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EMR302 PDHPE Curriculum: Physical Education Resource Manual

EMR302 PDHPE Curriculum

Assignment Criteria and Mark Sheet

Assignment 2

Physical Education Resource Manual

(60%)

Student Name Claire Hurst

Student Number 11473006

Due Date 9th February 2015

Length As needed

Submission EASTS (online)

Assignment Result Mark: / 60

Marker Date: Comments

ID: 11473006 Page 1


Assignment 2 Assessment Criteria

Marks (out of 50 – ten criterion each worth 5 marks)

5 4 3 2 1

SEC

TIO

N 1

:

FUN

DA

ME

NT

AL

MO

VE

ME

NT

SK

ILL

S

Demonstrates a highly

reflective and in-depth

understanding of what FMS

are and why they should be

taught, underpinned by at

least two academic

references.

Demonstrates a reflective,

in-depth understanding of

what FMS are and why

they should be taught,

underpinned by at least

two academic references.

Resource demonstrates a

sound understanding of

what FMS are and why

they should be taught,

underpinned by at least

two academic references.

Resource demonstrates a

basic understanding of

what FMS are, with less

than two academic

references.

Resource demonstrates

insufficient understanding

of what FMS are, with

minimal/no academic

references.

Provides an accurate list and

extensive description of the

FMS recommended by the

NSW BoS K-6 PDHPE

syllabus.

Provides an accurate list

and thorough description

of the FMS recommended

by the NSW BoS K-6

PDHPE syllabus.

Provides a list and

description of the FMS

recommended by the

NSW BoS K-6 PDHPE

syllabus.

Provides a list and basic

description of the FMS

recommended by the

NSW BoS K-6 PDHPE

syllabus.

Provides an inadequate

list and description of the

FMS recommended by the

NSW BoS K-6 PDHPE

syllabus.

ID: 11473006 Page 2


A highly comprehensive

continuum of play-based,

creative, inclusive learning

experiences that are student-

centred and Stage

appropriate.

A comprehensive


creative, inclusive

learning experiences that

are student-centred and

Stage appropriate.

A fairly comprehensive


creative, inclusive


are predominantly

student-centred and Stage

appropriate.

A continuum of learning

experiences that are not

always play-based,

inclusive, student-centred

or Stage appropriate.

A continuum of learning

experiences that are not

play-based, inclusive,

student-centred or Stage

appropriate.

SEC

TIO

N 2

:PL

AY

AS

PED

AG

OG

Y

An outstanding critical

reflection of a chosen

learning theory that

demonstrates an extensive

understanding of play-based

pedagogy.

A very good critical


learning theory that

demonstrates a high level

of understanding of play-

based pedagogy.

A sound critical reflection

of a chosen learning

theory that demonstrates a

clear understanding of

play-based pedagogy.

A critical reflection

of a chosen learning

theory that does not

always demonstrate a

clear understanding of

play-based pedagogy.

An ineffective critical


learning theory that does

not demonstrate any real

understanding of play-

based pedagogy.

Design of two different,

highly innovative play-based


show very strong evidence of

inclusion and differentiation.


innovative play-based


show strong evidence of

inclusion and

differentiation.


play-based learning

experiences that show

evidence of inclusion and

differentiation.


play-based learning


some evidence of

inclusion and

differentiation.

Design of two learning


minimal/no evidence of a

play-based approach,

inclusion or differentiated

practice.

ID: 11473006 Page 3


A highly comprehensive

FMS mind-map that includes

all required details and

demonstrates a very high

standard of reflection and

creativity.

A very thorough FMS

mind-map that includes all

required details and

demonstrates a high

standard of reflection and

creativity.

A FMS mind-map that

includes all required

details and demonstrates

reflection and creativity.

A FMS mind-map that

includes most of the

required details and

demonstrates some


An inadequate FMS mind-

map that does not include

all required details and

demonstrates minimal/no


An in-depth reflection that

offers an extensive range of

ways to assess FMS in the

school and home context.

A very thoughtful

reflection that offers a

wide range of ways to

assess FMS in the school

and home context.

A thoughtful reflection

that offers a range of ways

to assess FMS in the


A limited reflection that

offers some ways to assess

FMS in the school and

home context.

Very little evidence of

reflection, with an

incomplete range of ways

to assess FMS in the


Design of 2-3 different FMS

assessment templates that

exhibit a very high level of

creativity and an in-depth

understanding of assessment

principles.

Design of 2-3 different

FMS assessment

templates that exhibit a

high level of creativity

and thorough

understanding of

assessment principles.


FMS assessment

templates that exhibit

creativity and sound

understanding of



FMS assessment


some creativity and partial

understanding of



FMS assessment


creativity and sound

understanding of


ID: 11473006 Page 4


An extremely thoughtful and

highly articulate synthesis of

peer feedback and

subsequent self-reflection on

assessment templates.

A thoughtful and

articulate synthesis of peer

feedback and subsequent

self-reflection on

assessment templates.

An appropriate synthesis

of peer feedback and

subsequent self-reflection

on assessment templates.

Evidence of peer feedback

and some subsequent self-

reflection on assessment

templates.

Minimal/no evidence of

peer feedback and an

inadequate self-reflection

on own assessment

templates.

USE

OF

LA

NG

UA

GE

AN

D

RE

FER

EN

CIN

G

Has no spelling, punctuation

or grammar errors,

consistently adheres to APA

referencing guidelines.

Has no spelling,

punctuation or grammar

errors, consistently

adheres to APA


Has some minor spelling,

punctuation or

grammatical errors,

predominantly adheres to

APA referencing

guidelines.

Has some spelling,

punctuation or

grammatical errors,

requires further accuracy

to comply with the APA


Multiple spelling,

punctuation and

grammatical errors, does

not adhere to APA


ID: 11473006 Page 5


Assessment Item 2: Physical Education Resource Manual: FMS

Section 1 – Fundamental Movement Skills

Task 1: A summary of what you consider FMS are, underpinned by at least TWO academic

references (100-200 words).

Fundamental Movement Skills (FMS) are considered the building blocks or foundations of human

movement. As defined by the NSW PDHPE Syllabus “An organised series of basic movements that involve

the combination of movement patterns of two or more body segments (2007, p. 58). Although there is a

clear definition of FMS, the movements that are categorised as FMS do vary from state to state and

worldwide. Even so, commonalities can be found within gross-motor movements of the legs, arms, trunk

and head (Western Australia Department of Education, 2013, Jefferson-Buchanan & Dalton, 2014d). The

NSW Department of Education and Training (2000) produced a document which specifies the twelve FMS

to be taught in NSW schools. These include: static balance, sprint run, vertical jump, catch, hop, side

gallop, skip, overarm throw, leap, kick, two-hand strike, and dodge (Jefferson-Buchanan & Dalton, 2014c).

In order for any person to participate in activities, sports and games as well as all aspects of daily life,

Fundamental Movement Skills are necessary (Lubans, Morgon, Cliff & Barnet, 2010). They provide a solid

foundation for skills to be built upon and mastered, which ultimately allow students to participate more

freely in activities which require further refined technique and skill (Lubans et al., 2010).

Task 2: A rationale for teaching FMS within a primary education context, supported by at least TWO

academic references (400-500 words).

The teaching of Fundamental Movement Skills within primary school contexts is beneficial and reflects

positive outcomes (when implemented appropriately). Saracho (2012) identifies the ongoing debate that has

researchers divided: whether FMS should be taught in isolation or in a ‘play-oriented’ environment (p. 36).

The Primary school has been identified as the ideal setting for the development of FMS, which are deemed

imperative for continued participation in physical activity.

As it is believed that the development of FMS allows for success and enjoyment to be achieved in physical

education, which creates positive early learning experiences that can influence adult health behaviours and

ID: 11473006 Page 6


promote continued participation in physical activity (Jefferson-Buchanan & Dalton, 2014d), FMS should be

taught continually and consistentally throughout the school day and across a variety of KLAs (Board of

Studies, 2007, p. 47). The explicit teaching of FMS is integral to child development and in terms of

mainatining a balance of physical, social and mental health (Lubans et al., 2010). It has been suggested that

if students do not learn these skills from an early age that it may hinder not only their physical development

but also their social development (Hardy, King, Farrell, Macniven, & Howlett, 2009, p. 1022).

FMS are essential for students’ health and lifelong particpation in more specalisied activites (Barnett,

Hardy, Lubans, Cliff, Okely, Hills et al., 2013, p. 2). After effectively acquiring FMS a solid foundation

will have been formed, allowing for the skills to be built upon and will ultimately permit students to

participate more freely in more complex activitites as they progress through the schooling stages (Board of

Studies, 2006). If students’ feel confident to participate in physical activity then they are more likely to

continue to take risks in social situations, be popular and on average will be less likely to become obese and

maintain a sedentary lifestyle (Mazzarardo, 2008; Lubans et al., 2010). Similarly, the physiological reasons

why FMS should be learnt and taught in primary education contexts are overwhelming. For example, health

benefits include increased bone density, muscle development and decline in liklihood of gaining an injury

(Lubans, et al., 2010). These aspects combine to reflect the positive apects of learning and becoming

proficient at FMS.

Within primary school there is emphasis placed on connecting home activities and school activities as it is a

vital aspect in learning and teaching. By encouraging practise at home, students will continue to become

more proficent in FMS and bring their improved and refined skills back into the schooling context where

they can be further built upon and extended for future learning (Western Australia Department of

Education, 2013).

Overall, a failure to gain these skills in Primary years can create a barrier to ongoing physical activity in

adolescence and adulthood. If FMS are not developed at this time, they are seldom learned in later life

(Jefferson-Buchanan & Dalton, 2014b).

ID: 11473006 Page 7


Task 3: Identify and describe the FMS that the NSW BoS K-6 PDHPE syllabus recommends to be

taught in each Stage,

STAGE Named FMS for DANCE

EARLY

STAGE ONE

Non-Locomotor • bending • curling • twisting • stretching • turning • rocking

• wriggling • moving isolated parts of the body

Locomotor • walking • running • galloping • sliding • hopping • step hop/

skipping • creeping • crawling

STAGE ONE

Non-Locomotor • swaying • swinging • twisting • turning • moving isolated parts

of the body – hand/foot gestures

Locomotor • walking • running • galloping • hopping • sliding • skipping

• step hop • marching • step tap • jumping and leaping

STAGE TWO

Non-Locomotor • swerving • shaking

Locomotor • step patterns – chassé – skipping – two step – schottische – hop-

point

STAGE THREE

Non-Locomotor – dance holds – safe dance posture

Locomotor • step patterns – grapevine – waltz – polka – triplets

STAGE Named FMS for GYMNASTICS

EARLY

STAGE ONE

Non-Locomotor • bending • twisting • stretching • turning • curling • rocking

• static – balance on large body parts

• laterality – moving right and left body parts

Locomotor • step patterns – walking – running – hopping – skipping

– galloping – jumping/ landing – 2 feet to 2 feet

• travelling on different body parts

• rolling – log/pencil – egg roll

• climbing and hanging – climbing on play equipment – grips

ID: 11473006 Page 8


STAGE ONE

Non-Locomotor • bending • twisting • stretching • turning • curling • rocking

• static – balance on small body parts

• laterality – moving right and left body parts

Locomotor • running/walking • hopping/skipping • galloping

• jumping/landing – 2 feet to 2 feet

• travelling on different body parts, large and small – sliding

• rolling – log/pencil – egg roll

• climbing and hanging – on frames – grips

STAGE TWO

Non-Locomotor • refine non-locomotor skills

• static – balance – pairs, groups – counterbalance

Locomotor • refine and practise locomotor skills

• jumping/landing – mounting, dismounting (bench, box)

• travelling on different body parts – cartwheels

• rolling – forward roll (incline) – backward roll (incline) – side

roll

• climbing and hanging – climbing frames – grips

STAGE

THREE

Non-Locomotor • consolidate and practise non-locomotor skills

• static – balance (refining) – partner balance – counterbalance –

handstand

Locomotor • consolidate and practise locomotor skills

• jumping/landing – mounting, dismounting – tucks

• travelling on different body parts – cartwheels

• rolling – forward roll (incline) – forward roll (flat mat) –

backward roll (incline) – backward roll (flat mat) – side roll

• climbing and hanging – climbing frames – bars – rope ladder –

climbing ropes

ID: 11473006 Page 9


STAGE Named FMS for GAMES AND SPORT

EARLY

STAGE ONE

Non-Locomotor • stretching/bending/ twisting • swinging body parts • balancing

Locomotor • walking, running • jumping/ landing • hopping/skipping • side

sliding

Manipulative

skills

• rolling/stopping an object • throwing

• catching – large objects

• bouncing – one hand, two hands

• bouncing and catching a large ball

• striking/hitting – a stationary object – one hand, two hands

• kicking – stationary object – target, distance

STAGE ONE

Non-Locomotor • stretching/ bending/ twisting – whole body – body parts –

swinging body parts

• balancing

Locomotor • walking – running/jogging – jumping/leaping – skipping with

ropes

Manipulative

skills

• rolling/stopping small objects

• throwing – underarm, over arm, chest, bounce pass

• catching – different-sized objects – different heights – two hands

• bouncing/dribbling – continuous with large ball, one hand

– alternate hands

• striking/hitting – one hand, two hands – a stationary object:

different-sized bats

• kicking – stationary, bootlace – inside/outside of foot

• trapping – using feet

STAGE TWO

Non-Locomotor • stretch/bend/twist • pivoting • dodging (body lean) • swinging

• balancing

Locomotor • running/sprinting

• dodging – side stepping

• jumping/landing

Manipulative • throwing – overarm, chest pass, shoulder pass – 2 hand overhead

ID: 11473006 Page 10


skills pass – goal shooting – bowling/pitching

• fielding/catching – one hand, two hands – glove/mitt – high/low

• dribbling – pat bouncing – feet/stick – change direction

• striking/hitting – one hand, two hands – drive/sidearm hit/volley

– push/bunt

• kicking – stationary/rolling ball – different-shaped balls

• trapping/passing

STAGE

THREE

Non-Locomotor • stretching/bending/twisting/pivoting/

swinging/balancing

Locomotor • running variations – accelerate, decelerate – stop, start

• dodging

• base running

Manipulative

skills

• throwing – for distance/accuracy – pitch/bowl/lob

– underarm/over arm/ chest

• catching/fielding – using equipment – attacking/defensive

• dribbling – changing speed – hand/feet/stick

• striking/hitting – one hand, two hands – distance and accuracy –

tackling/heading

• kicking – distance and accuracy – punt, drop, chip, goal

• trapping/passing – using body parts – stick

ID: 11473006 Page 11


Task 4: A continuum of learning experiences for TWO of these FMS, i.e. progressive, differentiated tasks for learners of different ages that would

assist them to achieve the stated outcomes of the syllabus related to the acquisition of FMS. Your continuum needs to progress from Early Stage 1

through to Stage 4 and include at least TWO play-based learning experiences for each Stage. It will also need to conform to ONE of the syllabus

strands as follows: dance, gymnastics, or games and sports (see the continuum model provided on Interact).

SYLLABUS STRAND: GAMES AND SPORT

Selected FMS: CATCHING- Manipulative Skill

Early Stage 1

GSES1.8 Demonstrates

fundamental movement

skills while playing &

sharing equipment

Stage 1

GSS1.8 Performs

fundamental movement

skills with equipment in

minor games

Stage 2

GSS2.8 Participates and

uses equipment in a variety

of games and modified

sports.

Stage 3

GSS3.8: Applies movement

skills in games and sports

that require communication,

cooperation, decision

making and observation of

rules.

Stage 4

4.4 Demonstrates and

refines movement skills

in a range of contexts

and environments.

Play-based learning

experience 1:

‘Exploring Catching Alone’

(Sport and Recreation New

Zealand, 2009, p. 3).

* On a flat, hard surface a

Play-based learning

experience 1:

'Wall-ball replay’ (Jefferson-

Buchanan, 2009, p. 85).

* In groups of 3, students have

a large ball. Each student must

Play-based learning

experience 1:

‘Cup- Catching’

* Students are given a cup and

a ball (golf ball, marble, ping-

Play-based learning

experience 1:

‘Tee Rounders’

*Four bases in a diamond

touching a baseline. With two

Play-based learning

experience 1:

‘Tira (Long Sticks)’

(Sport and Recreation

New Zealand, 2009, p.

ID: 11473006 Page 12


variety of balls are spread out

over the area.

* Students are given a ball each

to feel, roll around and throw

to themselves.

* Holding the ball with two

hands, dropping it and catching

it again.

* Throwing with one hand and

catching with two.

* Throwing with one hand and

catching with the other.

line up behind the other:

forming a three person line.

* The student at the front of the

line will throw the ball at the

wall and move aside for the

second person to catch it.

* The first person will move

behind the third and continue.

* Next, the second student

throws the ball at the wall,

moves to the back and the third

student catches it.

* This may be repeated, trying

to cycle faster where

appropriate.

pong ball etc).

* Students place the ball in the

cup and throw it out and re-

catch it with the cup.

* Student could try with both

hands and then one hand.

*What happens if you throw

the ball higher?

* Students could throw up

with one hand and catch in the

cup with the other.

teams of six or seven.

- A batting team behind the

baseline.

- A fielding team with one

player near each base and the

others spread out.

* The first batter hits the ball

off the tee to bounce in or

around the diamond then runs

round the bases 1-2-3 and

home. The batter can stop on

any of the bases so that he/she

is safe.

* The batter doesn’t score the

run if the ball is caught on the

full or if a fielder catches the

ball and touches the base

before the batter gets there.

* The fielding team fields the

ball then passes the ball to the

base or back to the tee.

11).

* Each student sits in a

circle with a long stick

(made from rolled up

newspaper). Their

partner sits opposite

them (forming a smaller

circle in the inside).

* Students are to hold

the stick vertically in

their right hand, tap the

floor and pass the stick

to their partner’s left

hand to catch.

- Pass with your left to

your partner’s right.

* With two sticks each:

- Tap the floor – tap

together – pass both.

* Is it harder to pass

ID: 11473006 Page 13


* The batter gets 1 run if he

makes it home (around all 4

bases) without getting out.

* Change over after all batters

have had a turn. (adapted from

Sport and Recreation New

Zealand, 2009, p. 9)

with a lob?

Play-based learning

experience 2:

‘Catching in Pairs’

Following teacher instructions,

students find a partner and

stand together on a hard, flat

surface.

* In their pairs, students

explore different ways of

catching:

- up high

- side to partner’s opposite

side

Play-based learning

experience 2:

‘Bouncing Beans’

* Students are to have 3 bean

bags (1 in use and 2 spares)

and 1 bouncing net between a

group of 4 or 5.

* Students are to line up in a

straight line behind the white

line posited a certain distance

from the net.

* The first student throws the

bag, the second catches. The

second then throws and the

Play-based learning

experience 2:

‘Circle Catch’ (Sport and

Recreation New Zealand,

2009, p. 5)

* Students choose/ are placed

in groups of six or seven and

give a ball per group.

* In a circle, the starter throws

to anyone except those

immediately on their left or

right.

* After throwing the starter

runs around the outside of the

Play-based learning

experience 2:

‘Newcombe’ (Sport and


2009, p. 10).

* Students are divided into two

teams of 4 or 5. Each team is

spread out on either side of a

high net.

* Very similar to the rules of

Volleyball, ‘aiming to hit the

ground on their opponent’s

side of the court’: students

Play-based learning

experience 2:

‘Rocket ball catching’

* In a large flat area

(sports field), students

are placed in groups of

4-10.

* One player begins by

throwing the ball as

high and as straight as

possible.

* The other players try

to catch the ball before

it touches the ground,

ID: 11473006 Page 14


- down low

- lob ball

- bounce ball

* Can you do the same with a

different type/size ball?

* What happens if you keep

stepping away from each

other?

third catches. (This continues

for the fourth and fifth person

too).

* Cycle through the group 2 or

3 times at the first line and then

move back to a line positioned

further away from the net.

* Note: Students must not drop

the bean bag in the 2 or 3

cycles else they have to begin

the count again.

circle to the catcher’s position.

The catcher then throws and

runs to the new catcher’s

position.

* Repeat for six or more

throws each.

throw the ball over the net.

*Students serve from the

baseline.

* The ball must be thrown

upwards over the net. With

each team allowed to pass the

ball twice between their team

before throwing the ball over

the net.

* “Players must keep one foot

still when in possession”

(P.10).

and the player who

catches it or gains

control of it throws it up

again.

* Every so often a

thrower is able to

nominate a player who

must attempt to catch

the ball.

* If no one catches the

ball the thrower must

pick up the ball and

then tag another player

* The tagged player

becomes the new

thrower.

Extension task:

Learning experience 1:

DIFFERENTIATION:

Students who are less

confident/ capable may not

Extension task:


DIFFERENTIATION:


confident/ capable in the group

Extension task:


DIFFERENTIATION :


confident/ capable can roll the

Extension task:


DIFFERENTIATION :


confident/ capable can throw

Extension task:

Learning experience

1:

DIFFERENTIATION:

ID: 11473006 Page 15


throw the ball high, instead just

slightly let go of the ball to

catch. They may begin by

bouncing and catching while

seated before progressing.

EXTENSION:

Students who are more

confident/ capable can try

throwing the ball up at

clapping before catching it.

These students may also like to

try throwing the ball higher

and catching with one hand or

throwing higher while seated.

could start closer to the wall

ready to catch. It may also be

useful to assign grouping upon

similar ability levels to allow

all students to participate

enthusiastically and not feel

less proficient than their peers.

EXTENSION:



throwing the ball from further

away. Using a smaller ball will

also make it more challenging.

Changing the direction of the

underarm thrown (higher,

lower etc) could be useful also.

ball around the cup. Students

could also sit and slightly lift

the ball in the cup.

EXTENSION:


confident/ capable can walk

while throwing and catching

the ball in the cup. A bit more

of a challenge would be to

work in pairs and get one to

throw the ball to the other who

must catch the ball using the

cup.

the ball into the middle of the

bases and run instead of hitting

it.

.

EXTENSION:


confident/ capable must run

around all of the bases off their

hit. More experienced student

must also change fielding

positions every second batter.

Also, challenging students to

use one hand to catch, pick up

and throw.


confident/ capable can

slowly practise passing

the stick to the ‘same

hand’ left to left; right

to right.

EXTENSION:


confident/ capable may

tap the floor – tap

together – pass the stick

in their right hand to

their partner’s left at the

same time passing the

one in their left hand to

their own right hand.

- Further, for students

who want a more

challenging task; In

pairs or small circles

ID: 11473006 Page 16


they can create a short

sequence and repeat it

several times.


DIFFERENTIATION :


confident/ capable may find it

easier to start by kneeling or

sitting rather than standing.

Also, it may be more suitable

for the students to be

positioned quite close together

while they practise catching

(with a larger ball).

EXTENSION:


confident/ capable could try

throwing the ball when

standing further apart. Using a

smaller ball will also make it


DIFFERENTIATION :


confident/ capable could start

closer to the net or throw

slower so the bounce bag is

slower and more controlled for

the student to catch with two

hands.

EXTENSION:


confident/ capable can work in

groups of 3 to increase the

challenge and throw from

longer distances. The ‘catches’

can run up instead of standing

still when catching the bean


DIFFERENTIATION :


confident/ capable can work in

groups of 3 or 4 and practises

throwing and catching before

adding in running. Students

that find it difficult could use a

large ball and/or bounce to

other group members.

EXTENSION:


confident/ capable may use

more than one ball and have to

run in different directions.

Confident catchers may

alternate the type of throw,


DIFFERENTIATION :


confident/ capable could move

closer to the net and focus on

double hand catching.

EXTENSION:


confident/ capable could try to

catch and pass to a team

member in one movement.

They should be encouraged to

challenge themselves by

moving away from the net, and

catching with one hand.

Learning experience 2

DIFFERENTIATION:



throw a light ball (beach

ball) high in the air and

then chase and retrieve

it. * Allow a one hand,

one bounce rule.

EXTENSION:


confident/ capable

could use a bat to hit the

ball high in the air

and/or use multiple

balls continuously after

ID: 11473006 Page 17


more challenging. bag. bounce, lob or chest-pass. each other.

*NOTE Ability based grouping is only an option and should only be applied in activities that are relevant and will appropriately meet the needs of students

participating in that activity.

SYLLABUS STRAND: GAMES AND SPORT

Selected FMS: KICKING- Manipulative Skill

Early Stage 1

GSES1.8 Demonstrates

fundamental movement skills

while playing & sharing

equipment

Stage 1

GSS1.8 Performs

fundamental movement skills

with equipment in minor

games

Stage 2

GSS2.8 Participates and uses

equipment in a variety of

games and modified sports.

Stage 3

GSS3.8: Applies

movement skills in games

and sports that require

communication,

cooperation, decision

making and observation of

rules.

Stage 4

4.4 Demonstrates and

refines movement skills

in a range of contexts

and environments.

Play-based learning

experience 1:

‘Exploring Pushing the Ball’

(Sport and Recreation New

Zealand, 2009, p. 3)

Play-based learning

experience 1:

‘Marker Kicks’

* This game can be played in

small groups or as a whole

Play-based learning

experience 1:

‘Four Goal Soccer’ (Sport and

Recreation New Zealand, 2009,

p. 5)

Play-based learning

experience 1:

‘Dog and Bone’

* Using a large grassed area

(such as a footy field),

Play-based learning

experience 1:

‘Wicket Grubbers’

(Sport and Recreation

New Zealand, 2009, p.

ID: 11473006 Page 18


* On a grass field, students are

spread out with one ball each

(soccer ball preferably).

* Students use the inside of

their foot to kick the ball. They

follow the ball, stop in using

their foot and repeat the

kicking action, moving around

the field.

*Students should change feet

and also experiment with the

strength of each kick.

*Set stations of markers are

also set up to allow students to

kick through.

- What happens if the markers

are closer together or further

apart?

class.

* Each student is given a

marker that they must place in

the 20m x 20m marked area.

* This marker is theirs; they

must remember where it is as

they will need to defend it

during the game.

* All students are given a ball

to use to try and knock other

peoples’ markers over.

* Students must remember to

defend their own as well as

knock others’ over.

* If a student’s marker is knock

over they must pick it up and

run around the specified area

before returning to the game.

* On a rectangular playing

field, 4 markers (two sets of

goals) are set up at either end (8

markers in total).

* In teams of 3-5, one team is

offense and one team is

defense. The aim for the

offensive team is to score in

either one of their oppositions

goals while the other team

defends their own goal areas.

*If the ball goes outside of the

field, the team that did not kick

the ball out gets to kick it in.

* This game is non-contact.

There should be minimal to no

pushing or tackling.

students work in equal teams.

* Each team stands facing

each other about 10 meters

away from the marked 15m x

15m square.

* The teams must stand 3-4

meters apart with 2 footballs

placed in the centre.

* Each team member is given

a number which corresponds

to one other player in the

opposing team.

* As one number is called,

two students (allocated that

number) must run to the

middle, pick up a ball and

kick it into the square.

* Students score a point in

the ball lands in the square.

10)

* A set of wickets are

set up on a grassed area

with a kicking mark

about 10 metres away.

* Students form groups

of 3; 1 as the wicket

keeper, and 2 the

kicker.

* 2 grubber kicks the

ball at the wickets, then

goes to wicket keeper.

1 retrieves the ball,

gives it to 3 to kick and

waits for the next turn.

* A point is scored

when the wickets are

hit.

Play-based learning

experience 2:

Play-based learning

experience 2:

Play-based learning

experience 2:

Play-based learning

experience 2:

Play-based learning

experience 2:

ID: 11473006 Page 19


‘ Ball Pushing Relay’

(Adapted from Sport and

Recreation New Zealand, 2009,

p. 3)

* On a grass field, three

markers are set up in a line

about 3 meters apart.

* In groups of 4+, 2 students

line up at the first marker and

the remaining 2 line up at the

third marker.

*Using a round ball: Player 1

dribbles (with their feet) to the

centre marker, stops and kicks

the ball to player 2.

Player 1 then lines up behind

player 4.

* Player 2 does the same to the

centre, stops and kicks to

player 3 and takes their spot.

* This is continued until all

‘Balloon Kicking’

* This activity may be done

alone or in pairs.

* Each student or pair is given

a balloon.

* Students kick the balloon

back and forth to try and keep

it airborne for as long as

possible.

* Each student should try to

kick the balloon on their own

(take in turns if in a pair) for at

least 10 kicks, trying to keep

the balloon airborne for as long

as possible.

* Students may like to try and

jog while kicking the balloon

to each other.

‘Continuous Footy’

* Students are to form 2 teams

of 6 per game.

* One team will be kicking,

while the other team will be

fielding.

* The first 2 students from the

kicking team will both kick a

ball each into the field.

* The fielders must get the ball

and give them back to the coach

standing near the ‘kickers’.

* The kickers must run in a

figure eight around two markers

set up on each side of the balls

(two marker stations).

* Each figure eight accounts for

one run. * Once the coach has

the balls runners are out.

‘Punt Tennis’ (Sport and


2009, p. 8)

* On a hard or grass playing

field, an area is marked out

with at 2 meter black zone in

the centre. (This zone is

where the ball should NOT

touch).

* Two teams of 4-6 players

stand on either end of the

playing area.

* A person from Team 1

stands at the baseline and

aims to kick the ball over to

the other teams’ side and land

on the ground on the full.

* If a point is scored, the non-

scoring team starts with the

ball.

‘Keep Away Kicker’

* In equal teams of 6,

(12 or more players) on

team is offence and one

is defense.

* The offensive team

tries to keep possession

of the ball by kicking it

to other members in

his/her team.

* The ball cannot be

kicked back to the

player from which the

ball was received.

* There is to be no

passing, throwing or

hitting from the hands

at all.

* If a player kicks the

ball out, it is change-

over and a player from

ID: 11473006 Page 20


players have had at least 3 goes

of kicking each.

* No point is given if the ball

hits the black zone or out of

bounds.

the other team may kick

the ball in from the

sideline.

Extension task:


DIFFERENTIATION :


confident/ capable could kick

the ball from side to side

(between their feet) before

adding jogging/ running

motion. When kicking through

the marker stations, have the

markers space further apart.

EXTENSION:



using their less dominant foot

and have markers closer

Extension task:


DIFFERENTIATION :


confident/ capable may use a

larger ball to hit the markers.

EXTENSION:


confident/ capable may choose

to play in larger groups and

must kick their ball through a

set- up obstacle course of

markers before returning back

to the game.

Extension task:


DIFFERENTIATION:


confident/ capable may play

with fewer players and reduce

the size of the field to suit the

skill level.

EXTENSION:


confident/ capable could be

placed in ability groups where

they play over a larger area and

only one goal per team instead

of two. Another ball may be

added so the game has two balls

Extension task:


DIFFERENTIATION :


confident/ capable kicking

from the hands/ dropping the

ball to their foot could choose

to kick it from the ground

instead. Also a lighter ball

could be used instead of a

regular football.

EXTENSION:



asked to kick into hoops that

are placed in the square.

Extension task:

Learning experience 1

DIFFERENTIATION:



wish to practise close to

the wicket, getting the

rhythm of direction.

EXTENSION:


confident/ capable

could mover the kicking

mark back further to

increase difficulty of

hitting the wicket.

ID: 11473006 Page 21


together. going at one time.


DIFFERENTIATION :



placed in ability based

grouping. It may also be

helpful to remove the centre

marker, move the two markers

to 1 meter apart and encourage

the students to practise simple

kicking from one player to the

other.

EXTENSION:


confident/ capable may be

placed in an ability-based

group where they continuously

dribble and kick more quickly

to gain momentum and speed.


DIFFERENTIATION :


confident/ capable could work

on their own to practise their

kicking before working in

pairs.

EXTENSION:


confident/ capable can: (In

pairs), one student kicks the

balloon up into the air and runs

around their partner back to

their spot before the balloon

hits the ground. The partner

takes a step back each time the

runner gets around without the

ball hitting the ground.


DIFFERENTIATION :


confident/ capable kicking from

the hands/ dropping the ball to

their foot could choose to kick

it from the ground instead.

EXTENSION:


confident/ capable could do an

on-the-move (running) kick

instead of a stationary kick.


DIFFERENTIATION :


confident/ capable may stand

closest to the black zone

making their kick shorter.

Ability based teams may also

be introduced to support

different sized playing areas.

EXTENSION:


confident/ capable may use

different types of balls, and

could try using more than one

ball. (The kicks must be

staggered when doing this).

The area of the game can also

be increased to make the

game more challenging.

Learning experience

2:

DIFFERENTIATION:



be placed in a smaller

ability level group. This

way they can kick back

and forth to each other

with less defense.

EXTENSION:



use different rules such

as:

* Kicks have to be 10

metres or longer, or a

change of possession

ID: 11473006 Page 22


results.

* Possession changes if

a kick is dropped.

* Use two balls.

* Have three teams of

players in the same area

to increase the pressure

on players.

*NOTE Ability based grouping is only an option and should only be applied in activities that are relevant and will appropriately meet the needs of students

participating in that activity.

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Section 2 – Play as Pedagogy

Task 1: A critical reflection of a chosen learning theory that advocates play-based pedagogy,

e.g.Piaget, Vygotsky, Reggio, Montessori (300-500 words)

Play is both complex and diverse in nature (Jefferson-Buchanan & Dalton, 2014a), varying according to

cultural, social, and historical context. Santrok (2011) recognises that children play in order to experiment,

explore, internalise, and make meaning from their surrounding environment to make sense of their world.

Vygotsky (1966), a Soviet Belarusian psychologist who focused his work on social constructivism and

advocated play-based pedagogy, presented the view that play is an integral part of a child’s cognitive

development. His work also reflected the idea that children actively construct their understandings based on

their surrounding environment and context (Santrok, 2011), and similarly, that “social interaction precedes

development” (Woolfolk & Margetts 2010, p.48). These beliefs support the idea that play is an effective

way for learning to occur, as children have the opportunity to communicate and interact with a range of

objects and other people. As Vygotsky stated; “Every function in the child’s cultural development appears

twice: first, on the social level, and later, on the individual level; first, between people and then inside the

child” (Vygotsky, 1978).

Vygotsky’s idea primarily involves social interaction as a source of fuel for development. Therefore in

relation to primary educational environments; the Vygotskian teacher will incorporate a range of class

activities and exercises that sustain consistent social interaction. These may include: group work, class

discussions, group assignments and/or story-telling. Furthermore, in Vygotsky’s research he made relevant

links to language, self-regulation, scaffolding and the creation and implementation of the Zone of Proximal

Development (ZPD) model which all can be directly associated with the learning attained through play.

Although Vygotsky’s research advocates play-based pedagogy, some criticisms have been published. Cole

and Wertsch in their 2004 work along with Lave and Wenger (2001) criticise Vygotsky’s intentions in

relation to the ‘social nature’ (or lack thereof) when exploring his concepts of internalisation and

generalisation as they only contain “a small ‘aura’ of socialness that provides input for the process of

internalisation, viewed as individualistic acquisition of the cultural given” (Lave & Wenger, 2001, p. 47).

Even so, Vygotsky's theory is complementary to Bandura's work on social learning and a key component

of situated learning theory as well. Because Vygotsky's focus was on cognitive development, it is

interesting to compare his views with those a constructivist (Bruner) and a genetic epistemologist (Piaget).

ID: 11473006 Page 24

http://www.instructionaldesign.org/theories/genetic-epistemology.html

http://www.instructionaldesign.org/theories/constructivist.html

http://www.instructionaldesign.org/theories/situated-learning.html

http://www.instructionaldesign.org/theories/social-learning.html


Overall, criticisms of Vygotsky’s work are limited in comparison to theorists such as Piaget and often a

combination of both Vygotsky and Piaget’s theories are suggested in order for effective understandings and

learning to occur (Shayer, 2003, p. 468).

ID: 11473006 Page 25


Task 2: The design of TWO different play-based learning experiences that focus on TWO different FMS from the ones in Section 1 above and a

different strand (either dance, gymnastics, or games and sports according to what you have previously chosen). These learning experiences need to

clearly demonstrate an inclusive and differentiated approach.

N.B. these learning experiences are neither progressive nor connected in any way. Moreover, please assume that students have already warmed up and

will do a cool-down after this learning experience. You are therefore only teaching the middle section (main activity) of the lesson.

Learning Experience 1:

FMS selected: The Skip

(Gymnastics)

Duration in

minutes

(15-20

minutes):

20

minutes

Stage: 2 Year: 3 Class/Group

(e.g. 3G)

3H

Syllabus Content:

Either dance, or gymnastics or games and sports (pp. 36-45).

Syllabus Outcomes – Skills and K & U:

1-2 only with codes and written statements, see pp. 18-19.

Gymnastics:

Non locomotor Skills

• refine non locomotor skills

• static – balance – pairs, groups – counterbalance

Locomotor Skills

• refine and practise locomotor skills

Elements of Movement

GYS2.10

Demonstrates control in performing sequences of introductory gymnastic

movements.

MOS2.4

Displays a focus on quality of movement in applying movement skills to a

ID: 11473006 Page 26


• spatial awareness – position – levels – directions – pathways

• relationships – with other people, pairs, groups – matching, mirroring,

contrasting – counterbalancing – with apparatus

Composition

• simple combinations of locomotor and non locomotor activities

variety of familiar and new situations.

Prior Knowledge:

What have students already learned before

they begin this learning experience?

Risk Assessment:

Do any of the activities in this learning experience

put the health or safety of learners at risk? How will

you minimise these?

Resources:

For teacher and students, e.g. whistle, music, cones,

balls, ribbons, mats…

-Knowledge and understanding of ES1, S1,

concepts and skills.

- Most students should have mastered the hop

and side gallop prior to the skip.

-Students have tried (and some mastered) the

skip in previous stages.

-Students have an understanding of basic

gymnastic skills, elements and composition to

engage in this lesson.

-The location for the learning experience may have

rocky or uneven surfaces * mark out clear

boundaries for the activities to be completed within.

-With large numbers of students undertaking the

learning experience, there will be people moving

around a large area * students must be aware and

understand the rules and procedures and know the

consequences if these rules/procedures are not

followed.

- Resources/ equipment may be sharp, heavy and if

not used appropriately could cause injury * Students

* Cones

For extension:

* Skipping ropes

* Boxes (range of heights)

* Hula hoops

-----------------------------

* CD player/ IPod Doc

* Worksheets (1 per student)

ID: 11473006 Page 27


need to know the rules and know how to use the

equipment properly. * Adequate room needs to be

allowed to safely conduct the learning experience.

Syllabus

Outcomes &

Indicators

Gymnastics, p. 30

Differentiation

Strategies

Description of play-based Learning

Experience(s):

.

Learning, Teaching,

Assessment Strategies:

Cues:

Class Organisation,

Grouping & Classroom

Environment:

GYS2.10 Demonstrates control in performing sequences of introductory gymnastic movements.- Identifies ways they can move around a space using different pathways, directions and levels.

10 Minutes

-By dividing the space

into two playing fields,

there are clear boundaries

for each group. This will

maintain organisation and

support safe movement

for all students in the

class.

Control and safety.

Introduction-

Completed

Body-

- Teacher explains to students that they will be

playing a game of ‘Skip Tag’. The class is split in

half and each group has their own marked out

playing area.

- As a whole class, students listen to the teacher’s

instruction:

** Everyone must skip in the marked zone.

- The taggers are a pair of students that must keep

their hands joined and try to tag free players.

Game play / behaviour cues: Teacher may cue: - “Step… Hop…”

- “Use the space.”

- “Be creative with where

you move.”

- “Is everyone moving?”

- “Are you using the

This activity is best

completed on an outdoor

field or in the

gymnasium.

Class is split into two

even groups. Each group

has their own playing

area on the field.

ID: 11473006 Page 28


MOS2.4Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.- Focuses on technique and movement to say ‘free’ within the game.

GYS2.10 Demonstrates control in performing sequences of introductory gymnastic movements.- Performs skip sequences that vary in size,

- Taggers should be

working in unison.

- Rules mainly surround

the notion of teamwork.

The taggers must work

together in order to ‘trap’

and tag free players.

- Teacher prompting and

cues is important to

encourage all students to

practise their skipping

while trying to stay free.

- Students are constantly

reminded by the teacher

about noise level and

behaviour expectations.

7 Minutes

-The task can be

modified in a variety of

- If a free player is tagged they join the other

taggers.

- The ‘winner’ if the game is designed to be

competitive is the last free player.

- The game is completed when everyone is tagged.

Variation:

The size of the ‘playing area’ may be made bigger

or smaller to support individual capabilities.

Extension:

Keep the ‘Tag team of Four people’ until a fifth

person is tagged then have the taggers break down to

a three and a two.

Once students have all had a tern being ‘free

players’ and ‘taggers’ they will need to find a

partner.

Skipper Races:

Each pair will race each other through the set-up

course (cones). Students need to:

space to trap people?”

- “Be creative with how

you skip through the

course.”

- “Are there players in a

group?”

- Such cues will remind

students to stay on task

and think deeply about

how to ‘play’ they game

and what they need to do

to tag people or stay free.

Direct instruction/

Demonstration/

Modelling:

The grouping is all

mixed ability to allow all

students to participate at

their own level.

Students complete the

races in pairs.

The teacher will have the

course set up while the

ID: 11473006 Page 29

Group 1

Group 2


direction, speed and flow.- Demonstrates variations of force and speed, e.g. slow/ high skip action, fast/explosive skip action.

MOS2.4Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.- Performs skipping with speed as well as proficiency.

GYS2.10 Demonstrates control in performing

ways. For students who

are less capable, the cone

set-up of the course can

be simplified. Thus,

limiting the use of

equipment allows for

students to still

experience and practise

skipping.

For more proficient

students they are

encouraged to work

beyond and experiment

with new skills through

the implementation of

equipment to make their

route more challenging.

3 Minutes

- Teacher will cue

students to change their

skipping activity to

- Practise their skipping

- Try to complete the course the fastest

- Follow the demonstrated route, touching each cone

with their foot

Variation:

Some students may feel worried/nervous about

‘racing’. It is important for student self-esteem not

to encourage ‘competition, without fun’. Some

students may prefer to work in larger groups and

aim to practise slow/high skipping rather than fast.

Extension:

Students who are more confident in skipping may

wish to try a more challenging course. (Maybe use

hula hoops, small boxes, skipping rope etc.).

Skip along fun:

While appropriate music is playing, students skip

around in a whole group. Teacher will call out

- Teacher demonstrates

how to safely skip

through the course. A

proficient student may be

asked to demonstrate to

the class.

Group work/mixed

ability groups:

- By having students

work in groups it allows

for social/group

communication and

interaction. In pairs, each

student may challenge

their partner to improve

on their ‘skipping skills’.

- Whole group activity

can make the skip along

students are finding their

pairs.

Extension:

ID: 11473006 Page 30


sequences of introductory gymnastic movements.- Identifies ways they can move around a space using different pathways, directions and levels.

MOS2.4Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.- Performs a simple skip in different activities.

maintain engagement and

fun. This will help all

ability levels to feel

included.

prompts for students to follow.

Conclusion-

Cool Down {to come}

Students should be given time to complete their

‘Skip’ worksheet (p. 43 of this resource) - this may

be done before or after the cool down. It may be

useful to cool down first, allowing students to

stretch properly before stopping to complete the

extremely fun, engaging

and enjoyable. Teacher

instruction will guide

students and the music

will encourage

movement.

Whole group on grass.

ID: 11473006 Page 31


worksheet.

ID: 11473006 Page 32


Learning Experience 2:

FMS selected: The Vertical Jump

(Gymnastics)

Duration in

minutes (15-20

minutes):

20

minutes

Stage: 3 Year: 5 Class/Group

(e.g. 3G)

5H

Syllabus Content:

Either dance, or gymnastics or games and sports (pp. 36-45).

Syllabus Outcomes – Skills and K & U:

1-2 only with codes and written statements, see pp. 18-19.

Gymnastics:

Non-locomotor Skills

• consolidate and practise non locomotor skills

• static – balance (refining) – partner balance

Locomotor Skills

• consolidate and practise locomotor skills

• jumping/landing

Elements of Movement

• spatial awareness – position – precision/accuracy – shape

• relationships – with other people, pairs, trios, groups – matching, mirroring,

contrasting – counterbalancing – with apparatus

Composition

• combinations of locomotor and non locomotor activities

GYS3.10

Demonstrates coordinated actions of the body when performing gymnastic

sequences.

MOS3.4

Refines and applies movement skills creatively to a variety of challenging

situations.

ID: 11473006 Page 33


Prior Knowledge:

What have students already learned before

they begin this learning experience?

Risk Assessment:

Do any of the activities in this learning experience put

the health or safety of learners at risk?

How will you minimise these?

Resources:

For teacher and students, e.g. whistle, music, cones,

balls, ribbons, mats…

-Knowledge and understanding of ES1, S1, &

S2 concepts and skills.

- Most students should have mastered the

basics of the vertical jump.

-Students have an understanding of basic

gymnastic skills, elements and composition to

engage in this lesson.

-The location for the learning experience may have

rocky or uneven surfaces * mark out clear boundaries

for the activities to be completed within.

-With large numbers of students undertaking the learning

experience, there will be people moving around a large

area * students must be aware and understand the rules

and procedures and know the consequences if these

rules/procedures are not followed.

- Resources/ equipment may be sharp, heavy and if not

used appropriately could cause injury * Students need to

know the rules and know how to use the equipment

properly. * Adequate room needs to be allowed to safely

conduct the learning experience.

* 2x skipping ropes

* 6-8 boxes (range of heights)

* 8-10 hula hoops

* gymnastics mats (whatever is available)

* yoga mats (whatever is available)

* coloured chalk (4-6 colours)

* vertical wall/ post (edge of building or basketball

hoop post etc.)

* Whiteboard

* Worksheets (1 per student)

ID: 11473006 Page 34


Syllabus

Outcomes &

Indicators

Gymnastics, p. 30

Differentiation

Strategies:

Description of play-based Learning Experience(s):

.

Learning, Teaching,

Assessment Strategies:

Class Organisation,

Grouping & Classroom

Environment:

MOS3.4

Refines and

applies

movement skills

creatively to a

variety of

challenging

situations.

• appraises the

quality of

movement in

order to modify

and improve

performance

2 Minutes

In the demonstration the

teacher should outline

differences in:

-Energy (land light or

soft)

- Speed (Fast and slow

jump)

- Area (confined space

makes it more difficult)

Introduction-

Completed

Body-

Teacher Lead Demonstration: Vertical Jump-

The teacher should explain that he/she will demonstrate

the parts of a good jump and then the students will

participate.

- Bend knees and lean forward, swing arms back.

- Swing arms up spring with your legs, reaching as high

as possible, extending the body fully.

- Look forward and tuck your legs if jumping onto or

over an object.

- If jumping up on the spot, land where you took off.

Absorb your landing softly by bending ankles, knees,

and hips on impact.

Remind students that on landing, arms should reach

Direct Instruction

(Teacher):

- Get ready: “Arms back,

crouch”

- Take off: “Spring and

swing”

- Fly up: “Swing body”

- Land: “Land quietly,

arms forward”

Using the Recreation

Stadium: students sit in a

group (approximately

2m away) in front of the

teacher who is standing.

ID: 11473006 Page 35

Students

Teacher


GYS3.10

Demonstrates

coordinated

actions of the

body when

performing

gymnastic

sequences.

• designs and

creates obstacle

course using a

variety of

apparatus

10 Minutes

- Sectioning the space

into allocated stations

identifies clear

boundaries for each

group, and will help to

maintain organisation

and ensure safety for all

students in the class.

- To allow students to

help and challenge each

other, the mixed ability

based groupings are

appropriate and are

supportive of peer

communication.

straight forward for balance and it should be a soft

landing.

Rotational Jumping stations-

Set up different jumping stations in the activity space

where children can explore jumping with both feet

vertically, and laterally.

Explain to the students each of the 5 stations before they

begin:

* Station 1: Stand on a line and compete to see who can

jump furthest.

As the 4-5 students line up, they take it in turns of

calling ‘Go’. Once the students jump, they compare with

the others to see who jumped the furthest. (This student

will compete against the winner of the other groups)

* Station 2: Jump up onto a box and down again, and

focus on landing softly.

Students have a range of boxes (different heights) to

allow them to choose which one they wish to use.

Whole class rotational

activity.

Teacher reminds students

about respectful listening

for instruction.

- “Students should jump

in their own space. There

should be no bodily

contact.”

- Box must be place on

even surface.

- Teacher or student

- The stations have been

set up prior to the

learning experience.

- The space is sectioned

into 6 areas. See the

diagram at the end of the

lesson plan.

- Form mixed ability

groups of 3-4 children

and have them

participate in each

station for 2 minutes.

- All students have

knowledge of the noise

ID: 11473006 Page 36


MOS3.4

Refines and

applies

movement skills

creatively to a

variety of

challenging

situations.

• transfers

sequence of

locomotor and

non-locomotor

movements from

the floor to

simple

apparatus

(hoops, ropes)

- Modifications can be

made to all stations to

accommodate all

learners. For students

who are less proficient,

they have the option to

use the basic, double foot

jump and also jump up

and down- not using a

step. For more proficient

students they are

encouraged to work

beyond and further their

jumping abilities.

* Station 3: Jump over a skipping rope.

Two students hold up a skipping rope that may be raised

or lowered to set an appropriate challenge.

* Station 4: Do multiple jumps into the set up hula hoop

course.

Students may do two feet jump, single foot jump, or

even try to do a motion (continuous) jump all the way

through.

* Station 5: Compete to see how high you can jump to

touch a spot on the wall.

One student at a time jumps to hit a coloured dot which

is marked out on the wall. The colour they hit becomes

their level to beat. Students are working to be the highest

but also to beat their Personal Best (PB).

demonstration.

- All students have been

told the standards of

behaviour and safety

requirements of the

activity, especially using

the skipping ropes.

Teacher lead discussion-

- Can you jump past

some?

- Which way is the

fastest?

- Teacher to model.

- Provoke thought-

Is there a way to increase

height of jump? -Run up?

level and behaviour

expectations. Some may

need reminding if they

are not following the set

rules.

- It may be useful to

display a diagram of the

sections to enforce the

importance of each

student/team stays in

their area.

- At the completion of

the last station, 1 chosen

student will pick up the

equipment (if they are on

a station that has

equipment) and place it

in the storage room.

ID: 11473006 Page 37


MOS3.4

Refines and

applies

movement skills

creatively to a

variety of

challenging

situations.

• Proficiently

moves through

obstacle course

incorporating

jumping

8 Minutes

Change from

demonstration to

physical activity allows

students to refocus and

engage with the new

activity.

Rules surround the basic

‘no touch’ behaviour and

to jump from each

‘island’ without touching

the water (floor).

For students who find the

activity challenging, the

layout can be modified

Game: Island Jumping-

* Having participated in the rotational activities, the

teacher should explain to the students that they will

move on to try the game ‘island jumping’.

* On a flat surface (such as the recreation room floor);

scatter gymnastics mats, yoga mats, and hula hoops

throughout the activity space as “islands”.

- Place the islands so children can jump from one

to another.

* Explain to students that the aim of the game is to jump

to the islands without falling in the water

(Gym floor).

* After children complete the circuit, increase the

distance between the “islands” slightly.

• Next, bring all the islands closer and practise different

- All students should be

listening to the teacher’s

instruction.

- Ask a student to model

‘one’ way of getting

through the space.

- Option: 2 students could

try to get through the

fastest. Paired

participation.

- Discuss the effect of

taking away ‘islands’.

- Encourage students to

identify and demonstrate

- Students gather as a

whole group to listen to

the rules of the Island

Jumping Activity.

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GYS3.10

Demonstrates

coordinated

actions of the

body when

performing

gymnastic

sequences.

• performs

variations of

basic movements,

(islands placed closer

together).

The teacher’s cues

become important when

prompting different

‘jumps’. These cues not

only prompt the group to

ensure all students are

actively involved in the

task, but also may assist

students who are not

confident by constantly

reminding them of the

task and different

options.

jumps:

»» jump off two feet and land on one.

»» jump off one foot and land on two.

»» jump off one foot and land on the other.

»» jump off one foot and land on the same foot.

»» while jogging, jump off one foot and land on two.

Students should complete the worksheet to reflect on the

‘Island Jumping’ Game. (See Section 3, Part 2- page 42

of this resource)

Conclusion-

Cool Down {to come}.

a jump that they enjoy.

- Try to show as many

different jumps as

possible.

- Although it is a ‘self-

reflection’ peer

discussion and

constructive comments

may be useful for student

learning.

Individual movement;

may incorporate an

‘informal presentation’

to the class.

- Students need to find a

quite space to complete

the worksheet. May sit

near another student to

discuss responses.

Layout of learning space; prior to the beginning of the learning experience:

ID: 11473006 Page 39

14 5

ISLAND JUMPING


Task 3: A mind-map of how ONE of your two selected FMS might be developed throughout the school week in at least THREE other KLAs and also during transition times (e.g. break, lunch, or travelling from a classroom context to outside) and within the home context.

ID: 11473006 Page 40

23


ID: 11473006 Page 41


Section 3 – Assessment of FMS

Task 1: A reflection on different ways of assessing FMS in the school and home context

FMS Book 2 has a wide range of assessment strategies, see pp. 93-109. Available at:

http://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/

There are also ideas to engage parents described in FMS Book 1 as follows: Home Activity Quilt p. 50 and

a movement enhancement section in pp. 54-55.

Ensure you also discuss here the two different types of assessment that there are, i.e. formative

(assessment FOR learning) and summative (assessment OF learning), in tandem with the value and

purpose of assessment. Academic references on assessment are strongly recommended. See also the

online modules on Assessment.

‘Assessment: to ‘enhance learning’. This is the main aim of assessment in PDHPE education, in this

instance, specifically for Fundamental Movement Skills. To enhance learning, while supporting the

syllabus outcomes; the teacher must conduct processes of ‘collecting, analysing and recording information

about student progress” (Board of Studies, 2007, p. 54). Successful assessment techniques need to be valid,

relevant and implemented appropriately with regard to the content being learnt. Similar is a view of Biggs

(1999), who recognised that effective assessment takes account of all of the variables that affect student

learning and finds a way that allows students to accurately portray the depth of their understanding and

their degree of capability in FMS. It is therefore important to recognise the connections of the school and

home context and emphasise the importance of both in order to improve future learning experiences for

students.

When assessing FMS both formative and summative assessment may be used. Assessment for and

assessment of learning are equally essential in an effective assessment program. Observations and

consultations are paramount as they allow for immediate feedback, positive/constructive analysis of the

learning experience and a foundation to build a portfolio/ learning profile for each student. This profile is

used to give feedback, improve on future learning experiences and is also known as formative assessment

(Board of Studies, 2007). When assessing FMS it is important that students understand what outcome(s)

they are working towards, and the learning activities are stage and content appropriate.

Forming connections and building relationships between the school and home settings will help students

become more proficient at FSM. Educating parents/family members to assist FMS development a child is

more likely to gain confidence and take risks. By creating a strong link between the school and home

environment, this link further fosters community-school partnerships and presents a holistic approach to the

ID: 11473006 Page 42



teaching and learning of FMS (Board of Studies, 2007).

To conduct stage appropriate assessment of FMS, the following examples are relevant to school and home

environments: Observation, consultation, scaffolding, peer-assessment, self-assessment, audio or visual

recordings, photographs, interviews, self-reflection, annotated work samples, portfolios, profiles, teaching

cards, KWL charts, rubrics and reflective journals.

Assessment, where relevant, should be embedded into classroom learning and should align with school

assessment policies and notions of the Department of Education and Training’s Quality Teaching Model.

As a teacher, parent or guardian, selecting and implementing appropriate assessment strategies is both

important and complex. It is through choosing the most appropriate assessment technique in relation to the

specific content that constructive alignment can occur (Biggs, 1996 p. 364). With a large variety of

formative, summative and diagnostic assessment tools, FMS can be assessed in the school and home

environment effectively to enhance student learning and support the individual growth and development of

all students.

ID: 11473006 Page 43


Task 2: 2-3 different assessment templates for FMS that you have created

FMS Book 2 has a wide range of assessment strategies, see pp. 93-109. Available at: http://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/ FMS: Vertical Jump Stage: 3 Outcome: GYS3.10

Students’ Skills ChecklistVertical Jump:

NAME

1. Eyes

focused

forward or

upward

throughout

the jump

2. Crouches

with knees

bent and arms

behind the

body

3. Forceful

forward and

upward swing

of arms

4. Legs

straighten in

the air

5. Lands on

balls of the

feet and bends

knees to

absorb

landing

6.Controlled

landing with

no more than

one step in

any direction

Correctly

completes each

of the six

components to

perform the

vertical jump

successfully

WT A WT A WT A WT A WT A WT A (DATE)

- - / - - / - -

- - / - - / - -

- - / - - / - -

- - / - - / - -

- - / - - / - -

- - / - - / - -

- - / - - / - -

Components adapted from: (NSW DET, 2000, p. 22): http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/gsga/wholebooklet.pdf

ID: 11473006 Page 44

KEY: WT= Working Towards the componentA= Achieved the componentA tick should be used to show individual results

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/gsga/wholebooklet.pdf




1 2 3 4 5

1 2 3 4 5


NAME: FMS: Vertical Jump Date:

Student Self ReflectionQuestion Personal Response How useful was this to my

learning? (1- not at all 5- highly important)

Did the teacher-demonstration help me to identify the movements I must focus on?

Was I engaged in each rotational activity and did I correctly participate (respectfully and fairly) in the tasks at each station?

ID: 11473006 Page 45

Student Self-Assessment

FMS: Vertical Jump

Stage: 3

Class: 5H

Outcome: GYS3.10

1 2 3 4 5

1 2 3 4 5


Did I contribute to my group?

In what ways? In the Island Jumping activity, did I communicate with my peers and listen to other responses/ jump presentations?

ID: 11473006 Page 46

Stick a photo of yourself ‘Skipping’

here

S K I P

Create your own acrostic poem about ‘Skipping’:

S_________________________________________

K_________________________________________

I__________________________________________

P_________________________________________

Define (in your own words) ‘Skipping’:

Student Worksheet for FMS Portfolio

FMS: Skip

Stage: 2

Class: 3H

Outcome: GYS2.10

What do you like/ dislike about skipping?


Task 3: written, verbal or visual evidence of feedback from another peer in this group regarding your

assessment templates and some post-feedback insight into how you think you might improve and/or

develop them in the future.

Task 3(i)

Written, verbal or visual evidence of feedback from another NAMED peer in this group regarding

your assessment templates (200-250 written words or 2-3 minutes of verbal/visual feedback):

Claire,

Assessment Item 1: Student Skills Checklist – Vertical jump

Your table is clearly set out and lists all critical skills of mastering a vertical jump for stage 3. The inclusion

of a related outcome is good, and could be supported by a small footnote listing indicators upon which this

assessment is based.

Good idea having a key of explanation, although I would probably replace the tick with a date of attempt?

What happens if a student does not “correctly complete each of the six components to perform a vertical

jump successfully”? A few lines available for comment here could also be useful, and provide more

detailed individual assessment. This would be especially important in a class of diverse (incl. physical

ability) students.

Assessment Item 2: Vertical Jump Student Self Reflection

I find this an excellent resource. It is directed explicitly at a stage appropriate learning experience, and

would also provide a good base template for assessing other FMS learning experiences. It provides a

relatively quick and simple feedback for both students self-assessment, and also for the teacher – which is

important for gauging the success of lesson structure and delivery.

One small area to amend may be in the wording of the second point. Rather than the student marking

themselves on “correctly participating”, it may be more student friendly to say “participated to the best of

my ability.” While it would be nice for all students to master each and every FMS fully, it may not always

be physically possible. For a student who tries their hardest yet still fails to “correctly participate”, it could

be quite harsh for them to have to score themselves with a low mark. Some useful information could also

be obtained by adding room for 2 last comments: 1) What did I enjoy most about the lesson? and 2) What

did I find most difficult about the lesson? This information could be useful for the teacher in future

planning and follow up lessons.

Again, a clear layout – good.

Assessment Item 3: Skip Worksheet

You have obviously put a lot of thought into developing this worksheet which is to be commended. It

ID: 11473006 Page 47


appears a little complicated compared with your assessment templates 1 and 2, although good to see you

have developed a variety of assessment resources.

I feel the time it would take a student to complete this would almost be a lesson in itself, and the

complexity of the worksheet may cloud a true assessment of what a student has learnt in the FMS of

skipping. Granted, it is difficult to make a detailed learning experience and assessment of FMS and basic

activities, such as skipping, that we all mastered years ago, and now perform without thinking about!

Depending on resources available it might be easier for students to draw a picture of themselves skipping

instead of taking a photo. Good idea to incorporate use of technology though – especially if students could

be taking photos of each other.

Overall, your Section 3 task 2 shows a lot of thought and effort. Well done and best of luck with the rest of

your studies.

Regards, Gina Haines (94022977).

ID: 11473006 Page 48


Task 3(ii)

Some post-feedback WRITTEN insight into how you think you might improve and/or develop your

assessment templates in the future (200-250 words).

After receiving Gina’s feedback I see her points as highly insightful and appropriate.

She mentioned firstly that template one could be further improved by adding a footnote with specified

indicators. This is a valid point, I think that a specified set of indicators may help further assessment

planning, however as the template reflects the NSW DET (2000) skill components, most teachers should be

familiar with these components. The suggestion of replacing the tick with a date is very appropriate and

would specify progress in a simplistic manner. I think this suggestion would improve my assessment

templates to allow a clear and cohesive ‘timeline’ of student progress.

She also mentioned and suggested the amendment of the wording in template two. I can see where there

may be a misunderstanding in the meaning of the word ‘correctly’; it may not be the most effective word. I

was more referring to the behavior and respect for others, so, altering that question is another useful

critique. I also like the idea of adding the suggested two points at the end. I agree that these may be ‘useful

for the teacher in future planning and follow up lessons’.

Furthermore, Gina’s concerns about the complexity of the third template are understandable, however, I

believe that the template is created at an appropriate level for most year 3 students and will be beneficial in

providing insight into individual understandings. Perhaps I could simplify the worksheet to support students

who need more time with comprehension activities so their needs are supported. In addition, I like the idea

of offering the students the option to draw a diagram- this will also further cater for diversity in the

classroom for students who aren’t as capable in literacy.

Gina’s insights were highly valid. After reading her suggestions I feel as though I could make appropriate

alterations to my templates in order to improve them. These slight alterations should strengthen the

collection of individual learning growth and student progress.

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