SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

Mathew Taylor-Hawkins 32002368

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

Year Level: 7 Time: 2:00pm Date: 16/05/2019 Students’ Prior Knowledge:
- Students have done 5 weeks of previous basic
rugby work learning basic rules, strategies and
Learning Area: Health and Physical Education some skills

Strand: Movement and Physical Activity (MPA) Focus Area: Year 7 Touch Rugby – passing and
evasion
• Active Play and Minor Games (AP)
Sub-strand: • Games and Sport (GS)
Moving our body (MB) (MPA Ss 2.1080) • Fundamental Movement Skills (FMS)
Understanding movement (UM) (MPA Ss 2.2 84 )
Learning through movement (LM) (MPA Ss 2.3 88)
Content Descriptor: Teacher’s Prior Preparation/Organisation:
• Use feedback to improve body control and
coordination when performing specialised - Correct working equipment
movement skills (Passing, roll ball) in a variety - List of KTP for each skill
of situations (ACPMP080 ) (MPA Ss 2.1 80) - Solid understanding of content
• Demonstrate and explain how the elements of
effort, space, time, objects and people Equipment List
can enhance movement - 32 cones
sequences (ACPMP084) (MPA Ss 2.2 84) - 6 hoops
• Modify rules and scoring systems to allow for - 8 rugby balls
fair play, safety and inclusive - 16 bibs
participation (ACPMP088) (MPA Ss 2.3 88)

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

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

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

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

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

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

• Demonstrate correct technique when passing during a closed activity and in a modified game
• Utilise evasion strategies to get past defenders in a modified game environment
• Correctly use evasion strategies and tactics such as drawing defenders

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:
- Were the activities covering the appropriate level of difficulty for the student’s skill and age level?
- Did the activities covered in the class an appropriate level of difficulty for all members of the class?
- Were all students in the class able to actively participate and if not, what changes could be implemented?
- Were activities engaging and interesting for the class as a whole?
- Did students achieve the lesson objectives?

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Teacher self-reflection and self-evaluation:
- Were the instructions given in an engaging and understandable way?
- Did the lesson flow and did I maintain organised?
- Was I able to change and adapt to variations, participation and unexpected changes?
- Were students engaged in the lesson? Why or why not
- Were the lesson objectives realistic and achievable?
- How can I improve my teaching for future?

LESSON PROGRESSION
Motivation and Introduction:
Time
- Welcome students to class, asking them to sit down on the oval and face the teacher
2:00 - Touch on the fundamentals covered in the previous lesson on roll balls and taking the touch
- Explain the focus of the lesson being evasion and passing and the importance of these two skills in the sport
- Briefly describe the lesson objectives and the importance of the selected focus skills
- Nominate two students to be taggers for the warm-up activity and ensure they put on bibs
- Nominate the ten leaders of the groups and ask each to carry a cone to the respective spots
-
Student Organisation Lesson Content Class Organisation
(Individual task structure, (Content & KTP) Resources/Equipment
2:04 differentiation) (Position of teacher/students, setup/working area/grids for class,
Running pass KTP transitions)
-Fingers spread evenly across the balls
surface
LEST -Centre of gravity low and back bent
L- 2 taggers, rest of -Eyes and end of the ball pointing toward
students spread evenly target
over 10 groups (3 per cone) -Thumb on top of ball, allowing spin
-Wrists cocked prior to release
E- 10 x marker cones to
define playing area
- 1 x rugby ball Attacking KTP
-Taking the touch deliberately as a
S- 45 x 25-meter rectangle
strategic move
T- 7 minutes -Low centre of gravity to allow for fast
change of direction to dodge and dummy
Drill Progressions:
-Use of the pop pass by dummy half for
- Add more taggers to fast attacking plays after a touch
increase difficulty -Step over the ball quickly and without
- Increase width of drill to kicking it when performing a roll ball
practice half passes
Warm-up: 5-man weave
Teacher
position

à Higher ability
- Students who are finding
the drill easy can only use
the spiral pass
àLower ability
- Students struggling with
the task can carry the ball
after receiving it before
performing a pass
Tips
-By keeping passes low
and fast the team in
possession can limit the
chance of intercepts and
pass more efficiently
1. Students line up on two sets of
five cones facing each other
with 2 defenders between them
wearing bibs
2. When the drill commences
students must pass the ball
using a flat or spiral ball to the
student shown in the diagram
3. Once the target has received
the ball the passer must run
around the back of the group
ready to receive another pass
4. At the opposite end the last
student will the ball must pass
to the middle group
5. Students In possession of the
ball must avoid the defenders
6. If students perform a poor pass,
drops a catch or it touched by a
defender when in possession of
the ball they must swap rolls
with the closest defender
7. Each student will cycle through
over the 7 minutes

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 Bridging organization
2:11
-Blow whistle twice to indicate the conclusion of the warm-up
-Have students collect the cones and sit down in front of the teacher for the next activities’ instructions
-Explain the first drill with a demonstration of good technique
-Delegate rolls for each student for the drill and have students setup the area as shown below
-Answer any questions by students about the drill
-Re-iterate the KTP of the passes and be clear on the objectives for the drill
-Ask students to make groups of 8 and take out cones to create grid
2:14 LEST Spiral pass KTP
-One hand on each side of ball with
L- 4 groups of 8
thumbs above to generate spin
E- 1x ball per group, grid -Ball released with its nose slightly
marked out with cones higher than the bottom
(32 total) -power and spin generated with back
hand
S- Grid 25m x 25m zig
zag grid provided -ball stays low and fast for efficiency
T- 8 minutes
Drill Progressions: Flat pass KTP
-Opposite leg forward with trunk
- Students turn around
turning toward lateral target
and face the opposite
-Fingers spread on ball to maximise
way to practice their
grip
non-dominant and
-Wrist flexion prior to release to
dominant passing
generate speed
à Higher ability -Summation of movement from base
all the way to fingers
- Students who are
finding the drill easy can Activity 1: Zig-Zag passing
only use the spiral pass
1. Students each stand on a
à Lower ability cone in their groups of 8 in
a zig-zag formation facing
- Students struggling the same way
with the task can stick to 2. The student at the front of
the flat pass and take a each group starts with the
step in if needed to ball and upon the drills
decrease pass length commencement must pass
to the next student and so
on
Tips 3. Once the last student in the
-By keeping the centre group has received the ball,
of gravity low and they run up to the next
pushing off with the unmarked part of the line
opposite leg, students and complete a pass to the
can increase both power previous leader who is now
and accuracy of passes second from the front
4. Once all students in the
. group have run and started
then the round is complete
5. A race like format will be
applied after some time to
encourage students to
practice
6. First team to have all 8-
players run and start wins

Bridging organization
2:22
-The whistle is blown twice indicating the end of the activity, each student grabs one cone and whoever is at
the front of each line brings the ball in
-Students remain in the groups of 8 and keep the ball but 3 of the students must put on bibs
-Explanation and demonstration of activity of 5vs3 evasion game
-students group take out 4 cones and create a 4x6 meter rectangle
-At the sound of the next whistle students may begin
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2:25 LEST Attacking KTP
-Taking the touch deliberately as a
L- 4 groups of 8
strategic move
E- 1x ball per group, 4 -Low centre of gravity to allow for
cones each, 3 bibs per fast change of direction to dodge and
group dummy
-Use of the pop pass by dummy half
S- 10x6 meter rectangle
for fast attacking plays after a touch
T- 7 minutes -Step over the ball quickly and
without kicking it when performing a
Drill Progressions: roll ball
- Students increase the
width of the area to
decrease the difficulty of Running pass KTP
getting past defenders or -Fingers spread evenly across the
increase the length balls surface
instead the increase -Centre of gravity low and back bent
difficulty -Eyes and end of the ball pointing
toward target
à Higher ability -Thumb on top of ball, allowing spin
- Students who are -Wrists cocked prior to release
finding the drill easy can -Feet slightly wider than shoulder
only pass backwards width apart for stability
even try 4 vs 4 games
Activity 2: 5vs3 evasion game
à Lower ability
1. The offensive team must
- Students struggling attempt to get the ball
with the task may
increase width of area
from one end of the
as well as decreasing rectangle to the other
length of area 2. If a student is touched by
a defender whilst in
Tips possession of the ball
that is an incomplete run
-Students can draw
players and create gaps 3. Offenders may pass
in the defence for team forward and no dummy
mates to go through half rule applies
. 4. The offensive team will
start with a roll ball and
5-meter gap to the
defenders
5. Students must use a
combination of evasion,
passing and strategy to
complete the drill
successfully
6. After 3 consecutive turns
defenders swap roles

Bridging organization
2:32
-The whistle will be blown twice to indicate the completion of the activity, students must grab the 4 cones
and ball from their group and put it away
-A brief discussion about the KTP of attacking will take place and students will be asked how and when
these skills and strategies are used effectively in a game
-Students will see and hear a demonstration and explanation of the carminative game
-Students will set up modified game
-Half of the students will be assigned to the red team and will put on bibs

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2:34 LEST Attacking KTP
-Taking the touch deliberately as a
L- 2 teams of 16
strategic move
E- 6 hoops, 6 rugby -Low centre of gravity to allow for
balls, 24 cones, 16 bibs fast change of direction to dodge and
dummy
S- 40x60 meter
-Use of the pop pass by dummy half
rectangle
for fast attacking plays after a touch
T- 8 minutes -Step over the ball quickly and
without kicking it when performing a
Drill Progressions: roll ball
- Students can increase
or decrease the size of Running pass KTP
the game -Fingers spread evenly across the
-Students cannot stay in balls surface
their own half for more -Centre of gravity low and back bent
than a minute at a time -Eyes and end of the ball pointing
toward target
à Higher ability -Thumb on top of ball, allowing spin
- Students who are -Wrists cocked prior to release
finding the drill easy can
only pass backwards
during the game and Culmination game: Capture the
once they cross to flags
enemy side they may
not cross back until they 1. Students are assigned to 2
have got a ball or freed a teams, one with bibs
teammate from jail 2. Students can cross the
à Lower ability centre line and attempt to
get the balls in hoops on the
- Students struggling opponent’s side and bring
with the game can be them back without being
given a safe zone on the tagged
opponents side to help 3. To score points student must
them steal a ball put the opponent’s rugby
balls in the hoops on their
side
Tips 4. If a student is tagged on the
-Working together with opposing side they go to ‘jail’
teammates to distract where they can only be freed
defenders and find gaps by a teammate tagging them
is a great way to win 5. If all students on one team
go to jail or all of their balls
. are in the opponent’s hoops,
they lose
6. Students can pass a ball to a
teammate before they are
tagged but not pass over the
half way line

2:42 Lesson Closure: (Review lesson objectives with students)

-Bring students into a group and sit them down to reflect on the lesson
- Ask students individually about some different KTP of passing and evasion as well as some strategies
for beating defenders
-Ask students about which aspects they did and did not enjoy from the lesson and why/why not?
-Explain the lesson objectives once more and evaluate as a class if they were achieved
-Dismiss students to get changed or ready to get to form by 3pm

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 Transition: (What needs to happen prior to the next lesson?)
2:43
-Ask students to revise KTP learnt
-Research the 3 offensive strategies for next week
-Reflect on the lesson and what aspects were effective and engaging

Assessment: (Were the lesson objectives met? How will these be judged?)
-Have students demonstrate the lesson objectives and either give them a grade based on their ability
and effort in the activities and modified game

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