Tyler Nield

HPE Unit Planning: This must be concise & informative.

It is an inquiry into teaching & learning.
Professional Knowledge:
Standard 1: Know students and how they learn

1. The context: General school & HPE specific context & other constraints.

The context: Implications for learning & teaching.

General school & HPE specific
+ other constraints.
Glenunga International High School
is situated in the south eastern
suburbs of Adelaide. The school is
high achieving in all areas, this is
reflected in their annual report
showing that 99% of Year 12
students achieve their SACE. GIHS
has a proud focus on academia,
however, also offers a range of HPE
courses and programs.
For your Unit:
This unit plan will be focusing on a
year 10 practical HPE class. There
are 22 students in the class, who
have elected to undertake the
practical lesson. The class is also co-
ed.
Throughout the week there are three lessons, two 80-minute lessons
and one 50-minute lesson. As this is a practical class, their allocated
class time does not include any theory work. They will be
participating in Basketball for the first three weeks before moving
into SEPEP. All basketball classes will be inside the gymnasium, with
SEPEP classes being dependant on the sport chosen by the class.
At GIHS, there is one gymnasium for the entire school, however we
will have the gymnasium to ourselves unless it is a wet day. We
several long lessons which allows us to spend a lot of time doing
activities and minimal time setting/packing up. Each student is also
supplied with a laptop.
I have played basketball on a casual basis since I was approximately
12 years old. I have quite a big interest in the sport. I have a
competent understanding of the rules and techniques within the
game and feel confident in teaching it to students.

2. The context: Information about individual learner(s) and the class.

The context Implications for learning & teaching.

 learner(s) & class

The cultural backgrounds of students at
the school are all quite diverse, there is
several students who speak little English
and who have come from overseas.
However, this is not an issue in my class as
all students speak English as their first
background. There are still numerous
cultural backgrounds that I need to be
mindful of
Overall, all students seem to be engaged in the lessons and well
behaved. No one has a distinct learning need or disability that I need
to be mindful of when planning.
As there is a variety of cultural backgrounds amongst the group,
students are somewhat separated this way. During my observations, I
saw no exclusion or bad behaviour amongst the students. They got
along well and worked as a group to get the most out of their
lessons.
The basketball related experience levels of students in my class
range. From speaking with my supervising teacher, some students
have previously experienced basketball in school, while others play
outside of school and others have had minimal experience.
General level of engagement and connection with activity and HPE?
Specific interest/ connection with the topic/activity? Gender bias?
As this is a year 10 practical Phys Ed class, the interest levels of my
students differ. The students haven’t elected to undertake advanced
Phys Ed, which means that some may have minimal interest in the
subject area.
I observed numerous classes on my lead in days. Students were often

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volunteering to assist the teacher with setting up and packing up. I
predict that this will be similar for my class.
I didn’t observe any students having a particularly positive or
negative relationship with their regular teachers. All relationships I
observed were quite standard.

Professional Knowledge:
Standard 2: Know the content and how to teach it

3. Activity/ Topic analysis (include detail in Appendix): This enables you to detail the ‘key content’
material to be covered in the unit. It also includes the key Implications for teaching and learning.
 If you are teaching an ‘activity’ the analysis will include an overview of the aspects of skilled
performance & Play Practice principles for teaching & learning.
 If it is a topic (ie. sexual health, group dynamics or fitness) then you can provide specific, detailed
information relating to content knowledge and ideas of your teaching methods.

4. SCOPE of learning for the unit: The MUSTs, SHOULDs, COULDs. .

Given the specific context & constraints for your class, complete the chart identifying the scope of the
learning for your unit. (The example is a Yr 8 novice class with 6 by 1 hr lessons basketball).

Outline the first lesson (guide):

Note*****
This may be the first lesson with your class. What learning experiences are you going to provide to allow the
students to SHOW you what they can do? What will you be looking for?
This may be into the unit. What learning experiences will you select to allow them to show you what they can do?

I will begin my first lesson by running an enjoyable ‘get to know you’ activity. I will begin my lesson with this to begin
to learn the names and characteristics of my students. Once the ‘get to know you’ activity is finished, I will introduce
the unit to the students. I think that it is important to educate students on what it is expected and why we are doing
specific topics. I will then move into a simplified half court game of basketball. This will work as a pre-test for me, so
that I can observe the capabilities of the students and tailor future lessons to suit the class. I will run the activity as a
4v4, so that there is increased space on the court, and will have modified rules to reduce the difficulty of the activity.
The next activity will require students to work in small groups to record themselves attempting a specific basketball
related technique. This is directly related to the assessment.
What MUST be taught what SHOULD be taught what COULD be taught
Technique: dribble, scan, shoot, pass, Technique: – bounce 1-2 lay Technique: –Extended shooting
catch up, dribble variations, pump distances (3pt), taking a charge
Communication- Verbal and non-verbal fake, off ball movement Communication- Attacking play calling
communication ie pointing and calling for (agility) with hand signals and verbal
the ball Communication- Off ball communication
Defensive communication ‘ive got ball attacker communicating to ball Game Sense: extend application of
carrier’ handler ‘you’re open, shoot it, rules and tactics.
Game sense: rules, tactics & oneself defender behind’ Settled attack – balance, begin a
 Rules - personal fouls, double dribble, Defender’s ‘switch up, cover pattern give and go.
travel. the lane’ Changing defensive patterns - zone
 Tactics - principles of play: attack with Game Sense: extend One on one moves – attacking &
the ball ‘scan + go to goal’, attack application of rules (3sec in defending. Reading the defender
without the ball – support key) and tactics Running attacking plays
width/depth + move to space. Attack: fast break, give and go,
Defence tactics – delay + goal side back door, balance court
position with agility for defensive positioning
stance + footwork Defending – individual helping
Passing & Receiving Fair Play – Umpiring role
Fast Break: 3v1/ 3v2
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low post/ 45 positions on court
Reading the play + decision making.
Fair Play: responsibility for applying the
rules. Showing respect & positive
encouragement for each other
Resilience – making mistakes is a part of
learning – persist to improve.
Cooperation: Encouraging each other &
helping team mates to improve.

Teaching & Learning:
Identify the key learning experiences.
Examples: link to the type of game.
Sector Games: (simplified & shaped)
Simplified/ Shaped games,
Weighted number & go for goal games
DIFFERENTIATED to the diversity of
learner’s needs.
Individual, partner and small group
challenges DIFFERENTIATED to the
diversity of learner’s needs.
Target games (be specific) & how they
can be Differentiated.
Shaped or conditioned games for specific
focus.
What aspects of skilled play you will be developing?
Why does this method assist learning?
Throughout my teaching of this unit, I will use a variety of methods and
learning experiences to facilitate student learning. I will attempt to use all
of the learning experiences listed in the left hand column, however I will
focus on the highlighted ones. I have highlighted these key learning
experiences as I find that they are the most effective and engaging for
novice learners.
Throughout the unit I will cover most of the elements of skilled
performance with and emphasis on game sense rules and game sense
tactics. Agility, communication and fair play will also be focused on. There
will be a limited amount of development of physical courage and
endurance.

Launder & Piltz (2013) Play Practice engaging &

developing skilled players from beginner to elite,
Human Kinetics, Illinois, USA.

Your Professional Practice (pedagogy):

Consider the underpinning principles you are applying in your practice.
(reference this to show support for your actions).
What do you do and why is it important.
 Pertinent: Alignment & MIP.
I attempt to ensure that all activities run in my lessons are aligned to the full game in one way or another. I also try to
maximise the participation levels of my students to ensure they are all involved in the activity. This is important as
the more students are involved, the more engaged they will be and the more they will learn.
 Protected: Safe & supportive learning environments
I promote a safe and supportive learning environment by encouraging all students to participate in activities and
discussions. I will also establish group norms and protocols with the class and appropriately manage any antisocial
behaviour. It is extremely important to establish a safe and supportive learning environment to enhance student
learning.
 Progressive, Persistent: Scaffolding learning by creating success orientated challenges & games. Shaped &
simplified games
I like to use a variety of shaped and simplified games to introduce game sense tactics and game sense rules for
learners. I find these activities extremely beneficial as it allows learners to develop in more success orientated
activities.
 Provision of feedback: facilitate & accelerate learning
I find that one of the most beneficial ways to accelerate student learning is having students provide feedback to one
another. This encourages students to think critically about what is happening within a lesson. This critical thinking
and then sharing feedback is a great way for students to progress their own learning.
 Methods: Teaching ‘through’ the game, teaching ‘in’ the game, Shaping and focusing the play.
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I find that teaching in the game is a highly effective way of facilitating student learning. With the use of freeze replay,
I can paus e a game and expand on key rules and tactics. As the players are already in the game, they can easily
visualise what I am teaching them, and they can then put it straight into practice.

Launder & Piltz (2013) Play Practice engaging & developing skilled players from beginner to elite, Human Kinetics, Illinois, USA.
Carol Dweck- link to various sources on growth mindset. https://www.mindsetworks.com/science/
Cooperative Learning:

Professional Knowledge:
Standard 3: Plan and Implement effective teaching and learning.

5. Australian Curriculum HPE – student learning & achievement Complete the TABLE.
Note*** AC- Capabilities & Cross curriculum priorities: Not required for hpe 2 unit plan.
Strand: Band level (7-8 or 9-10) Standards of achievement.
Select the Sub strand(s) & standard for Provide specific ‘evidence’ of student learning
band level. Write the student outcomes What things will you see the students doing? How will they monstrate
specific to the unit. ‘evidence’ of what they can do, know and understand within this unit? Use
verbs to describe the learning.
Sub-strand 1: Moving our body
Provide and apply feedback to develop and refine Evidence: Game play contexts and target games. Use film &
specialised movement skills in a range of observational check (teacher & peer)
challenging movement situations  Demonstrate specific basketball related skill
 Draw on feedback from analysis of video footage
Provide visual evidence of a before shot of you
performing the skill which has identifiable  Apply feedback to improve their technical capability
problems with the technique which you can
discuss. As a part of this, you need to provide
relevant images of an expert performing the skill.
This will provide a necessary visual comparison
with your own technique to support the changes
you want to make in order to perform the skill Evidence: Practice drills/activities
correctly. - Present a variety of activities that will improve their
Sub-Strand 2: Understanding movement technique of their chosen basketball related skill
Design, implement and evaluate personalised
plans for improving or maintaining their own
and others’ physical activity and fitness levels

Provide practice drills/ activities that you used

to improve the skill and explain how this
supported the improvement of the skill.
Taken from AC framework –select the appropriate band achievement standard and highlight the sections which the evidence
from your unit will inform reporting. Years 9 and 10 Achievement Standard.
By the end of Year 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours.
They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of
emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and
justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their
communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and
problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and
others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement
challenges.

Professional Knowledge:

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Standard 5: Assess, provide feedback and report on student learning.

Source and Review the assessment practice used by the school in this unit of work
6. Authentic Assessment:
Critique the assessment by considering the following questions.
 What is the purpose of assessment in this unit of work?
The purpose of this assessment is to encourage students to develop a deeper understanding of movement
and the technical demands of basketball related techniques. Students will identify a basketball specific
technique that they wish to improve on. They will then use visual evidence to show their progression of
improvement of that specific skill throughout the unit.
 How is student learning assessed & who completes the assessment?
Student learning is assessed using a table, describing what the students should display to achieve each box.
It is scaled from A level to E level. I will be completing this assessment under the supervision and moderation
of my supervising teacher.
 Is this assessment item authentic? Justify your response.
I would say that this assessment is authentic. Students are required to work in pairs to apply and provide
feedback to one another. They are also required to use technology to assess and review their technical
capabilities. These are two ways of this assessment being related to real life situations therefore making it
authentic.
 Can you think of other methods for assessment?
A good method of assessment could be a moderated self-assessment. Students would have to provide
reasoning for their self-assessment by describing the progression of their technical skill development.
Include an assessment criteria and a rubric for appraising achievement (if appropriate).
 Does the school use the Australian Curriculum achievement standards for reporting?
If so how is this undertaken?
Yes, this unit of work is assessed using a table which has been constructed by drawing from ACARA specific
strands of ‘moving our body’ and ‘understanding movement’.
 If not - what system is used for reporting on student achievement?

7. Unit evaluation : A1 part b completed after teaching the unit- POST PER 2
At the completion of the unit you will reflect on and evaluate the experience. This can be done by
revisiting the planning steps and making a brief comment on each section noting what you would do
differently for the future….
Consider:
 Things that went well – assisted student learning, (evidenced by)
 Things that didn’t go so well
 The sequence, choice of content, teaching methods, etc.

You will also include an analysis of some ‘data’ – drawn from Student ‘voice’ in the evaluation.
This will be used to further inform you evaluation by providing evidence of the impact of your
teaching on student learning.

 Why might it be important to include ‘student voice’ into the evaluation process?
 What are some possible limitations on analysing data from this source?
 Consider carefully the questions you might ask either in a questionnaire or in a small focus
group discussion.
 Indicate the process you used to ‘gather data’ and the key results from analysing this
information.

Appendix
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Analysis of the activity & Implications for T&L – an overview:
Professional Knowledge:
Standard 2: Know the content and how to teach it

If you are teaching a practical activity:

Launder & Piltz (2013) Play Practice engaging & developing skilled players from beginner to elite, Human Kinetics, Illinois, USA.

Begin with a concise overview of the game (how it is played) applying the ‘elements of skilled performance’.
(Refer to HPE 1 mini unit)
Deeper analysis of the learning situation, elements of SP plus teaching & learning.
This must be relevant to the context of the class you are teaching.
Note: IF it is a more senior class then the depth should be expanded accordingly.

Game sense – applying the ‘Rules’

 What are the key rules you will apply in your first ‘shaped/ simplified game’ learning
experience
In my first ‘shaped/simplified game, I will introduce a variety of key rules. Firstly, I will introduce no
body contact and arm’s distance when defending. These two rules will give the ball handler more
time and space to move with the ball and to make decisions. I will also apply a 5-bounce limit per
possession to encourage students to pass the ball around and increase the likelihood of all students
being involved in the play. I will also introduce the ‘no travel’ rule, however, will be lenient on this
early on to assist with the flow of the game. These rules will help to shape the game yet allow
students to find some success and enjoyment in the game.

 What are the other key rules to be addressed for the activity?
Throughout the progression of the unit, some other key rules I will implement are 2-step
layup and I will also expand on contact by introducing shooting fouls and personal fouls. I will
also introduce the double dribble and carry rules.
Teaching & learning – game sense – applying rules.
 How will you go about facilitating learning of the rules? What methods will you use?
At the beginning of the unit, I will introduce a few key rules. These will be implemented at the
beginning of a shaped/simplified game to help shape the game without overloading the learners. I
will then slowly introduce other key rules as the student’s progress. I will use freeze reply to
introduce more key rules. Freeze replay is an effective method of facilitating learning as students
are able to directly apply their learning to a game like situation and visualise what the teacher is
implying.

Game sense – applying ‘tactics’ and reading the play.

 What are the ‘tactical principles of play’ that apply in the game you are teaching?
When attacking, the ball carrier must look up and scan/read the play to look for an opportunity to get
through the defence by either dribbling, passing or shooting the ball. The off ball attackers must
support the ball carrier with width and depth and move throughout the court to provide passing
options for the ball handler. The attacking team should use quick and intelligent passes to force the
defenders to move and react, which will create gaps in the defence and open up driving lanes
(Launder & Piltz 2013).
When defending, the defender nearest the ball carrier must move up on them to apply pressure and
delay their attack. The provides the other defenders time to move into appropriate positions, ie goal
side of their attacker. More advanced defensive tactics are a zone, where players guard the critical
apce close to the basket (Launder & Piltz 2013) or a box and one, where 4 players establish a zone
around the key and one defender pressures the ball carrier.

FIG/CTBG: In attack ‘with’ & ‘without’ the ball + In Defence

Batting & fielding: tactics for ‘batting’ & ‘fielding’ including base running.
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Court Divided Games: Tennis, table tennis, Badminton, Volleyball.

 What are the ‘MUSTs’ - the most important tactical concepts you will focus on for
novices?
When attacking, the most important tactical concept for novices is scanning/reading the play to
advance the ball down the court by dribbling or passing to a teammate. It is important for
novices to practice dribbling the basketball while keeping their eyes up allowing them to scan the
court.
When defending, novices must aim to position themselves on the court in an attempt to delay
the attacking team and cover direct routes to either the basketball or in-between teammates.
 What type of focus ‘questions’ might you use to help learners think about tactical
decisions & options?
Ball Carrier: ‘who can you pass to?’ ‘can you drive to the hoop?’
Off ball attacker: ‘should you cut through the key?’ ‘how can you support the ball carrier’
Defender: ‘what side of your attacker are you on?’ ‘where is the ball?’ ‘are you communicating
with the other defenders?’

Teaching & learning – game sense – applying tactics & reading the play
 How will you go about facilitating learning of game sense tactics? What methods will you
use?
When teaching basketball, it is important to use a variety of simplified and weighted number
games. These will assist players to develop their game sense tactics. Initially 2v1 and then 3v3
passing games should be implemented. These activities will demonstrate to novices the
importance of passing and that it is a team activity that requires skill from both the passer and the
receiver (Launder & Piltz 2013).
Once students have developed their technical capabilities of dribbling and shooting, weighted
number games should be progressed to using an entire half court. Using the entire half court,
helps to increase the alignment of the activity to the real game. These weighted number activities
should start as a 3v1, which introduces game sense tactics with decreased timing and perceptual
demands on the ball carrier. The activity can be progressed by simply increasing the number of
defenders, until the amount of attackers matches the amount of defenders.
Technical ability
List the essential ‘techniques’ for novices to develop.
The essential techniques for novices are:
- Dribbling
- Passing
- Shooting
- Catching
 How difficult are they?
The dribbling technique is quite a difficult technique for novices to learn. This is because it
involves controlling and re-directing the ball with the hand while focusing your attention
elsewhere by scanning the court and reading the play.
The passing technique can be a relatively simple technique for novices as the ball is quite large and is
redirected using the hands with close proximity to the body. There is also a large amount of transfer from
other activities.
The shooting technique can be considered difficult for novices as the ball is controlled and redirected away
from the body. As the arms are extended, the perceptual demands of the technique are increased.
The catching technique is a relatively simple technique however it requires the player to track the ball
through the air. The basketball ball is quite a large ball which reduces the perceptual demands. There is
also a large amount of transfer in the catch technique which reduces the difficulty of the technique.
 Identify combinations of techniques that fit together for your activity.
Catch and shoot, dribble and pass, dribble and shoot
Include an image (or clip) or link the key techniques with bare bones ‘ focus’ cues include around
them. These should assist with ‘perception’ ‘timing’ or the ‘movement’

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Teaching & learning – technical ability.

What ‘variations’ can you include to add in communication, agility, scanning etc.
If applicable:
There are numerous basketball activities which can include communication, agility and scanning.
Weighted number games are all shaped to include these aspects. Students are forced to cues non-
verbal and verbal communication to move and call for the ball, switch up on defence and direct
teammates to receive a pass. Players off the ball will need to cut through the key and around
defenders which requires agility, as well as the ball carrier moving with the ball and defenders
moving with their opponents also help to develop players agility. Finally scanning is also included
in the activity as the ball handler is required to scan the court for passing options, gaps in the
defence and driving lanes. Heavy traffic is also an important activity for improving communication,
agility and scanning. Students are required to dribble the ball through a crowded area while
keeping their eyes up looking to pass to a teammate.
How are you going to ‘simplify’ the perceptual &/or the timing demands to ensure success?
I will achieve through a variety of activities. Indiviudal and partner challenges will allow students
to develop their technical ability without the pressure of defenders. I will also use a variety of
working models which can be described as a ‘technique stripped to the bare bones’ (Launder &
Piltz 2013). In basketball this can be established by working on the set shot technique which is the
working model of the jump shot.
Agility: Discuss how significant this is in your game?

For an autonomous learner, agility plays a significant role in being successful in the game of
basketball. However, at the novice level, learners can still find success with minimal reliance on agility
as it is not an essential aspect of skilled performance at the novice level. Novice learners can still
move throughout the defence, dribble, pass, catch and shoot without being overly agile.
Communication: (Include this only if it is significant in your activity.)
What are the key communication patterns in the game?

Communication is an essential aspect of skilled performance in basketball when in both attack and
defence. When attacking, verbal and non-verbal communication is required to help pass the ball
between teammates, assist with dribbling the ball, moving into a shooting position, as well as off
ball movement. In defence verbal and non-verbal communication is necessary as it allows the
defenders to work as unit to know where each defender should be positioned and what they
should be doing.
How will you teach for these?

Agility will be included in most of the activities in the unit, furthermore I will include some
activities that have a focus on agility. These will require students to cut through the key, fake a cut
or move around markers to enhance their agility. Communication will also be taught within most
activities expect for individual challenges. I will constantly encourage students to use a range of
verbal and non-verbal communication during the basketball unit.
Resilience & Fair Play
How will you teach for these?

Resilience and Fair play will be developed through majority of the activities in my unit. Firstly,
resilience will be improved by the students overcoming challenges and being successful. This can
be achieved anywhere from in a simple individual challenge to in a 5v5 game. It is important to
note that novices are bound to make mistakes and reach success at different rates. As an
educator, it is vital to encourage these students to persist with the activities.
As I will have approximately 25 students in my class, I will need to facilitate numerous games of
basketball at once. For these games and activities, I will choose students to help with umpire and
ask the playing students to assist with self-umpiring. This will provide all students the opportunity

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to implement fair play.

Are there other elements you will be focusing on

Games sense – strategy? for a more advanced group?
Endurance/ Courage …depending on the group.

Risk Management Plan: apply the standard proforma appropriately.

Activity Location: Date:
Possible risk of injury Risk 1: Injury caused by student behaviour
Risk 2: Injury caused by the space and or objects within the space
Risk 3: Emotional
Risk 1: Injury caused by student behaviour What will you do to minimise risk?
Causal Factors This risk is caused by accidental or Add to list or delete as needed..
 People careless behaviour. As a teacher it Positioning of pairs/ groups ...
 Equipment is important to minimise the Teaching progression for ...
 Environment potential risk through equipment Emphasis given to ...
choice, planning and safety Modification of equipment ...
protocols. Measures highlighted in Safe playing surface ....
yellow relate to Risk 1. Appropriate clothing & footwear
Risk 2:Injury caused by the space and or objects within the space Class rules relating to individual rights &
Causal Factors This risk is caused by the area in which responsibilities for safe, inclusive participation
 People the lesson occurs. As the lessons are Focus directed to ........
 Equipment inside the gymnasium the area should
 Environment be free of external dangers however it
is important to check prior to lesson ie
broken rings
Risk 3: Emotional
Causal Factors This will be caused by not establishing
 People a safe learning environment and anti-
 Equipment social behaviour between students.
Environment
Response Plan
Non Urgent Response Immediate contact first aid:
Urgent Emergency Response Ambulance: Closest Hospital:

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