RF

EDUC 5166
Health & Physical Education
RESOURCE FOLDER
Elyshia Lay, Lauren Young & Karly Neoh

CONTENTS
A. Games of low-organisation (Karly) …...…………...…………………….………………………………………… page 3

These activities require minimal equipment and have minimal rules. This allows for a quick setup and start
of the activity and are used generally as a warmup for the lesson
Fish in the net ……………………………………………………………………………………….…………... page 4
Bounce to spell …………………………………………………………………………….………………….... page 6
Keentan …..………………………………………………………….………………………………………..…… page 8
Red light, green light ……………………………………………………………………………….…..……. page 11
The dragon’s jewels ……………………………………………………..……………………….…………… page 13
Kai …………..……………………………………………………………………….……………………………….. page 15
B. Minor games & lead up games (Karly) ………..……..…………………………….………………………… page 18

More complex than low-organisation games as there are more rules, and are generally team oriented
games (can be competitive or cooperative). These activities take more time to set up and explain, due to
the increased demands of the activity
Hoop races ………………………………………………………………………..….……………………….…..…….. page 19
Capture the flag ………………………………………………………………………..…………….………………… page 21
Gorri ………………………………………………………………………………..…….…………………………………. page 24
Four corners ……………………………………………………………………..…………….……………………….. page 27
Pirates ………………………………………………………………………….……………..…………………………… page 29
Kickball soccer ………………………………………………………………………………….….…………………… page 31
C. Dance (Elyshia) …...…………………………...……………………………………………..………………………….. page no. 33

Any type of dance (cultural/hip-hop/jazz etc) that is suitable for a primary/middle age group.
Angles, Shapes & Dance ………………………………………………………………………..………..………. page 34
Fitness Dance ………………………………………………….………………………………………………………. page 36
Dancing with the Skeletal System ……………………………………………………………..……………. page 38
Express Yourself Through Dance …………………………………………………………..………..………. page 42
Group Sculptures ………………………………………………………………………..………………….………. page 45
Look out for Others …………………………………………………………….…………………………..………. page 47
D. Gymnastics (Elyshia).......……………………...………………………..……………………..…………………………..page no. 49

These have a strong focus on fundamental movements such as jumping, landing, running, rolling, hopping,
balancing, and dodging.
Here, There, Nowhere ………………………………………………………………….……………..…………. page 50
Frogs & Lily Pads …………………………………………………………………………..…………………..……. page 52
Racing Relay …………………………………………………………………………..………………..………….…. page 54
Partner and Group Balance……………………………………………………………………………page 56
Circuit………………………….. ……………………………………………………………………………………..... page 58
Rhythmic Gymnastics ………………………………………………………..…………………….……….……. page 61
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E. Physical health (Lauren) …………………………………………..……...……..……………………………………..page no.63
These activities and lessons focus on anything related to the body such as sexual health, nutrition, exercise,
sleep, hygiene and hydration.
Clean Chasey …………………………………………………………………………..…………………..….…. page 64
Gulp! …………………………………………………………………………..…………………..………………... page 66
Shade Audit …………………………………………………………………………..……………….……….... page 68
Sugar & Fat Tag …………………………………………………………………………..………..……..…... page 73
Rush to Brush …………………………………………………………………………..……………………….. page 76
The Snack Shack ….………………………………………………………………………..……….………….. page 78
F. Identity & Relationships (Lauren) ……………………...…………...………………..…………………………..page no. 80

These activities and lessons target social health such as different types of relationships, self-esteem and
personal identity.
Bullying is Never Okay!……………………….…………………………………………………..……..…. page 81
Body Made Simple……………………………………..…………………………………………..…..……. page 84
Healthy and Unhealthy Relationships……………..……………………………………..…..….…. page 87
Feelings ……………………………………………………………………………….………………..……….... page90
Understanding Identity………………………………………………………..………………..…….……. page 92
Self-esteem Makeover…………………………………………………………………………..…..…..…. page 95
G. Reading summaries …………………………...………………………….…………………………………………..page no. 97

Reading One – Karly, Reading Two – Elyshia, Reading Three - Lauren
Week One…………………………………………………………………………………………………………page 98
Week Two…………………………………………………………………..……………………………………page 104
Week Three………………………………………………………………..……………………………………page 108
Week Four………………………………………………………………….……………………………………page 114
Week Five…………………………………………………………………..……………………………………page 120
Week Six…………………………………………………………………….……………………………………page 125
H. References ……………….…………………………...……………………….……………..………………………..page no. 129
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A. Games of Low-
Organisation
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Activity Fish in the Net
Student Outcomes The students will…

● Develop spatial awareness and locomotion skills
● Practise dodging and running whilst building awareness of
the space they are moving in and the people around them
● Increase their heart rate
● Build teamwork skills
Teacher Outcomes The teachers will…

● Ensure there is enough space for children to run freely and
establish boundaries
● Ensure everyone has a turn at “tagging”
Equipment/Resources None
Age group: According to this resource, this game is appropriate for junior
years (Reception to Year 4). However, as it uses basic “chasey”
skills whilst implementing teamwork it could also be played across
older year levels.
Modifications/ Activity could be modified by increasing group size of the net, or

Considerations or beginning with multiple ‘nets’.
Limitations To increase teamwork and participation students could be paired
off and have to work together to evade the net.
Participation is maximised as students don’t sit out when they are
caught, instead they help catch others with a team. This ensures
that students don’t feel singled out.
Curriculum Links ● Improving communication skills and teamwork

● Links could be made to science as students could call out
the body part, or specific bone, they are holding onto
when they get caught
Health & PE content descriptors:
● ACPMP025: Perform fundamental skills in a variety of
movement sequences and situations (Year 1/2)
● ACPMP043: Practise and refine fundamental movement
skills in a variety of movement sequences and situations
(Year 3/4)
Resource Reference Australian Sports Commission 2015, Group Management: Fish in

the Net, viewed 14 March 2018,
<https://www.sportingschools.gov.au/resources-and-
pd/schools/playing-for-life-resources/find-a-card/activity-focus>
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Activity Bounce to Spell

● Practise their dribbling skills
● Work independently to improve their multi-tasking skills as they
focus on dribbling a ball and spelling words
● Demonstrate positive social behaviours, such as assisting other
students who may have misspelt a word

● Include other areas of the curriculum into the activity
● Call out instructions to students
● Encourage students even if they make mistakes
Equipment/Resources ● One ball for each student

● One hula hoop for each student
Age group: This activity is appropriate for junior years (Year 1/2). The activity focuses
on practising and improving basic dribbling skills whilst also working on
their spelling. The task may be too basic to engage older years.
Modifications/ ● Students could instead spell words that they are working on in
Considerations or class (for example, their weekly spelling words) instead of random
Limitations sports. This would allow them to practise and memorise their
spelling words. If this is too difficult for young students, the teacher
could instead spell the words and students could repeat them.
● Individual participation is maximised as students each have their
own ball and will not fear making mistakes in front of others as
each student will be focused on their own abilities.
● Instead of remaining in one position, students could progress to
dribbling the ball around a set space.
Curriculum Links Health & PE content descriptors:

● ACPMP025: Perform fundamental movement skills in a variety of
movement sequences and situations
● Links to English curriculum, as students are required to spell out
various words whilst dribbling the ball
● Maths could be incorporated by having students count the number
of times they can bounce the ball, instead of spelling.
Resource Reference Lux, K, Turley, K, Berry, D, 2010, Bounce to Spell, ACC School Day
Curriculum Physical Education 2010 Elementary Edition, viewed 14 March
2017,
<http://www.learnnc.org/lp/media/lessons/womensacc/2010ACCcurricul
umGuide- PEelementary.pdf>
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Activity Keentan (Indigenous Ball Game)

● Improve on a variety of skills, such as
overhand/underhand throwing, hitting and catching,
which improve hand-eye coordination
● Improve focus and watching skills as they need to follow
the ball
● Communicate with others and demonstrate teamwork
skills

● Manage the safety of students to avoid collisions and
injuries
● Ensure there is enough space and establish boundaries
● Encourage students to all participate
Equipment/Resources ● Ball (soccer ball size)
Age group: This activity is suitable for all primary year levels (Reception to
Year 7). It is a basic activity for students to practise many basic
skills they learn in PE and to positively interact with each other.
Modifications/ ● Softer balls or balloons could be used for younger

Considerations or students or for students with disabilities who would
Limitations struggle to throw and catch a regular ball
● To ensure each team gets a turn throwing the ball, the
teacher could set a time limit and swap roles.
Curriculum Links ● ACMP025: Perform fundamental movement skills in a

variety of movement sequences and situations
● ACPMP066: Participate in physical activities from their
own and other cultures, and examine how involvement
creates community connections and intercultural
understanding
● This game could be used as a discussion point when
doing Aboriginal culture studies. Students may be more
engaged in the lesson if they have played an Indigenous
game themselves.
● Improving teamwork and communication skills
Resource Reference Edwards, K & Meston, T 2009, Yulunga Traditional Indigenous

Games, The Australian Government Sports Commission, pp. 18-
19. Viewed 14 March 2018,
<http://www.ausport.gov.au/__data/assets/pdf_file/0011/3761
39/SP_31864_TIG_resource_K- 3.pdf>
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Activity Red Light, Green Light

● Demonstrate good listening skills
● Practise and improve basic movement skills, including
walking and running

● Ensure there is enough space and establish boundaries
● Encourage students to all participate
● Call out instructions to students
Equipment/Resources None
Age group: This activity is suitable for junior and middle primary years
(Reception to Year 5).
Modifications/ ● To increase participation students can take in turns being

Considerations or the ones to shout out “Red light” and “Green light”.
Limitations ● Can add new coloured lights (e.g. Yellow light) to
represent different movements like moving slowly or
skipping to include other movements and skills
Curriculum Links ● Links could be made to the Arts curriculum as students

could perform various dance movements instead of just
walking/running, and music could be played in the
background to provide students with a beat and rhythm to
move along with
● Links could be made to science with students performing
animal movements for each light colour instead of basic
locomotor movements (e.g. leaping like a frog, swinging
like a monkey). This could increase student engagement
and build on students’ knowledge of different animals and
their actions that they might have learnt in class
● ACPMP009: Participate in games with and without
equipment
● ACPMP025: Perform fundamental movement skills in a
variety of movement sequenes and situations
Resource Reference Playworks Resources 2013, Red Light, Green Light, Playworks,
Viewed 14 March 2018,
<https://www.playworks.org/resource/game-of-the-week-red-
light-green-light/>
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Activity The Dragon’s Jewels

● Practise different forms of movement, including running and dodging
● Demonstrate awareness of personal space and of those around them
● Communicate with team mates and develop strategies to collect
‘jewels’

● Ensure there is enough space for students and establish boundaries
● Ensure students are practising safe behaviours
● Provide feedback to students on their skills and problem solving skills
Equipment/Resources ● 1 hula hoop per group

● 20-30 bean bags per group
Age group: This activity is suitable for junior years (year 1 to 3). Children in this age
range are developing spatial awareness and this activity helps them practise
not running into others. Students are also able to tag others, without pushing
or hitting, as younger ones may do.
Modifications/ ● Guards can be rotated so that all students have an opportunity at this
Considerations or role, this also maximises physical activity so one student isn’t
Limitations standing still for too long.
● To maximise participation, instead of having a guard the activity can
become a timed task to see how long it takes for each group to
retrieve all the jewels and bring it back to the team.
● Students can be given time to discuss strategies before the game
begins to avoid being caught.
Curriculum Links ● Links to mathematics as students add up how many jewels they have
collected and how many more they need to get, or how many have
been stolen with subtraction
● Other areas such as English could be incorporated by asking students
to spell a word or answer a question before entering back into the
game
● ACPMP067: Participate positively in groups and teams by encouraging
others and negotiating roles and responsibilities
● ACPM031: Propose a range of alternatives and test their effectiveness
when solving movement challenges
Resource Reference Ophea, 2005, Daily Physical Activity in Schools, Ontario Physical and Health
Education Association, Queen’s Printer for Ontario, Toronto, Ontario, Viewed
18 March 2018, <http://www.edu.gov.on.ca/eng/teachers/dpa1-3.pdf>
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Activity Kai

● Work together in teams to keep a ball from touching the ground
● Learn the importance of fair play
● Practise volleyball hitting skills
● Develop listening, watching and communication skills

● Ensure there is enough space for students and establish boundaries
● Ensure students are practising safe behaviours by distributing students
safe distances apart
● Maximise individual participation, ensuring all students are actively
involved in the game and taking turns
Equipment/Resources ● Beach ball
Age group: This activity is appropriate for younger year levels (Reception to year 4). This
game requires students to work together in small teams or as a class to follow a
set of rules. The activity requires the use of basic skills, hitting and throwing.
Modifications/ ● For younger years, the use of a volleyball may be too difficult to control.
Considerations or Instead a balloon could be used to slow down speed and decrease
Limitations difficulty.
● To increase difficulty for older students and to increase physical activity
additional balls could be added into the game. Students will be required
to divide their attention, watch carefully and communicate with each
other more effectively.
● To demonstrate the importance of communication, students could play
the game silently first. This will be challenging and help them realise the
importance of teamwork and communication.
Curriculum Links ● Linked to English by having young students call out letters of the
alphabet for each time they hit the ball.
● Links to mathematics could also be made by having students count aloud
how many times they hit the ball up, for older years students could skip
count.
● ACPMP030: Use strategies to work in group situations when participating
in physical activities
● ACPMP032: Identify rules and fair play when participating in physical
activities
Resource Reference Australian Sports Commission 2015, Cooperative Play: Kai, viewed 14 March
2018,
<https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-
life-resources/find-a-card/activity-focus>
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B. Minor Games & Lead
Up Games
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Activity Hoop Races

● Explore and practise fundamental movement skills and
movement sequences
● Work as a team
● Demonstrate coordination

● Play a role in the game by calling out instructions to students
● Encourage students to participate
Equipment/Resources ● 1 hula hoop per group
Age group: This activity is appropriate for junior years (Reception to Year 4). This
activity focuses on practising fundamental skill sets, therefore it may
be too basic for older students and they may not be engaged by the
activity for very long.
Modifications/ To increase difficulty for higher year levels, the activity could be
Considerations or adjusted so the hoop must travel down the line with players holding
Limitations hands and not breaking the link. It could be practised a few times to
increase speed.
Instead of the activity being a race, to decrease competitiveness,
teams could be challenged to see how many times their hoop can
travel up and down the line in a certain amount of time.
Curriculum Links  Improving communication skills and teamwork

 Links could be made to mathematics if students count aloud
(or skip count for older students) as the hoop moves down the
line

 ACPMP008: practise fundamental movement skills and
movement sequences using different body parts (Reception)
 ACPMP025: Perform fundamental movement skills in a variety
of movement sequences and situations (Year 1/2)
 ACPMP043: Practise and refine movement skills in a variety of
movement sequences and situations (Year 3/4)
Resource Reference Australian Sports Commission 2015, Movement Exploration: Hoop

Races, viewed 14 March 2018,
<https://www.sportingschools.gov.au/resources-and-
pd/schools/playing-for-life-resources/find-a-card/activity-focus>
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Activity Capture the Flag

● Demonstrate safety in a large group
● Improve hand-eye coordination
● Improve various skills such as running, dodging and grabbing
● Have fun whilst working effectively with their team and develop strategies
● Increase cardiovascular endurance, coordination and muscular endurance

● Avoid leaving students out by choosing teams
● Discuss the activity with students before and after the activity on
strategies to work as a team to capture the flag
● Encourage good sporting behaviour between students by promoting fair
play, team work and including other students
Equipment/Resources ● Two flags

● Cones or marking tape to establish centre line
● Optional: Individual tag flags
Age group: This activity is suitable for upper primary years (Year 5 to 7). This game requires
students to use multiple physical skills such as running, dodging and grabbing.
Students in upper primary years can participate positively in groups and teams
and encourage each other and negotiate roles and responsibilities.
Modifications/ ● Difficulty of this game can be increased by having a guard for each team at
Considerations or the bases where the flag/jail is
Limitations ● Another way to increase difficulty is to only allow students to rescue one
person at a time.
● Additional teams can also be added to make it a 4-way capture the flag,
students must then divide their attention further
● To avoid a lack of participation for students sitting out in the jail, teachers
can ask students to complete an exercise when they are caught (e.g. 20
star jumps). This keeps them active and promotes maximum participation.
Curriculum Links ● Problem solving and communication skills

● Could be linked to history lessons as the game has roots to the battlefield
(soldiers knew that war was over when enemy’s flags were captured)
 ACPMP048: Adopt inclusive practices when participating in physical
activities
 ACPMP088: Modify rules and scoring system to allow for fair play, safety
and inclusive participation
Resource Reference Teacher Resources Inc., 2016, Capture the Flag, Teacher Vision, viewed 14 March
2018, <https://www.teachervision.com/physical-education-and-fitness/capture-
flag>
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Activity Gorri (Indigenous Game)

● Practice and improve overarm and underarm throwing skills
● Learn about indigenous culture whilst having fun playing one
of their traditional games

● Teach students about the meaning behind the game in the
indigenous culture and how they play it
● Encourage students to work as a team and follow the rules of
the game to maximise their safety
Equipment/Resources ● Marker cones to establish playing area

● Large gym balls
● Two tennis balls for each player
Age group: This activity is suitable for all primary year levels (Reception to Year 7).
It involves various skills and can easily be modified to be made simpler
or more challenging for different year levels.
Modifications/ ● Can change tennis balls to frisbee discs depending on what

Considerations or skills you are working on in class.
Limitations ● Each student has their own tennis ball which promotes
maximum participation for all students.
Curriculum Links ● Linked to Indigenous studies lesson and history. Students can
explore how this game is played in Aboriginal culture, and
students can then experience the game for themselves by
playing it.
● Problem solving and communication skills to develop
strategies
 ACPMP066: Participate in physical activities from their own
and others’ cultures, and examine how involvement creates
community connections and intercultural understanding
 ACPM025: Perform fundamental movement skills in a variety
of movement sequences and situations
Resource Reference Edwards, K, Meston, T, 2009, Yulunga Traditional Indigenous Games,

The Australian Government Sports Commission, Pp. 13-14. Viewed 14
March 2018,
<http://www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP
_31864_TIG_resource_K- 3.pdf>
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Activity Four Corners Volleyball

● Demonstrate good listening, watching and communication skills
● Practise and improve physical skills, including catching and
throwing
● Build teamwork skills and fair play

● Ensure all students are actively involved in the game and having
fun
● Encourage students to work as a team and follow the rules of the
game to maximise their safety
● Check students are practising safe behaviours
Equipment/Resources ● Volleyball nets

● Volleyballs (training and beach balls)
Age group: This activity is appropriate for upper primary years (year 5 to 7). The game
requires students to understand and follow rules, older students are able
to demonstrate these skills. Students should also be familiar with basic
skills in throwing and catching balls, as this activity aims to practise and
refine these skills.
Modifications/ ● To maximise individual participation, additional rules could be

Considerations or added to the game. For example, a ball needs to be passed to every
Limitations student before it can be hit into a new quadrant. This ensures that
every student has the opportunity to catch and throw the ball.
● To increase the difficulty of this game multiple balls could be used
in one game. Students will have to divide their attention across the
two balls, watch carefully and communicate with their teammates.
Curriculum Links ● Other learning areas could be incorporated into the activity by
asking students a question each time they catch a ball and have all
students call out answers. This could be science, HaSS or Maths
questions.
● To link it to Geography, each time a student touches the ball they
could list names of countries. This could be done with a range of
topics.
 ACPMP061: Practise specialised movement skills and apply them in
a variety of movement sequences and situations
 ACPMP050: Apply basic rules and scoring systems, and
demonstrate fair play when participating in physical activities
Resource Reference Ontario Physical and Health Education Association, N.D., Indoor and
Outdoor Games, viewed 14 March 2018, <www.ophea.net>
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Activity Pirates

● Practise and refine dribbling and control skills in basketball
● Demonstrate multitasking and focus

● Ensure all students are actively involved in the game and
having fun
● Check students are practising safe behaviours
Equipment/Resources ● Basketball for each student
Age group: This activity is suitable for upper primary years (Year 4 to 7), as it
requires students to already have basic dribbling skills. Also younger
students might get upset by others stealing the ball from them.
Modifications/ Considerations ● The role of the pirates should be rotated between different
or Limitations students to ensure each student gets a turn at stealing balls
● Those who are pirates are not practising their dribbling skills,
instead of having set pirates, every student could be
dribbling a ball and the chance to knock others balls out of
their hands simultaneously
● The term ‘pirates’ may be intimidating to some students, so
the name of the game could be changed
Curriculum Links ● The came could be adapted so once a ball has been knocked
from a students hands and they are out, they could get back
in by answering a question related to science, maths or HaSS
 ACPMP069: Demonstrate ethical behaviour and fair play that
aligns with rules when participating in a range of physical
activities
 ACPMP061: Practise specialised movement skills and apply
them in a variety of movement sequences and situations
Resource Reference Physed Games, 2018, Basketball Pirate, PhysEd, viewed 14 March
2018, <http://www.pecentral.org/marchmadness.html>
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Activity Kickball Soccer

● Practise kicking, passing and trapping skills
● Improve cardiovascular health through running
● Communicate effectively with team members
● Participate fully and be actively involved in the game

● Motivate students by providing encouragement and
feedback to help them gain confidence
● Create a safe environment for students through positive
interaction and teamwork
Equipment/Resources ● 1 soccer ball for each group

● 2 hula hoops for each group
● 50 small items to be used as counters (e.g. bean bags)
Age group: This activity is suitable for middle and upper primary years (Year 3 -
7). This activity requires students to already have basic knowledge
of how to kick, pass and dribble a ball. Students in these years
already understand movement from this age.
Modifications/ Considerations ● To maximise participation you could add a rule that the ball
or Limitations cannot be kicked more than once by any student in a row.
This ensures everyone is involved and participating.
● Groups could be made smaller to increase physical activity
of all students as it prevents them from standing around
and waiting for the ball for long periods.
● Difficulty could be increased by making the playing space
larger so students have to run more and kick the ball
further.
Curriculum Links ● Links can be made to mathematics if students count the

number of counters they have retrieved at the end of the
game. They could then add each groups counters to get a
total to practice addition.
 ACPMP043: Practise and refine fundamental movement
 ACPMP048: Adopt inclusive practices when participating in
physical activity
Resource Reference Arnett, A, 2017, Kickball Soccer, PE Central, viewed 14 March 2018,
<http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=8578
#.WMubGaJBXIU>
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C. Dance
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Activity Angles, Shapes and Dance

 Be able to identify 2 angles in dance poses and make one obtuse and
one acute angle with their bodies.
 Use the elements of movement, dance skills and techniques
expressively and effectively.
 Explore movement to find movement solutions to open-ended
challenges. They find three different ways of moving across the room
and making body shapes
Teacher Outcomes The teacher will…

● Verbally explain vocabulary as well as the technique and steps
● Check for understanding through open-ended questions and physical
demonstration.
● Demonstrate and have student mirror and practice the technique
through guided and independent practice.
● Closely supervise students as they move throughout the dance
classroom
Equipment/Resources Protractor, large sheets of paper, markers, cd, music, and empty open space.
Age group: This activity is suitable for Year 3/4 as students require prior knowledge of
different movements (e.g. fast/slow and direct/indirect).
Modifications/  Students with limited mobility can do this dance with arm
Considerations or movements.
Limitations  Provide poster with names and pictures of shapes.
 Providing more advanced students with leadership roles is one way
that learning can be extended (Dinham, 2016).
Curriculum Links  Links to mathematics as students measure the angles they create with
their body by using a protractor
 Links to The Arts: Dance as students use their bodies to demonstrate
and understanding of symmetry, shapes and angles when performing
movement skills, balances and movement sequences

 ACPMP047: Combine elements of effort, space, time, objects and
people when performing movement sequences
 ACPMP045: Practise and apply movement concepts and strategies
with and without equipment
Resource Reference Tillotson, K (2016) Math and Dance. Accessed 18/03/2018

"https://sharemylesson.com/teaching-resource/math-and-dance-257494"
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Activity Fitness Dance

 Increase heart rates
 Move to a beat
 Be able to explain the importance of aerobic activity

 Have each student check their heart rate before starting and again after
the dance
 Prompt discussion about the bodies reaction to physical exercise.
 Question the students whether they think their hearts are beating
faster or slower?
 Introduce the word "aerobic" and tell students 2-3 positive reasons for
engaging in aerobic exercise
Equipment/Resources Music (Recommended: Today's Gonna Be A Great Day), CD/music player,

Stopwatch/clock
Age group: This activity is suitable for Reception-Year 2 as students require prior
knowledge on the following exercises: jogging in place, jumping jacks, jumping
in place, knee bends, toe touches (hamstring stretch), arm circles, knee slaps.
Modifications/  Students need goals that are really tangible, so by providing lower and
Considerations or advance options to specific moves students can follow along more
Limitations comfortably and confidently
 Providing higher and lower alternatives to move so students can still
follow along so they are comfortable and engaged
Curriculum Links  Links are made with The Arts: Dance as students are matching their
movements to the speed of the song

 ACPMP008: Practise fundamental movement skills and movement
sequences using different body parts
 ACPMP009: Participate in games with and without equipment
 ACPMP028: Discuss the body’s reactions to participating in physical
activities
Resource Reference Morgeson, 2011. Fitness Dance. PE Central accessed: 12/03/2011

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10524#.WrCDRuhu
bIU
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Activity Dancing with the Skeletal System

 Learn the names of the bones
 Point out the location of different bones of the body on a
skeletal system diagram

 Model and break down moves by over exaggerated
movements.
 Encourage peer learning (more knowledgeable other)
Equipment/ Resources Music player and music, diagram of the skeletal system, large area
Age group This activity is suitable for Year 3/4 as students require some prior
knowledge about the skeletal system and names of bones
Modifications/  Use fewer verses and repeat them more times for those
Considerations or students who may have cognitive disabilities or are struggling
Limitations to keep up
 Movements can be done with just the upper body if students
have mobility restraints
Curriculum Links  Links can be made to the Science curriculum, as students

learn about features of living and non-living things in
biological science
 Links can also be made to The Arts: Dance as students learn a
sequence of movements and perform it to music as
individuals and a group

 ACPMP043: Practise and refine fundamental movement skills
in a variety of movement sequences and situations
 ACPMP045: Practise and apply movement concepts and
strategies with and without equipment
Resource Reference Goodwin, B. 2017. PE CENTRAL accessed: 20/03/2018

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=133212#.
WrHs-oVOLIW
Access to video through link HYPERLINK
"http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=133212
#.WrHs-oVOLIW"
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Activity Express Yourself Through Dance (Silkworms)
Student Outcomes The student will…

 Create social bonds
 Enjoy themselves and show their own personal expression

● Lay ground rules to remind students of responsibilities
● Teacher provides provocation, “what would it feel like to be in a cocoon,
chrysalis, becoming a moth?” “How would they move?”
● Formative notes will be taken during the lesson
● Dance with children and share your enthusiasm
● Resist from telling children how to move; set the mood and allow them to
be creative.
Equipment/Resourc Large scarves, Laptop, Dance Warm Up Card – 3 Little Pigs (DOC)
es Blank sheets of paper and pencils, Aquarium from Carnival of Animals Video
https://youtu.be/AsD0FDLOKGA
Age group: This activity is suitable for Reception – Year 2 as students are familiar with the
structure of the dance lesson
Modifications/  This lesson is culturally inclusive; It has clear rules pertaining to

objectionable movements and there are no religious or cultural reasons to
Considerations or
prohibit participation.
Limitations  For students who have learning challenges encourage them to move in a
well-defined area of the space. This will help to keep them safe and refrain
from unproductive behaviours.
 For more advanced students you could play a variety of music with varying
tempos.
Curriculum Links  Links can be made with The Arts: Dance, as students explore, improvise and
organise ideas to make a dance sequence
 It could also be linked to science if students learn about silk worms and their
life cyles

 ACPMP008: Practise fundamental movement skills and movement
sequences using different body part
Resource Reference Australian Curriculum, 2012. Australian curriculum lessons. Accessed: 14/03/2018
HYPERLINK https://www.australiancurriculumlessons.com.au/2014/02/23/dance-
lesson-f-2-express-dance-silkworms/
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Activity Group sculptures

 Develop body awareness
 Develop peer relationships and cooperation skills
 Move to music developing rhythm and movement

 Explore different ways of walking, such as slowly, jauntily or angrily.
 Ask students to find ways of strutting, creeping and slinking; or to line up
opposite each other and then walk towards their partners in different
ways (Dinham, 2016).
Equipment/Resources Music Player
Age group: This activity is suitable for Year 3/4 as students need to be able to use strategies
and work in groups. Students need prior experience working with partners to
ensure the lesson runs smoothly.
Modifications/  This lesson can be adapted for younger and older students by simplifying
Considerations or actions for younger students and incorporating more complex actions
Limitations and instruction for older students
 Inclusive participation through the implementation of a variety of
teaching approaches that cater for individual student learning styles:
Group size and changing between or from Simple and complex shapes
can challenge or simplify the lesson.
Curriculum Links  Links can be made with The Arts: Dance as students practise technical
skills safely in fundamental movements and put movements to music
 Links could be made to maths by getting students to form 2D and 3D
shapes with their bodies

 ACPMP047: Combine elements of effort, space, time, objects and people
when performing movement sequences
 ACPMP45: Practise and apply movement concepts and strategies with
and without equipment
Resource Reference Arts online. (2017) Ministry of Education. New Zealand. Accessed 35/03/2018
HYPERLINK
"http://artsonline2.tki.org.nz/resources/lessons/dance/dance_starters_e.php"
http://artsonline2.tki.org.nz/resources/lessons/dance/dance_starters_e.php
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Activity Look Out for Others

 Learn the names of body parts
 Develop spatial awareness
Teacher Outcomes Teacher will:

● Make sure children are aware of spatial dimensions and the number of
people using the space at any given time
● Move with the children in some of the activities during each lesson
● Use kinetic (or movement) language (described in pages 5–7) to describe
movements (Australian Government, 2013)
● Have high levels of activity so all student are engaged through inclusive
strategies and with opportunities to experience success
Equipment/ Marker cones to define playing areas, Songs about body parts (e.g. ’Head and
Resources shoulders, knees and toes’ or ’Do the hokey pokey’ for younger children)
Music player and music
Age group: This activity is suitable for Reception – Year 2
Modifications/  Ways to lead children into movement are through activities that are
Considerations or perceived as non-threatening, have appeal and use movements that allow
Limitations children to remain socially comfortable. By slowly shifting focus from small
connection like feet or elbows to more difficult actions students can
comfortably warm up to the activity.
 Some students may not feel comfortable participating, so a limitation is not
giving these students the full experience and having to find a more
comfortable solution while still leading the class activity.
 You could allow students to split into smaller groups so students can begin
the lesson with people they are comfortable participating with.
Curriculum Links  Links are made to The Arts: Dance as students explore, improvise and
organise ideas to create dance sequences
 Links can be made to Science as students learn about parts of the body and
their functions

 ACPMP030: Use strategies to work in group situations when participating in
physical activities
 ACPMP029: Incorporate elements of effort, space, time, objects and people
in performing simple movement sequences
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Resource Reference Australian sports commission, AUSDANCE (2013). Move to Dance companion book.
accessed 21/03/2018 HYPERLINK "https://www.healthyactivekids.com.au/wp-
content/uploads/2013/12/Companion-Book-Dance.pdf"
https://www.healthyactivekids.com.au/wp-content/uploads/2013/12/Companion-
Book-Dance.pd
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D. Gymnastics
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Activity Here, There, Nowhere
Student Outcomes The students will..

● Demonstrate good listening skills
● Practise and improve basic movement skills, including
balancing and controlling body movements and shape
● Learn about their centre of gravity
Teacher Outcomes The Teacher will...

 Check participants’ level of basic readiness
 Check the environment for hazards
 Check the equipment
Equipment/ Resources Any suitable flat surface, including mats. A floor or a soft grass area.
Age group: This activity is suitable for younger years from Reception – Year 2
Modifications/  Don’t rush the learning of a skill if the child is not physically
Considerations or prepared.
Limitations  If students are having trouble, go back to a lead-up activity
or modify the equipment.
Curriculum Links  Links could be made to Science as poses could relate to

animals and include facts about them

 ACPMP008: Practise fundamental movement skills and
movement sequences using different body parts
(ACPMP008)
Resource Reference Australian Sports Commission (2007) companion book gymnastics

accessed 20/03/2018 https://www.healthyactivekids.com.au/wp-
content/uploads/2013/12/Companion-Book-Gymnastics.pdf
HYPERLINK "https://www.healthyactivekids.com.au/wp-
content/uploads/2013/12/Companion-Book-Gymnastics.pdf"
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Activity Frogs and lily pads
Student Outcomes The Students will...

 Develop skills through fun, game-like activities
(by ’playing the game’) rather than through traditional
skills and drills
 Practise and improve fundamental movements, including
jumping

 Provide key coaching points for performing the skill
 Set the players a challenge that they must solve through
activity
 Use player role models during the activities to
demonstrate and emphasise good technique or strategies
Equipment/ Resources Hula hoops
Age group: Year 1 – 2
Modifications/  Simple variations to activities are introduced to make the

Considerations or activities easier or harder in order to accommodate all
Limitations player ability levels and backgrounds
 Scaffold jumping movement by practising jumping on the
spot at the beginning of the lesson and provide students
with cues

 ACPMP027: Student’s participate in games with and
without equipment
 ACPMP25: Perform fundamental movement skills in a
Resource Reference Australian Sports Commission (2007) companion book

gymnastics pg. 36 accessed 20/03/2018
https://www.healthyactivekids.com.au/wp-
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Activity Racing Relay
Student Outcomes The Students will..

 Practise and improve their gymnastic skills, such as log
rolls, forward safety rolls, walking turns

 Provide key coaching points for performing the skill
 Set the players a challenge that they must solve through
activity
Equipment/ Gym/scatter mats, 1 large soft ball or hoop per group

Resources Optional: wedge or alternative slope
Age group: This activity is suitable for younger students from Reception to
Year 2.
Modifications/  To make the activity easier players can perform rolls

Considerations or down a wedge or alternative slope.
Limitations  To extend students who are finding the task too easy,
players roll a ball or hoop, perform their roll, pick up the
ball or hoop and pass it to the next player.

 ACPMP025: Perform fundamental movement skills in a
(ACPMP025)
Resource Reference Australian Sports Commission (2007) companion book

gymnastics Pg. 41. Accessed 20/03/2018
https://www.healthyactivekids.com.au/wp-
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Activity Partner and group balance

 Practise balancing and locomotor actions so that they can be
performed with a partner or in small groups of three to five
 Use communication, cooperation and decision-making skills

 Emphasise to students that most sports require balance
 Do not allow students to balance on their heads
 Supervise the activity in a position from which all students in
the circuit can be seen
 Include enough circuit stations so that all students have an
appropriate amount of time on each task
Equipment/Resources Any suitable flat surface, including mats. A floor or a soft grass area.
Age group: Year 3 – 4
Modifications/  Don’t rush the learning of skills, provide students with cues to
Considerations or help scaffold the movements
Limitations  If a student is having trouble: simplify the activity, modify the
apparatus or offer some physical assistance

 ACPMP043: Practise and refine fundamental movement skills in
a variety of movement sequences and situations
 ACMP049: Apply innovative and creative thinking in solving
movement challenges
Resource Reference Australian Gymnastics Federation Inc. for material from Introductory
Gymnastics: A Guide for Coaches and Teachers, 1983; Level 1
Gymnastics Accreditation Course, 1998; Aussie Gymfun, 1991.
https://www.qcaa.qld.edu.au/downloads/p_10/kla_hpe_sbm_303.pdf
pg. 22
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Activity Circuit

 Learn new movement skills and appropriate safety instruction and
body management tips
 Build awareness of the space they are moving in and the people
around them

 Locate themself at the station that most needs teacher
guidance/help
 Ensure adequate spacing is provided between stations
 Stop the whole class if necessary, (for example to show a
particularly good performance or to reinforce a point)
 Provide maximum time to practise skills
 Provide time to consolidate and revise provide lots of variety
cater for individual interests
Equipment/Resources Hula hoops, mats, Beat board, Hopscotch track, boards
Age group: Year 3 - 4
Modifications/  The lesson may use one or more circuits spread over the teaching
Considerations or area. If you start off simply and choose activities that do not have
Limitations a high skill level or potential for risk.

 ACPMP045: Practise and apply movement concepts and strategies
with and without equipment
Resource Reference Gymnastics Australia GymMix, Activate your school – (A resource for
primary schools and clubs Activity cards and Lesson Plans) 2008
http://www.olis.edu.mt/Gymnastics_module_primary.pdf
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Activity Rhythmic Gymnastics
Student The Students will...

Outcomes  Practise and improve fundamental movement skills, including: statics,
landing, spring, rotation, locomotion and object management. Ribbons are
used and have a focus on handling
 Enhance coordination and agility, for body awareness and balance enhances
creativity and builds self-confidence
 Have fun learning how to control their bodies with an apparatus
Teacher The Teacher will...

Outcomes  Observe Student Listening and participation
 Manage the safety of students to avoid collisions and injuries
 Ensure there is enough space and establish boundaries
 Encourage students to all participate
Equipment/ Ribbon apparatus, mats, music and music player.

Resources
Age group: This is suitable for Year 3/4, as it builds on previous learning in movement to help
students develop greater proficiency across the range of fundamental movement
Modifications/  Teacher demonstration is an important tool to clarify an idea or activity, or

Considerations or challenge the children’s abilities to move or create. The teacher will model
Limitations the movement and provide students with cues.
 The effectiveness of demonstration by children and interaction with peers is
important in personal development, including the fostering of self-esteem
and interpersonal skills.
Curriculum Links  Links can be made with The Arts: Dance as students perform a sequence of
dance movements to music

 ACPMP045: Practise and apply movement concepts and strategies with and
without equipment
 ACPMP043: Practise and refine fundamental movement skills in a variety of
movement sequences and situations
Resource Bush, B. 2011. Rhythmic Gymnastics: Manipulating Balls, Hula-Hoops, and Ribbons
(1-3) Accessed 14/03/2018 HYPERLINK
Reference
"http://users.manchester.edu/Student/bcbush/ProfWeb/PDF/rhythmic%20Activities
%20Unit%20Plan%20%28Repaired%29.pdf"
http://users.manchester.edu/Student/bcbush/ProfWeb/PDF/rhythmic%20Activities
%20Unit%20Plan%20%28Repaired%29.pdf
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E. Physical Health
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Activity Clean Chasey

● Understand the importance of washing their hands
● Know correct/different methods of cleaning hands
● Practise dodging and running whilst building awareness of
the space they are moving in and the people around them

● Ensure there is enough space for children to run freely and
establish boundaries
● Allow students to volunteer to be the germs/soap/sanitiser
● Debrief after the activity, providing context to the game
discussing how germs can cause sickness and how to prevent
this
● Encourage questions and discussion
Equipment/Resources Coloured bands

Soap
Hand Sanitiser
Age group: According to this resource, this game is appropriate for junior years
(Reception to Year 2). However, as it uses basic “chasey” skills whilst
focusing on importance of hygiene, it could also be played across
older year levels particularly if there have been issues surrounding
sickness and hygiene.
Modifications/  Activity could be modified by increasing amount of ‘germs’

Considerations or gradually, representing the germs multiplying
Limitations  The game ensures that students don’t feel singled out as they
can be saved and rejoin the game; MIP is achieved. Students
can also volunteer for chaser roles.

- ACPPS003: Identify people and demonstrate protective
behaviours and other actions that help keep themselves safe
and healthy (Reception)
- ACPPS018: Recognise situations and opportunities to
promote health, safety and wellbeing (Year 1/2)
- ACPPS036; Identify and practise strategies to promote health,
safety and wellbeing (Year 3/4)
- ACPMP043: Practise and refine fundamental movement skills
in a variety of movement sequences and situations (Year 3/4)
● Improving communication skills and teamwork
● Links could be made to science, providing ways to understand
that germs are living and they grow and spread.
64
Resource Reference Victoria State Government 2016, Hand Hygiene Curriculum
Resourses, viewed 17 March 2018,
<http://www.education.vic.gov.au/school/principals/spag/health/Pa
ges/personalhygiene.aspx>
65
Activity GULP!

● Track how much water they drink throughout a week
● Understand why drinking water is important
● Learn how much water is a healthy amount to be drinking

● Explain task clearly, providing example
● Discuss importance of being hydrated, particularly when
partaking in physical activity
● Encourage questions and discussion
● Conclude task at the end of the week, recapping the importance
of drinking the recommended amount of water each day
Equipment/Resourc A table of the week for students to fill in

es Water stickers/ could be drawn in
Age group: According to this resource, this game is appropriate for Year 2/3/4.
Students will need to have knowledge of days of the week, filling in
tables and remembering to track their water so would not be suitable
for JP. However, it could easily be modified to suit upper primary, using
writing rather than stickers.
Modifications/  Activity could be modified to calculate exact measurements of

Considerations or water consumed.
Limitations  The days water consumption may be measured to have the
activity fit into just one lesson.

- ACPPS003: Identify people and demonstrate protective
behaviours and other actions that help keep themselves safe and
healthy (Reception)
- ACPPS018: Recognise situations and opportunities to promote
health, safety and wellbeing (Year 1/2)
- ACPPS036; Identify and practise strategies to promote health,
safety and wellbeing (Year 3/4)
● Improving communication skills and teamwork
● Links could be made to science, providing understand that
living things need water to survive
● Links are made with Maths, having the students count the
amount of water they drink. Along with calculating the group’s
total at the end of the week.
Resource Reference Healthy Active Kids 2016, Hydration Unit; Gulp!, viewed 17 March 2018,
<https://www.healthyactivekids.com.au/teachers/tasmania/unit-1-
food-nutrition/lesson-6-hydration-importance-water/>
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Activity Shade Audit

● Understand why sun safety is important
● Be able to identify well shaded areas
● Know the shady areas available in the schoolyard

● Discuss implications of sun exposure
● Discuss importance of sun protection
● Explain and guide students through their shade audit
Equipment/Resources Site plan

Audit table
Stationary
Age group: The resource is appropriate for year 3/4. These students will
have understanding of how to read and navigate a map. They
will also have solid understanding of measurement for the
shade audit. It could be modified to suit older year levels, if
area was to be included.
Modifications/ Considerations  Activity could be simplified to identifying and marking

or Limitations shaded areas to be better suited to junior primary.
 This activity would only be successful on sunny days
that shade lines are clearly visible.
 It would be a good chance to talk about other ways to
be sun safe and stress that shade is still important even
if you have hat and sunscreen on.

- ACPPS036; Identify and practise strategies to promote
● Links could be made to science following the movement
of the sun
● Links are made to Maths involving measuring the shaded
area
Resource Reference Sun Smart 2015, Shade Assessment, viewed 17 March 2018,
<http://kidskin.generationsunsmart.com.au/early-primary/>
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Activity Sugar and Fat Tag

● Develop spatial awareness and locomotion skills
● Understand that too much sugar and fat is bad for
your health
● Understand that sugar and fatty foods are sometimes
foods

● Discuss benefits of healthy eating
● Ensure there is enough space for children to run freely
and establish boundaries
● Ensure all students are involved and learning
Equipment/Resources Soft balls

Cones for boundaries
Music
2 fruit and vegetable bean bags (optional)
Age group: The activity is appropriate for years 4-7. The students will
need to have some prior knowledge of healthy and unhealthy
foods.
Modifications/ Considerations  Activity could be modified by changing taggers

or Limitations regularly to increase participation.
 Students could name specific ‘sugar/fat’ foods to allow
more creativity.

- ACPMP043: Practise and refine fundamental
movement skills in a variety of movement sequences
and situations (Year 3/4)
- ACPPS036; Identify and practise strategies to promote
- ACPPS054; Plan and practise strategies to promote
Resource Reference Spark PE, unknown date, Sugar and Fat Tag, viewed 17 March
2018, <http://www.sparkpe.org/wp-
content/uploads/2009/11/K2_Games_Sugar_Fat.pdf>
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Activity Rush to Brush

● Understand the importance of brushing teeth
● Build teamwork skills

● Ensure there is enough space for children to run freely
and establish boundaries
● Explain the harmful effects of plaque and the
importance of brushing teeth in the morning and at
night
● Encourage group discussion
Equipment/Resources 50-100 small balls

Basket to hold balls
Age group: According to this resource, this activity is appropriate for

junior years (Reception to Year 2). Students will be learning
methods in correctly caring for their health in a game which
may seem too simple for older students.
Modifications/ Considerations To increase MIP and challenge level, the game could be
or Limitations changed into a tag game. Half of the students could be the
plaque and half the brushers. This would make the game
easier to play as use of 100 balls would be a limitation for
many schools with lack of resources.

- ACPPS003: Identify people and demonstrate
protective behaviours and other actions that help
keep themselves safe and healthy (Reception)
- ACPPS018: Recognise situations and opportunities to
promote health, safety and wellbeing (Year 1/2)
 Links could be made to Science as students could

conduct their own investigations on the importance of
brushing their teeth.
Resource Reference Godfrey, S, 2001, Rush to Brush, PE Central, viewed 21 March

2018,
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=92
2#.WsAscZe-kl0
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Activity The Snack Shack

● Identify what healthy and unhealthy snacks are
● Understand the importance of consuming healthy
snacks
● Create a healthy snack menu

● Explain the task to the students
● Guide discussion about healthy choices
● Explain the importance of eating healthy snacks
● Assist the students in brainstorming and form the class
menu
Equipment/Resources Hand out

Articles
Paper and markers
Age group: According to this resource, this game is appropriate for junior
years (Reception to Year 2). At this age, students are still
developing their understanding of food and the effects it can
have on the body.
Modifications/ Considerations  Create a ‘canteen’ menu to provide the students with

or Limitations more purpose in their task.
 Have the students create the menu in small groups, to
increase MIP and reduce likelihood of students ‘falling
under the radar’

- ACPPS006; Identify actions that promote health,
safety and wellbeing (Reception)
- ACPPS018; Recognise situations and opportunities to
promote health, safety and wellbeing
● Links could be made to English and Art. Students are
practising their writing and spelling whilst creating an art
piece.
Resource Reference National Health Education Standards, 2016, Kids Health in the
Classroom; The Snack Shack, viewed 21 March 2018,
<http://classroom.kidshealth.org/classroom/prekto2/persona
l/nutrition/healthy_snacking.pdf>
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F. Identify &
Relationships
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Activity Bullying is Never Okay!

● Learn how to identify bullying
● Build self-confidence and confidence in responding to bullying
● Understand why bullying is ‘not okay’
● Build respect for their peers

● Provide a safe learning environment for open discussion
● Establish rules to avoid students’ being hurt emotionally
Equipment/Resources TV/Smartboard to play video

Printed worksheets for each student
Age group: This activity would be suitable for students in year 3-7.
ACARA recommends discussion about bullying to begin at a young age
to ensure students understand why there is no tolerance to any form of
bullying. This contributes to the students’ knowledge of correct and
appropriate behaviour for school.
Modifications/  This activity would need to be modified to maintain suitability for

Considerations or each different year level through the type of language used and
Limitations discussion topics.
 Before beginning the activity, a discussion enabling the students
to share their knowledge about the topic will contribute to
ensuring students have an already established understanding.
 The teacher should be weary of students’ emotional states, as
bullying may be a sensitive subject to some students. Have
students refrain from sharing any personal bullying stories.

- ACPPS038I; Investigate how emotional responses vary in depth
and strength (Year 3/4)
- ACPPS055; Practise skills to establish and manage relationships
(Year 5/6)
 Links could be made to HaSS covering topics of diversity and

inclusion. Links could also be made to art with the creation of
‘Stop Bullying’ posters.
Resource Reference Bullying No Way, 2016, Bullying is Never Ok!, Classroom Discussion
Starter, viewed 21 March 2018,
<https://bullyingnoway.gov.au/NationalDay/ForSchools/LessonPlans/P
ages/Bullying-isNEVER-Ok!-discussion-starters.aspx>.
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Activity Body Made Simple

● Build their knowledge about the human body
● Learn about their own bodies
● Practice writing
● Develop their knowledge on levers

● Maximise individual participation by providing a variety of
activities
● Guide lesson and have rules in place whilst allowing
students to explore different activities
● Provide a safe environment
Equipment/Resources Jump ropes, small dumbbells/hand weights (3-5 lbs.),

soccer/playground balls, small soccer goals, carrots, basketballs,
basketball goals/hoops, poster board, markers, science journals,
pencils & radio/music.
Age group: According to this resource, this game is recommended for year 3-
5. At these years, students have knowledge about the human
body that can be explored further. This activity also requires
students to self-regulate, be respectful and follow instructions to
be effective, which would be more challenging with JP students.
Modifications/  Before the lesson, the teacher could use student volunteers
Considerations or to help demonstrate each station. Furthermore, to increase
Limitations learning, levers and body parts could be discussed at this
point in each station.
 This lesson also provides opportunity to look at similarities
between all students (we all have levers!)

- ACPMP043: Practise and refine fundamental movement
(Year 3/4)
- ACPPS024; Recognise similarities and differences in
individuals and groups, and explore how these are
celebrated and respected (Year 1/2)
● Links can be made to science, understanding the forces used
at each station.
Resource Reference Hodges, K, 2010, Body Made Simple, PE Central, viewed 20 March
2018,
<http://pecentral.com/lessonideas/ViewLesson.asp?ID=10013>.
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Activity Healthy and Unhealthy Relationships

● Understand what makes a relationship healthy
● Understand the different kinds of relationships possible
● Know how to respond to being in an unhealthy
relationship

● Provide a safe learning environment for open discussion
● Encourage discussion and questions
● Respond to all students respectfully
Equipment/Resources Paper
Pens
Stickers
True/False Quiz
Age group: According to this resource, this activity is formed for (Canadian)
grade 5/6. This would be suitable for Year 4-6 in Australia. These
students will have the required knowledge, experiences and
maturity to complete the activity.
Modifications/  Activity could be modified by allowing the students to

Considerations or create their own criteria of what a healthy relationship is
Limitations prior to receiving the handout. This will give them an
opportunity to critically think about their ideas.
 For students with learning difficulties, reading/writing tasks
could be completed in pairs with chance to regularly
discuss.

- ACPPS038I; Investigate how emotional responses vary in
depth and strength (Year 3/4)
- ACPPS055; Practise skills to establish and manage
relationships (Year 5/6)
- ACPPS056; Examine the influence of emotional responses
on behaviour and relationships (Year 5/6)
● Links could be made to English as students practise their

writing and comprehending
Resource Reference Canadian Centre for Child Protection, 2015, Be Smart Strong and
Safe; Lesson 2, Healthy and Unhealthy Relationships, viewed 19
March 2018,
<http://www.smartstrongsafe.ca/pdfs/SmartStrongSafe_LessonPl
an_2_Grade_5-6_en.pdf>
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Activity Feelings

● Identify positive feelings
● List things that make them feel good
● Develop their vocabulary and understanding of good
feelings

● Introduce different good feelings that students may have
felt
● Support students with their brainstorming
● Encourage and prompt discussion
Equipment/Resources Markers and whiteboard

Paper & Stationary
Good Feelings handout
Age group: According to this resource, this game is appropriate for junior years
(Reception to Year 2).
At this age there is a large focus upon emotional understanding
development. This activity helps students to develop their
knowledge about all the different good feelings they can feel and
the reasons they feel these.
Modifications/  This activity could be extended by creating a ‘Feelings Word

Considerations or Wall’, brainstorming all different types of good feelings. This
Limitations could then be added to with all other types of feeling words.
 The student’s drawings could be shared with each other,
allowing the students to understand the class diversity and
different emotions felt.

- ACPPS005; Identify and describe emotional responses
people may experience in different situations (Rec)
[recalling and sharing emotional responses to different
situations and representing this in a variety of ways]
- ACPPS020; Identify and practise emotional responses that
account for own and others’ feelings (Year 1/2)
● Links would be made to English as students are writing in their
journals and increasing their vocabulary by learning different
kinds of good feelings.
Classroom; Feelings, viewed 14 March 2018,
https://classroom.kidshealth.org/prekto2/personal/growing/feeling
s.pdf#page=2&zoom=80,-327,797
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Activity Understanding Identity

● Develop a deeper understanding of their identity
● Reflect on themselves and their experiences
● Reflect on what ‘being Australian’ means

● Guide completion of tasks
● Prompt and encourage discussion
Equipment/Resources Paper
Stationary
Your Identity, Your Heritage Worksheet
Age group: According to this resource, this activity is appropriate for year
5/6. At this year students have covered topics of culture and
beliefs, they will have enough understanding to start
considering how this affects their identity.
Modifications/ Considerations  Compare different cultural identities

or Limitations  Art links could be formed by having the students
create an image of themselves and writing their
answers around that rather than use of the worksheet

- ACPPS051; Examine how identities are influenced by
people and places (Year 5/6)
- ACPPS060; Identify how valuing diversity positively
influences the wellbeing of the community (Year 5/6)
● This activity links in with HaSS as it covers material about

being Australian and different cultural identities
Resource Reference Australian Human Rights Commission, 2017, Take a Stand

Against Racism, viewed 14 March 2018,
< https://www.humanrights.gov.au/our-
work/education/publications/rightsed-take-stand-against-
racism>
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Sequence 1—Understanding identity
Understanding culture and identity
‘Culture’ refers to the ideas, customs, and behaviours of a group of people or a society. A culture
can be defined by everything from values, beliefs and traditions to food, music, arts and social
practices.
Focus for class discussion

 What is ‘Australian culture’? What are our values, beliefs and
traditions? What other things do we consider part of Australian culture?
(e.g. foods, particular social practices)
 What other cultures are represented in Australia?
 What values, beliefs and traditions are important to your families? Do
they have a link to your family’s history?
For many people, their cultural heritage is linked to their racial background or ethnicity. The
traditions, values and beliefs have been passed down through generations and are very important
because they are a link to their ancestors, their country of origin and their history.
Photo by Australian Human Rights Commission
Student activity—your identity

Ask students to think about their own timeline. What kind of events have made up our history?
Students may list their ideas together on the board or in their workbooks.
Using a piece of blank paper instruct students to draw a timeline from their birth until their age right
now. Along the timeline ask students to mark down the key life events that have happened to them.
For example:
 the birth of a sibling
 when they lost their first tooth
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 when they began primary school
 their first memorable holiday
 major celebrations
 festivals they have attended
 moving house
 family breakdown.
Ask students to think about how these experiences have shaped our identity and find those that
have particular cultural importance. Students may be asked to highlight or underline these from
their work above.
Hand out the Your Identity, Your Heritage worksheet to continue the discussion. Students can
work in pairs to complete the worksheet. This worksheet has been designed for teacher-directed
use. If providing to students, please provide direction as needed for each section.
Resources:
Your Identity, Your Heritage worksheet
Teacher’s note: This activity has been adapted from Your Identity, Your Heritage on the Racism.
No Way website. See this page for other related activities
94
Activity Self Esteem Makeover

● Recognise signs of low-self esteem
● Identify ways to improve self esteem

● Explain task, introducing what low self-esteem may
look like
● Encourage discussion around ways of improving self-
esteem
● Guide students’ choice of characters
Equipment/Resources Internet access

Computer/Laptop
Handout/Paper and stationary
Age group: According to this resource, this game is appropriate for Year
6-8.
Students will need to have basic understanding of what ‘self-
esteem’ is along with wide knowledge of feelings and how
they affect individuals.
Modifications/ Considerations  The activity would work well in conjunction with a

or Limitations class book or movie, analysing certain characters
allowing for further understanding of the text
 The ways these characters/forms of media influence
the students’ self-esteem may also be discussed
 The activity could also give the students a chance to
individually reflect on their own self-esteem and ways
in which it could be improved.

- ACPPS057; Recognise how media and important
people in the community influence personal attitudes,
beliefs, decisions and behaviours
- ACPPS056; Examine the influence of emotional
responses on behaviour and relationships
● Links could be made with English, incorporating the text
that the class is studying
Classroom; Self Esteem Makeover, viewed 14 March 2018,
<http://classroom.kidshealth.org/classroom/6to8/personal/gr
owing/selfesteem.pdf>
95
96
G. Reading Summaries
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READINGS Week One: WHY Physical Education?
Corbin, C & Masurier, GL 2006, 'Top 10 reasons for quality Physical Education', Journal of Physical
Education Recreation and Dance JOPERD, vol. 77, no. 6, pp. 44-53.
Graham, G, Holt-Hale, S & Parker, M 2010, 'The value and purpose of physical education for
children', in G Graham, S Holt-Hale & M Parker (eds), Children Moving: A Reflective Approach to
Teaching Physical Education, McGraw Hill, New York, pp. 3-13.
Johnson, Tyler G., Nicole D. Bolter, and Sharon Kay Stoll. 2014. “The Play Community: A Student-
Centered Model for Physical Education.” Journal of Physical Education, Recreation & Dance 85 (9):
20–27.
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Top 10 Reasons for Quality Physical Education
Guy Le Masurier & Charles B. Corbin
· Need for quality physical education for children as obesity and physical inactivity are large
issues today (note: U.S article)
· According to National Association for Sport and PE (NASPE, 2004), the qualities of quality
PE include:
1. Opportunity to learn (150 minutes/week, enough equipment, specialist
teachers)
2. Meaningful content (enhance physical, mental and social/emotional
development, opportunities to improve skills)
3. Appropriate Instruction (inclusive education, well planned lessons,
opportunities to practice skills, regular assessments)
· 1. Regular physical activity helps prevent disease:
- Reduces risk of heart disease, high blood pressure, stroke, cancer, diabetes,
and osteoporosis
- Relieve arthritis, asthma and fibromyalgia
· 2. Regular physical activity promotes lifetime wellness:
- “Health is more than freedom from disease” (WHO, 1942); education needs to
enhance physical, mental and social/emotional development
- Healthy people are less likely to be anxious/depressed, less likely to miss work,
more likely to experience positive moods, have better self-esteem, and
experience better sleep
· 3. Quality physical education can help fight obesity:
- Due to a decrease in daily energy expenditure, students are less active (sitting
in cars, in front of TV’s, at desks, etc.)
- Overweight/obese children are more likely to report poor physical quality of
life and mental illness, later leading to negative effects on social/economic
outcomes later in life
· 4. Quality physical education can help promote lifelong physical fitness:
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- Four categories of physical fitness: cardiovascular, strength, muscular
endurance, flexibility and body composition
· 5. Quality physical education provides unique opportunities for activity:
- PE and recess time reduced in many schools leading to longer periods of
inactivity; 2 hours or more of inactivity are discouraged
· 6. Quality physical education teaches self-management and motor skills:
- PE teaches real world skills: make self-assessments, plan personal programs,
set goals, keep physical activity diaries, make decisions, solve problems
· 7. Physical activity and physical education promote learning:
- Greater focus on literacy and numeracy skills/test scores
- Increased physical activity enhances academic performance
· 8. Regular physical activity participation makes economic sense:
- Cutting PE can be expensive; direct and indirect costs of future diseases caused
by poor health and nutrition (health care, health premiums, lost employee
productivity, medical care)
· 9. PE is widely endorsed:
- Support from parents, professional groups, government departments
- Reflected by National health goals
· 10. Quality PE helps to educate the total child
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The value and purpose of physical education for children.
By Graham, G, Holt-Hale, S & Parker, M. 2010
Key concepts:
· The purpose of a quality program of physical education is to guide youngsters in the process
of becoming physically active for a lifetime.
· Regular physical activity helps prevent obesity, promotes motor skill development and
physical fitness, and provides opportunities for setting goals, making friends, and reducing
stress.
· The health benefits associated with being physically active include a reduction in
premature mortality, heart disease, colon cancer, diabetes mellitus, and drug and alcohol
addiction,
· Positive, or quality, physical education programs have reasonable class sizes, a
developmental and sequential curriculum, plenty of practice and movement opportunities,
and adequate facilities and equipment.
· Positive physical education programs emphasize learning in all three domains:
psychomotor, cognitive, and effective.
Why children need Physical Ed
· Regular, healthful physical activity
· Skill development
· Leadership and cooperation
· Enhanced self-efficacy
· Stress reduction
· Strengthened peer relationships
Children develop at different rates, therefore teacher should recognize these variances and
scaffold accordingly.
Children need a lot of opportunities to practice a skill or movement for learning to occur.
It is inappropriate to use physical education as a punishment
PE curriculum should have a clear scope and sequence, with observable outcomes that can
assessed.
The goal of physical education is to develop physically educated individuals who have the
knowledge, skills and confidence to enjoy a lifetime of physical activity.
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The Play Community: A Student-Centred Model for Physical Education
Johnson, Tyler G., Nicole D. Bolter, and Sharon Kay Stoll. 2014.
Students should achieve the following outcomes:

* Development of motor and/or sport skills
* Acquisition of knowledge about physical activity
* Enhancement of physical activity levels and/or health-related physical fitness
* Improvement of personal and social responsibility
* Refinement of attitudes or perspectives regarding physical activity
Promoting physical activity among all segments of the population is a primary public health
initiative.
This ensures its place in school curricula for years to come.
Some believe that accepting and promoting physical activity and health as the main objective of
physical education is short-sighted and professionally irresponsible.
Physical education teaches how to be wise consumers of physical activity.

-It is not enough to just be physically active; participants need to realize the benefits, skill
techniques, training principles, and values and appreciations of a physically active lifestyle.
When kids have and/or develop certain types of motivation, they learn more and have higher
levels of physical activity.
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Self-determination Theory
Self-determination theory (SDT) offers a relevant motivational framework that can enable physical
education professionals to examine how to help students achieve educational outcomes and be
physically active.
External Regulation- Student engages in a behavior to obtain a reward or to avoid punishment.
Introjected Regulation- Student engages in a behavior to avoid the feelings of shame or guilt that
may accompany the choice to not engage in the behaviour.
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Identified Regulation- Student comes to recognize the instrumental value of a behaviour.
Integrated Regulation- This is the most internalized form of extrinsic motivation, where a
particular behavior becomes integrated into a student's sense of self.
Basic Psychological Needs

Humans possess three basic psychological needs that, if satisfied, can lead to the internalization of
a behavior like participation in specific types or forms of physical activity.
Competence- Students have a need to feel that they are "good at something."
Autonomy- Students need to feel free to make choices regarding their involvement in a particular
activity.
Relatedness- Students need to feel socially connected to significant others in a particular social
setting.
The Play Community

A play community is a group of students who meet together [in physical education class] to learn
to play a specific activity or sport.
The primary purpose of a play community is to create an authentic social environment for
students to "learn to play" a particular activity or sport under the guidance and mentoring of
others who already are "players" of the activity or sport
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READINGS Week Two: Participation
Beighle, Aaron, and James R. Morrow. 2014. “Promoting Physical Activity: Addressing Barriers and
Moving Forward.” Journal of Physical Education, Recreation & Dance 85 (7): 23–26.
doi:10.1080/07303084.2014.937190.
Lind, G., & Gray, P. (2017). The importance of physical activity in both physical and cognitive
development. Physical Educator: Journal of Physical Education New Zealand, 50(2), 23-25.
Pause, C., & Burrows, L. (2016). What is the school's role in fighting obesity? Physical Educator:
Journal of Physical Education New Zealand, 49(3), 6-7.
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Promoting Physical Activity: Addressing Barriers and Moving Forward
Aaron Beighle & James R. Morrow
· Barriers to physical activity can be classified as personal, environmental or social

- Environmental and social barriers are difficult to overcome, and individuals
have little control over these factors (include socio-economic status, cultural
expectations, support from family/friends, weather, availability of facilities)
- Personal barriers are under the individual’s control (time limitations,
motivation, energy, knowledge and confidence)
- Addition of policy barriers in recent years; attempt to support youth physical
activity promotion (PE in schools, school environmental policies, mass
media/advertising)
· Schools are the ideal setting for promoting physical activity in youth as most children
attend school; schools reflect public health values; and physical activity supports student’s
academics
- Schools are a large influencer on physical activity; but other bodies should be
considered (including family, community, local/state agencies)
· School specific barriers: school policies, building schedules, teacher skills and knowledge,
curriculum resources, finances and facilities
· Difference between physical education and physical activity – media, parents, policy
makers and some teachers use these terms interchangeably
- “Physical activity is bodily movement involving the muscular and skeletal
systems and caloric expenditure” (U.S. Department of Health and Human
Services, 2008
- PE is not only physical activity, but also skills, fitness, and the value of activity
all taught in a supportive environment during school hours
· A number of organisations have developed programs to promote physical activity for
people (U.S context)
- They work together with schools and other organisations (healthcare,
community, parents, sports brands: Nike, etc) to improve youth health by
promoting physical education
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The importance of physical activity in both physical and cognitive development.
By Graeme Lind and Peter Gray, Peter
Unconstructed, child-centred play has enormous benefits for young children.

- We don’t need to force students to learn,just provide the opportunity.
Children control their own learning because they make their own connections
And pursue their own interest.
Children aren’t getting much free-play, they always are under supervision because of this fear
parents hold. Free-play is important because it helps children make their own decisions and solve
their own problems; they can figure out for themselves what is and is not dangerous.
When adults take over children’s physical activity it can become less cognitively stimulating.
Cognitive component is when children control their own physical activity.
Changes in teacher’s pedagogical practice can significantly improve education outcomes.
Students need to develop courage which sometimes means taking risks in play but this skill can be
hard to develop when they are an increasing amount of ‘helicopter parents’.
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What is the school’s role in fighting obesity?
Pause, C., & Burrows, L. 2016
A range of perspectives were sought in answer to the question: ‘What is the school’s role in
fighting obesity?’. Diverse and compelling arguments were received.
Cat Pause
· Studies the impact of fat stigma on the health and well-being of fat people
· I believe the only ethical role for schools - is to not fight obesity; to not even mention it.
· Fat stigma contributes to binge eating behaviours, reduced likelihood of
exercise, and avoidance of healthcare settings.
· Independent of BMI, fat stigma increases cortisol, blood pressure, and risks of heart
disease, cancer, and death.
· Decreases self-esteem, executive function, and overall well-being.
· As educators we must fight against fat stigma
· Ensure you are providing safe spaces for students of all sizes, and that your classrooms and
pedagogies are not reinforcing anti-fat attitudes and stigma
Lisette Burrows
· We should not fat fight and we should ban the ‘O’ word
· There is no evidence to suggest that slimmer people are any healthier than fatter people
· ‘Cure’ is unknown
· Hau (the breath) Ora (of Life) is the curriculum foundational concept; which has nothing to
do with weight in a holistic sense
· Health Education should foster students’ capacity to ask questions
· Little evidence to suggest that schools are useful places to be conducting health
interventions.
· Fat busting in schools can and does at times breed a range of unhealthy outcomes
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READINGS Week Three: Maximising Skills & Learning
Callcott, D, Miller, J & Wilson-Gahan, S 2012, 'Chapter 2: The Foundation of Movement Skills', in D
Callcott, J Miller & S Wilson-Gahan (eds), Health and Physical Education: Preparing Educators for
the Future, Cambridge University Press, Cambridge, pp. 15-40.
Chen, W, Hammond-Bennett, A, A, U & Mason, S 2014, 'Accomplished teachers: Implementation

of quality teaching practices', Physical Educator, vol. 71, no. 2, pp. 320-343.
Weaver, R. Glenn, Collin Webster, and Michael W. Beets. 2013. “LET US Play: Maximizing Physical
Activity in Physical Education.” Strategies 26 (6): 33–37. doi:10.1080/08924562.2013.839518
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Chapter 2: The Foundation of Movement Skills
· Motor development begins in utero with a series of sub-cortically controlled reflexive

movements which can be seen on ultrasounds; can be felt by mother in later stages of
pregnancy
· After birth, motor development is influenced by maturation of the central nervous system
(CNS) and exposure to environmental factors
· Past theories focused on individuals (e.g. maturational theories), however today theories
consider the environmental context (e.g. Dynamic systems theory or ecological theory)
- Neuronal Group Selection Theory (NGST) Theory: combines the “nature part” of the
maturational theories with the “nurture” part of the dynamic systems theory
· The Primitive Phase
- This occurs in the foetal stage; lasting approx. 8 weeks after conception
- Aids survival by moving around, adhesions can be prevented and circulation to the
fetal skin occurs
- Early reflexes also practice movements that are needed outside of utero and
promote skeletal system development
- Babinski Reflexes: Most common are the tonic neck (occurs approx. 7 months in
utero; symmetric and asymmetric; prevents infants from crawling until this reflex is
inhibited) and moro reflex (triggered subcortically)
- As CNS matures, reflexes become controlled by higher orders of the brain and
primary/primitive reflexes become less obvious
· The Postural Phase
- Appear around third month after birth and disappear around sixth-ninth month
(indicates that higher centres of the brain are beginning to develop control)
- Form the basis of future voluntary movement (e.g. rolling over and upright posture)
- Pull up reflex: straightening or bending arms to keep infant upright
- Parachute reflex: provides protection from being tipped off balance
· The Locomotive Reflexive Phase
- Locomotor skills allow infants to explore their environment
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- swimming reflex: infants held in water will involuntarily move the arms and legs in a
swimming action and will hold breath when face is underwater (appears soon after
birth, disappears around four months)
- Maturation alone is not the only cause of behaviour; common theory is that some
reflexes play an indirect role in later voluntary movements
· The Rudimentary Phase of Development
- Infants begin to show voluntary movements and include both a reflex inhibition
part and a pre-control phase
- Increase in voluntary locomotion - mainly dragging the body along the floor,
scooting along on the bottom by using one leg to push or pull the body along
- Movements that were once just reflexive become voluntary - but they are still
unrefined and inaccurate
- At approx. 12 months of age cognitive and motor processes are more mature and
movement becomes more controlled and precise
· The Role of the Teacher During the Rudimentary Phase
- Prime time for development of basic motor skills occurs between birth until around
five years of age
- Important role of play - provides interactions with the environment, give children
opportunity to practise and gain control over their bodies
- Play also encourages development of language, creative thinking, self-confidence
and problem-solving
- Need to consider types of toys given to infants, as different toys lead to different
types of learning
- Provide opportunities to repeat and practise movement skills
- Activities need to be new and challenging and evoke a variety of emotions
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Accomplished teachers: Implementation of quality teaching practices
Quality teaching implies that learning tasks should be academically rigorous and progressively
connected, task presentation should be relevant and meaningful to students, and the learning
environment should be supportive and productive for students to actively build knowledge and
apply what they have learned to solve problems in authentic settings
Quality task presentations include the teacher

(a) Precisely and explicitly explaining the learning task while using appropriate examples,
analogies, metaphors, and students’ familiar language to help students understand new
information.
(b) Demonstrating key aspects of a learning task one at a time and/or in sequence while
presenting learning cues related to the nature of the task to help the students grasp the key
features of the learning task.
(c) Using contextual scenarios to explain why the information should be learned to help students
find new information relevant
The quality of instructional responses depends on how well the teacher closely observes and
analyzes students’ performance, modifies the task if needed, redirects the students’ attention to
the task, and provides tailored instructional guidance.
Designing progressively sequential learning tasks is central to helping the students develop mature
movement patterns and competency in various movement forms because motor skill
development and learning is cumulative and sequential in nature.
They intentionally broke down the skills into small parts and taught each key part of the skill as a
small-step learning task.
Each small-step sequential task served as a building block for students to have successful learning
experiences when they worked on more applied learning tasks.
Providing tasks that reinforce the use of the skill in changing environments and game like
conditions is crucial to bridging the gaps between skill learning and skill application.
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Researchers posited that relating students’ prior knowledge to learning new information and use
of examples, metaphors, and images to help students connect abstract concepts and concrete
actions are effective task presentation strategies
The teacher’s role lies in providing appropriate instructional guidance including observing and
analyzing students’ performance, offering hints, readjusting and emphasizing tasks, asking
questions, and providing feedback about critical features of task performance.
The four essential dimensions of teaching practices
1. Teachers should provide students with progressively sequential and authentically
meaningful learning tasks.
2. Teachers should integrate explicit instruction and use students’ prior knowledge to
present the learning task.
3. Teachers should efficiently organize the class, students, teaching materials, and space
for the task engagement.
4. Teachers should timely provide tailored instructional guidance on the classroom floor to
maintain the integrity of learning objectives.
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LET US Play: Maximizing Physical Activity in Physical Education
● Health Organization recommends that youth accumulate health-enhancing levels of

physical activity (i.e., 60 minutes of moderate-to-vigorous physical activity [MVPA] daily).
● Schools have been identified as a promising setting for increasing youth physical activity
levels because of their broad reach and the amount of time youth spend in attendance.
The LET US Play principles
Competency-based tools that were developed in the after-school program setting but can be used
in a variety of settings including physical education.
Designed to be a reflective tool to identify barriers to elementary-age children’s physical activity in

free play or organized activity opportunities
Used to identify barriers to practice opportunities in activities designed for skill development
LINES
Reduce need for lining up to ensure all students are participating.
Lines result in students being less active and less time practising the skill.
ELIMINATION
Remove forms of elimination from games.
TEAM SIZE
Larger team sizes can often lead to lower activity level.
UNINVOLVED TEACHERS AND STUDENTS

Everyone should be actively involved.
SPACE, EQUIPMENT AND RULES

Tools in the teacher’s toolbox to modify the games enabling maximum physical activity
These LET US Play principles can be used by teachers as a tool to maximize the physical activity
113
READINGS Week Four: Management & Control
Fisette, J 2010, 'Getting to Know Your Students: The Importance of Learning Students' Thoughts
and Feelings in Physical Education', Journal of Physical Education, Recreation & Dance, vol. 81, no.
7, pp. 1-60.
Li, W 2015, 'Strategies for Creating a Caring Learning Climate in Physical Education', Journal of
Physical Education Recreation and Dance JOPERD, vol. 86, no. 4, pp. 34-41.
Pangrazi, R 2007, 'Chapter 6 Management and Discipline', in R Pangrazi (ed.), Dynamic Physical
Education for Elementary School Children, Pearson, Sydney, pp. 99-142. (this reading can be
accessed in the Resources Folder for Topic 4)
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Getting to Know Your Students: The Importance of Learning Students’ Thoughts and Feelings in
Physical Education
· A student-centred approach allows teachers to create lessons that meet the needs of all
students
· Teachers often assume students are resistant to participating in PE due to lack of interest,
when it may actually involve complex feelings and attitudes about their abilities and body
- PE makes students feel vulnerable - sports clothing and demonstrate skills in front
of classmates/public
- Students may have self-image issues when changing in front of others, or may not
want to demonstrate in front of their classmates
· Students often choose activities that they are good at in order to evoke positive feelings
about their self-image and perceived competence; others some students only fully participate
when they feel comfortable with their peers
· Teachers need to give students a voice and create a safe place
· Creating a safe place: find out who students are inside and outside of PE
- Talk to students, talk to their parents/siblings, attend extra-curricular activities
within and outside of school
- Develop a level of trust with students by taking their feelings seriously, keeping
student info confidential, and maintaining anonymity when discussions are opened
up to a group - e.g. allow students to type their answers so writing is not
recognised; provide students with a folder so they have a private place to store
their work
- Integrative cycle: the more comfortable and safe students feel, the more willing
they are to share their thoughts and feelings, which then informs teachers on how
to create even safer spaces
· Strategies for gathering and using student info
- Personal profiles: students answer questions about themselves to create a profile
to share with the class
- Student snapshots: students complete snapshots after activities to gather
responses
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- Journal writing: students record info for personal or academic purposes; can be
prompted with questions
- Participation identification: students’ perceived ability and competence affect their
willingness to participate, based on past experience
- Picture identification: students select pictures they identify with of people engaging
in physical activities
- Drawings: some students prefer to express themselves with drawings
· These strategies allow teachers to collaborate with students
· Effective teachers use student centred approach are able to cater to the needs of all
students
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Strategies for Creating a Caring Learning Climate in Physical Education
research evidence shows that a teacher's caring behavior is strongly related to students' attitudes
and engagement in physical education.
A PE teacher can build a caring relationship with his or her students through three approaches: ( 1
) making instructional task adaptations; (2) building interpersonal rapport; and (3) creating a
positive, motivational learning climate.
results have provided some evidence supporting that teachers' caring behaviors were strongly
connected to students' attitude and engagement. Students were more engaged in PE when they
perceived that teachers showed a willingness to work with them, attended to their well-being, and
created a safe and supportive learning environment where personal growth and cooperation are
emphasized.
A caring teacher can employ numerous effective teaching strategies to engage students' interest
and learning. A caring behavior can be enacted when a connection is made between the one
caring and the one cared for. This interactive, relational process consists of three components:
engrossment, action, and reciprocity
Engrossment - the desire of the one caring to understand the physical and personal situations of
the one cared for
Action - any behavior by the one caring toward the welfare, protection, and enhancement of the
one cared for.
Reciprocity - caring can exist only after the one cared for responds with reciprocity to the actions
of the one caring.
Making Instructional Task Adaptations

A teacher can make an instructional task adaptation by modifying the task complexity, selecting a
different skill, refining certain elements of a task, extending or applying a task by changing its
conditions, changing positions, or restating the task.
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- These instructional task adaptations are critical not only to help students make
progressions in their learning and performance
Building Interpersonal Rapport
Rapport occurs when teachers and students feel that they share similar beliefs, values, or
behaviors and can relate well to each other.
Teacher-student interpersonal rapport can contribute to teaching effectiveness and student

learning even though it may not be physical activity content-related.
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Chapter Six - Management and Discipline
Management and discipline are required for effective infrastructure
A COORDINATED APPROACH
● Most children choose to cooperate and participate
● Steps leading to a well managed class;
● Use proper teaching behaviours
● Define class rules, procedures and consequences
● Teach acceptable student behaviour
● Use behaviour management to increase acceptable behaviour
● Decrease unacceptable behaviour with discipline
GOOD TEACHING BEHAVIOURS

● Student-teacher dual responsibility for learning
● Good strategies and activities
● Effective preventative strategies in place
● Aware of own behaviour, habits and attitudes
● Develop an assertive communication style; straightforward approach to express feelings
and expectations
● Communicate high standards and expectations
● Understand why students misbehave
● Be a leader, Not a friend
DEFINE CLASS PROCEDURES, RULES AND CONSEQUENCES

● Determine routines for students
● Determine rules and procedures for the school year
● Determine consequences when rules are not followed
● Share your rules with parents, teachers and administrators
● Have the class practice the rules systematically
● Deliver instructions efficiently
119
READINGS Week Five: Gender
Garcia, C 2011, 'Gender Expression and Homophobia: A Motor Development and Learning
Perspective', Journal of Physical Education, Recreation & Dance, vol. 82, no. 8, pp. 1-60.
Peterson, J, R.Puhl & Luedicke, J 2012, 'An experimental assessment of physical educators'
expectations and attitudes: The importance of student weight and gender', Journal of School
Health, vol. 82, no. 9, p. 43.
Wright, J 1999, 'Changing gendered practices in physical education', European Physical Education
Review, vol. 5, no. 3, pp. 181-197.
Weiller, KH & Doyle, EJ 2000, 'Teacher-student interaction: an exploration of gender differences in

elementary physical education', Journal of Physical Education, Recreation & Dance, vol. 71, no. 3,
pp. 43-4.
120
Gender Expression and Homophobia: A Motor Development and Learning Perspective
· Students cannot be expected to move based on gender stereotypes

- LGBT is a difference;just like race, gender, religion, etc.
· Homophobia and sexuality is rarely discussed in school, yet PE teachers are expected to deal
with student differences in class
· Misconceptions:
- Sex versus gender: reproductive organs determine sex; gender is a culturally
determined construct to help distinguish between males and females
- Parents often find out their child’s gender before birth to begin planning a gender
specific environment (e.g. blue for a boys room)
- Homosexuality: often considered a choice, and those who identify as being LGBT
somehow guilty for their choice
· Stereotypical, gender-specific movement expressions:
- Movements linked with a single gender
- Boys: coordinated and explosive; Girls: rhythmic and balanced
- Children can be bullied for not living up to gender stereotypes (e.g. “you throw like
a girl”, “She’s such a tomboy”)
· What teachers can do:
- Increase awareness of stereotyped expressions
- Provide opportunities for all students to use multiple forms of movement
expression
- Listen to and educate parents of LGBT children
- Provide information about organisations related to gender and sexual orientation
· Teachers need to act as facilitators to help students, parents and the wider school
community to understand that gendered stereotypes are not welcome in PE
121
An experimental assessment of physical educators' expectations and attitudes
Within the school environment, physical education (PE) and activity settings are domains of
particular importance as several common, negative stereotypes of overweight persons are
relevant to the physical domain.
females are especially at risk for PE teachers' and sport coaches' biased weight‐related
perceptions or expectations. Findings indicate notable gender differences such that weight bias
was more consistent across domains for female students than for male students.
The findings from this study are concerning for several reasons, females already report less
participation in physical activity than boys. Females may be more susceptible to weight bias
compared to their male counterparts in general. Weight bias within and outside of the physical
environment may intensify overweight females' documented lack of enjoyment and participation
in PE and sports activity, perhaps exacerbating the cycles of weight bias and overweight.
Physical educators must ensure that they “exhibit responsible personal and social behavior that
respects self and others in physical activity settings” and “value physical activity for health,
enjoyment, challenge, self‐expression, and/or social interaction.”
Increasing awareness of weight bias and its consequences in PE teachers and coaches could result
in educational, physical, and social benefits for overweight youth.
With this training, physical educators can be better equipped to approach their overweight
students with increased compassion and understanding of the obstacles that these youth
commonly face in the school setting, and avoid transmitting negative weight‐related beliefs to
students.
122
Changing Gendered Practices in Physical Education
· NSW Department of Education & Training (1998) investigated and funded a research project
on Gender Issues in PE (GIPA) )to improve the participation of girls in PE
· A move to gender reform:
- Wave of feminism lead to a shift in arguments over whether women should play
sports to equal opportunities for women
- Marked by various acts of legislation and anti-discrimination laws to provide ways
to argue that women and men should have equal access to resources,
opportunities, occupations, courses and media coverage linked with sport and PE
- Studies show that males have more of the teacher’s attention and tend to
dominate in game situations; Females experienced ridicule, put downs and
harassment in co-educational settings
- Some schools have moved to single-sex PE classes to improve participation of girls
and gain confidence, but did not have a beneficial effect on boys who became more
rough etc.
- Teachers try to modify games for co-educational classes but this does not address
underlying issues
· Social construction of gender:
- Cultural expectations of masculinity and femininity (from media, parents, fashion
industries, PE teachers, etc.)
- Influence males and females to oppose one another, males being labeled as more
strong and skilled and females as weaker and unskilled
· Schools also play a role in constructing gender
- GIPA is a gender equality strategy developed which takes the social construction of
gender as its central premise
- GIPA project aims to improve PE experience of boys and girls
- Active Girls project, designed to improve girls’ participation in PE/sport through the
use of role models
123
Teacher-Student Interaction: An Exploration of Gender Differences in Elementary Physical
Education
● Do male and female students differ in how they think about and perform in sport?
Are these differences a product of gender-biased educational settings?
● Gender bias can be detrimental to learning.
● Some teachers have a discourse to believe one sex has superior abilities in certain subjects.
● These biases contribute to students’ insecurities and decrease their potential for
achievement.
● Studies have shown that this phenomena has diminished over time.
● McBride’s (1990) study found no gender bias in teacher interactions nor any in student
perceptions.
● No recent evidence to show significant gender differences in PA levels.
● More research will show if the improvements are genuine.
RESEARCH AND RESULTS

● Preliminary study to examine gender bias (teacher-initiated initiated) and gender
differences (Student-initiated interactions).
● Researchers recorded 496 teacher-initiated statements and 154 student-initiated
statements.
● Concluded that no gender bias was apparent.
124
READINGS Week Six: Growth & Development
Drost, Daniel K., Kyle Brown, Christopher K. Wirth, and Eric K. Greska. 2015. “Teaching Elementary-
Age Youth Catching Skills Using Theoretically Based Motor-Development Strategies.” Journal of
Physical Education, Recreation & Dance 86 (1): 30–35.
Sherman, CP 2008, 'Training Elementary School Classroom Teachers to Lead Developmentally

Appropriate Physical Education', JOPERD: The Journal of Physical Education, Recreation & Dance,
vol. 79, no. 9, 11, pp. 33-39.
Gabbard, C 2012, 'Sociocultural influences on motor development', in C Gabbard (ed.), Lifelong

Motor Development, Pearson, San Francisco, pp. 407-462.
125
Teaching Elementary-Age Youth Catching Skills Using Theoretically Based Motor-Development
Strategies
· Greater focus on skills, not general physical activity to increase children’s physical activity
levels
- Skill development and improvement in early years leads to teens who have a
positive view of health and physical activity
- Locomotive skills have no effect on future fitness and physical activity levels
- Object control skills (e.g. throwing, kicking, catching) form the foundation for future
movement and physical activity
· Teachers should be well versed in the skills they are teaching; need to understand the
elements/cue of skill
· Catching is an important skill in many sports (e.g. basketball, baseball)
- When taught in early years be careful to avoid over complicated instructions; often
throwing and catching is taught simultaneously making students learn two skills at
once
- Motor skills must be matured, promoted and practised
· Catching is defined as the use of the hands to stop and control a moving object
- Begin by using the eyes to focus on the object (info is gathered on height, size and
speed of object)
- Followed by manipulating the hands to complete the skill or to control the object
- Moving the body in line with the object so that the speed or force of the object can
be absorbed
- Hands are active and prepare to account for the height of the object
- Upon contact hands absorb weight and speed toward body in a cradle motion
- Grasping or squeezing the object ensures that control is retained
· Initial focus stage should be emphasized well before actual catch/control of an object
- Early years students learn by mimicking the actions of a teacher or other skills peers
- Teachers should provide feedback to students on how well they get to the
appropriate position, not on whether they can catch the object
- Early progression tasks for catching should focus on receiving or catching a rolled
object; Students can initially start in pairs positioned far apart
- Students can progress to catching self-tossed objects
- Then progress to catchingo objects tossed by a partner
126
Training Elementary School Classroom Teachers to Lead Developmentally Appropriate Physical
Education
In the age of streamlined and blended multiple-subject credential programs that focus on
preparing teachers with fewer academic units, preparation for teaching physical education often
consists of a single course or a several-hour seminar, or is ignored completely.
● Most teachers reported that the physical education supplies were instrumental to their
success in delivering a comprehensive and smoothly conducted program.
● Most teachers felt the curriculum was detailed yet simple to implement and that the
equipment allowed for maximum student participation.
● The physical education curriculum emphasizes building social skills through cooperation.
● A progressive, year-long professional development program can effectively educate, train,
and support CRTs in planning and delivering DAPE.
Without the extensive support delivered through this professional development effort, most CRTs
indicated that the program would not have been successful.
Importantly, the bulk of the professional development can be the result of a collaboration
between a PES and a CRT during class time.
127
Socio-cultural Influences on Motor Development
 An individual’s sociocultural setting has a profound affect on change in growth and motor
development.
 Socialisation refer to a set of events and processes by which individuals acquire the beliefs
and behaviours of the particular society and subgroup in which they love and are born into.
 Culture – a collection of specific attitudes, behaviours and products that characterise an
identifiable grop of people
SOCIALISING PROCESSES AND AGENTS

 Sicialisiation involves acquiring knowledge and various types of skills, including those
related to the motor domain.
 Depends on contexts and settings in which it occurs
 Bronfenbrenner’s bioecological systems model;Mesosystem, exosystem and macrosystem
PRIMARY INFLUNCES DURING CHILDHOOD

 The family
 Coaches and Teachers
 Possible influences of race
 Peer relations
 Self-Esteem
 Gender-role expectiations and stereotyping
128
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129
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Callcott, J Miller & S Wilson-Gahan (eds), Health and Physical Education: Preparing Educators for
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130
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132

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EDUC 5166

Health & Physical Education

Elyshia Lay, Lauren Young & Karly Neoh

A. Games of low-organisation (Karly) …...…………...…………………….………………………………………… page 3

B. Minor games & lead up games (Karly) ………..……..…………………………….………………………… page 18

C. Dance (Elyshia) …...…………………………...……………………………………………..………………………….. page no. 33

D. Gymnastics (Elyshia).......……………………...………………………..……………………..…………………………..page no. 49

F. Identity & Relationships (Lauren) ……………………...…………...………………..…………………………..page no. 80

G. Reading summaries …………………………...………………………….…………………………………………..page no. 97

H. References ……………….…………………………...……………………….……………..………………………..page no. 129

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Modifications/ Activity could be modified by increasing group size of the net, or

Curriculum Links ● Improving communication skills and teamwork

Resource Reference Australian Sports Commission 2015, Group Management: Fish in

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● One ball for each student

Curriculum Links Health & PE content descriptors:

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● Ball (soccer ball size)

Modifications/ ● Softer balls or balloons could be used for younger

Curriculum Links ● ACMP025: Perform fundamental movement skills in a

Resource Reference Edwards, K & Meston, T 2009, Yulunga Traditional Indigenous

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Modifications/ ● To increase participation students can take in turns being

Curriculum Links ● Links could be made to the Arts curriculum as students

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● 1 hula hoop per group

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● Beach ball

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● 1 hula hoop per group

Curriculum Links  Improving communication skills and teamwork

Health & PE content descriptors:

Resource Reference Australian Sports Commission 2015, Movement Exploration: Hoop

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● Two flags

Curriculum Links ● Problem solving and communication skills

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● Marker cones to establish playing area

Modifications/ ● Can change tennis balls to frisbee discs depending on what

Resource Reference Edwards, K, Meston, T, 2009, Yulunga Traditional Indigenous Games,

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● Volleyball nets

Modifications/ ● To maximise individual participation, additional rules could be

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● Basketball for each student

Student Outcomes The students will…

Teacher Outcomes The teachers will…

Equipment/Resources ● 1 soccer ball for each group

Curriculum Links ● Links can be made to mathematics if students count the

Student Outcomes The students will…

Teacher Outcomes The teacher will…