Preparation/Resource
s
their thoughts and
opinions

Lesson Content

Main Focus

Comments

linked clearly to objectives

strike, dribble, catch, pass, run)

Lived/Phenomenological:

2. Have no more then 6 rules

-Students are able to describe in their

3. Must have an overall aim and explain how to

reflection the enjoyment of working

score

cooperatively with other students

4. Utilise equipment from store room

5. All team members must contribute to the creating Game Centred approaches:
of the game
6. Students will use butchers paper and markers to
write down.

Q Did students utilise 3 fundamental

motor skills within their game?
Q- Did students create no more then 6 rules
Q- How were students able to score?

Note: First group to finish creating their game will teach

Q- Did students consider all safety aspects?

it in the last 20mins of the lesson. All other groups will

Q- Was the students game inclusive?

complete the teaching task the following lesson.

20mins

Equipment:

ACTIVITY 3:

Cognitive/Tactical

Activity 3:

-whistles

Before the game:

-Students who are participating in the game

Uses Mosston and

will demonstrate an understanding of the

Ashworthy styles:

-Cones

1. Students are to mark out the playing area with

-Goals/Hoops

cones and have additional equipment ready to

rules of the game, and be able to exhibit

K= Self teaching

-Students will be

start the game including goals if required.

strategies to successfully score a goal.

E= Inclusion

expected to utilise store

room equipment for the
running of their game

2. Explain the overall aim of the game and what

you have to do to score
3. Explain the rules of the game to the class,
including:

-Students teaching the game will be able to

explain and understand all rules verbally
Performance/skill
5

Time

Preparation/Resource

Lesson Content

Main Focus

s
Safety:

State what players can do

-Students participating in the game will be

- The game must NOT

State what players cannot do

able to perform fundamental motor skills

involve any situations

Point out different positions (if necessary)

correctly and use them in a continuous game

in which there is a

Answer any questions provided by students

setting

or teachers

-Students taking the game will all be

reasonable chance that

players could be hurt.

Comments

linked clearly to objectives

4. Use demonstrations to explain the groups game.

involved in the umpiring of the game, which

will result from their knowledge of the rules

- Ensure that all class

members have the
opportunity to
participate at all times.

During the game:

1. Students are required to umpire and score the
game
2. During the game if it is being played incorrectly

Affective
-Students playing the game will successfully
participate as a team and work

students must stop the game and clarify and

cooperatively with other students in their

correct any issues.

team
-Students teaching the game will be

After the game:

1. All equipment must be packed up correctly in its
original place
2. Students will begin to reflect and consider all
reflection questions that are to be handed in the
next lesson

required to participate in the running of

activity. They also need to consider the
safety and inclusion of all students.
Phemonological (lived
experience/experiential)
-Students will be able to coordinate and
transition basic fundamental motor skills
with other physical movements to perform a
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Time

Preparation/Resource

Lesson Content

Main Focus

Comments

linked clearly to objectives

sequences of movements.
Game centred approaches:
Q- Did students all participate?
Q- Were students able to umpire the game
correctly?
Q- Did the game run to plan?
5-10mins Equipment:

ACTIVITY 4:

Cognitive:

Activity 4:

-All equipment to be

Discussion:

-Students are able to provide positive and

Uses Mosston and

packed away

-All students will take part in a teacher lead group

constructive feedback to their peers In

Ashworthy styles:

-Group who just

discussion reflecting on the lesson just taught

relation to their minor game.

H= Divergent

completed their game

Leading questions:

Affective:

discovery

will be given a

What did you enjoy about that game?

- Students are able to evaluate their own

C= reciprocal

reflection sheet to be

What fundamental motor skills were included?

and other students minor games

handed in the following

What do you think could be done to improve the

-Students will take part in student

game?

discussion

class
Safety:
-Basic stretches will be
completed at the end of
the lesson to avoid
injury and reduce
muscle soreness

Would you like to play that game again?

Reflection:

-Students will provide a detailed evaluation

in regards to their minor game

-Students who had taught their game will be handed a

reflection sheet to be completed and handed in the

Phemonological (lived

following class.

experience/experiential):
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Time

Preparation/Resource

Lesson Content

Main Focus

Comments

linked clearly to objectives

s
-These students should pay close attention to the

-Students will be able to explain how the

feedback during the discussion to assist them with their

believed their minor game went. Including

reflection.

what worked well and what didnt.

Stretching:
-Light teacher lead stretching will be completed in the
discussion (ideally in a circle)
-Stretching will be used as a cool down to prevent injury
and avoid muscle soreness.

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ASSESSMENT TASKCREATING AND TEACHING A MINOR GAME

Your task is

To create a fun, unique, simple to teach game that everyone can

play, that is safe and incorporates fundamental motor skills.
INSTRUCTIONS: In a group of four you will:
1.
2.
3.
4.
5.

With your group, plan and create a minor game

You are required to teach your minor game to the class.
Each member of your group MUST contribute to teaching the game.
You will be given 20 minutes to explain, teach and run your game.
You must take into consideration ALL teaching points in the table below when running your game,

including the safety of yourself and those around you.

6. Please ensure all the steps below are completed in order for your game to be successfully executed.
7. Following the completion of your teaching task, you are required to individually fill in the reflection form
below and hand it to your teacher the following class.
8. GAME REQUIREMENTS CHECKLIST:

Requirement
Include at least three of the following fundamental motor skills note:
Dribble
Catch
Pass
Run

Check

Jump
Throw
Dodge
Strike

Have no more than 6 rules

Be safe to play - the game must NOT involve any situations in which there is a reasonable chance
that players could be hurt.
Ensure that all class members have the opportunity to participate at all times.
Keep it simple to umpire and keep score.
The game needs to be explained & completed within 20 minutes

GOOD LUCK!!!!!
TEACHING YOUR GAME PREPARATION:

Step

Teaching your game preparations

Checklist

1
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Mark out the playing area with cones and have additional equipment ready
to start the game.
2
Explain the overall aim of the game and what you have to do to score.
3
Explain the rules of the game to the class, including:

State what players can do

State what players cannot do
Point out different positions (if necessary)
Answer any questions provided by students or teachers

4
Use demonstrations to explain your groups game.
5
Play the game

N/A

During the game if it is being played incorrectly you must stop the
game and clarify and correct any issues.

Is each group member involved in the presentation?

Yes / No

REFLECTION: (to be handed in following the completion on your game)

Individually you are required to answer the following reflection questions in relation to how successful
the teaching of your game was.
1. What worked well in the teaching of your minor game?

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2. What didnt work as well in the teaching of your minor game?

3. Name at least three improvements that could be made in the future teaching of your
game and how?

ASSESSMENT TASK RUBRIC: Note: Included Criteria is worth 4 marks.

Criteria

1 or 0

VERY GOOD
Was highly prepared and

GOOD
Was mostly prepared and

FAIR
Showed signs that was not

UNSATISFACTORY
Showed no signs of being

organised for the teaching

organised for the teaching

fully prepared and organised

prepared or organised for the

task. All equipment was set

task. Majority of the

for the teaching task. Some of

teaching activity. None of

up and packed up correctly

equipment was set and packed

the equipment and set and

the equipment was set or

INRODUCTION

Explanation and aim of the

up correctly.
Explanation and aim of the

packed up correctly.
Explanation and aim of the

packed up correctly.
No explanation and aim of

AND

game was very clear and

game was clear. Majority of

game was not very clear.

the game was given.

EXPLANATION

coherent. Students were given

the instructions were given on

Some instructions were given

Instructions were not given

clear instructions on what

what students can and cant

on what students can and

on what students can and

they can and cant do. All

do. Most of the rules were

cant do. Not all the rules

cant do. Rules were not

PREPARATION

13

rules were explained correctly

explained correctly.

were explained

explained.

All of the group participated

Most group participated in the

Some of the group

Little or no demonstration of

in the demonstration of the

demonstration of the game.

participated on the

the game was given. Any

game. Effective use of space

Good use of space and some

demonstration. Poor use of

demonstration involved only

and equipment was used

equipment was used during

space and equipment was not

1 group member and

during demonstration. Clear

demonstration. Most

used during demonstration.

equipment was used. No

instructions were given in

instructions given with

Some instructions were given

instructions were given with

relation to the demonstration.

All group members were

demonstration were clear.

All group members were

with demonstration.
Some group members were

the explanation.
Group members were not

actively engaged at all times

actively engaged most of the

actively engaged during game

actively engaged during

during game play. Play was

time during game play. Play

play. Play was sometimes

game play. Play was never

always stopped and corrected

was sometimes stopped and

stopped, but issues werent

stopped and corrected if

if any issues occurred.

All group members

corrected if issues occurred.

All group members

corrected if they occurred.

Most of the group members

issues occurred.
Some or none of the group

participated and were

participated and were engaged

Participated and were

members participated and

productively engaged in the

in majority of the teaching

engaged in some of the

engagement of the class was

entire teaching of the task.

task. Were able to answer

teaching task. Was only able

limited. Was not able to

Was able to answer any

most of the questions asked

to answer some of the

answer questions asked by

questions that were asked by

by peers and teachers

questions asked by peers and

students and teachers.

REFLECTION

peers and teachers

Was able to analyse and

Was able to reflect upon their

teacher
Was able to reflect upon

Students did not reflect upon

(Individual mark)

reflect upon their teaching

teaching task. Students

teaching task. Provided little

their task. Provided no

task. Student demonstrated

demonstrated some detailed

detail in the analyse of their

relevant responses in the

great detail and insightfulness

insight into the answering of

game when answering the

answering of the questions.

in the answering of all

all questions.

questions.

DEMONSTATION

GAME PLAY

PARTICIPATION

questions .

COMMENTS:

SCORE:

/24

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