Overview€¦ · Web viewPDHPE workbook Stage 3 Name: Class: Overview Students will: Recognise people’s different emotional responses to the same stimulus (PDH activity 1). Recognise

| NSW Department of Education

PDHPE workbook Stage 3

Name:

Class:

Overview Students will:

Recognise people’s different emotional responses to the same stimulus (PDH activity 1).

Recognise that their emotional responses can have an impact on others (PDH activity 1).

Recognise how their strengths and interests lead to forming positive relationships (PDH activity 2).

Develop strategies to help form new relationships (PDH activity 2). Refine throwing skills to perform specialised movements related to target games

(PE Activities 1-2). Recognise and consider a number of solutions to target games and justify which

solution is most appropriate or effective (PE Activities 1-2). Explain the rationale for particular rules, strategies and tactics (PE Activity 2).

ResourcesPDH Activities 1-2

help from an adult

pen or pencil

education.nsw.gov.au

PE Activities 1-2

help from an adult

a soft object to throw (for example, soft ball, pair of socks, soft toy, scrunched-up paper)

3 objects or landmarks to create targets for objects to hit (for example, bucket, a long piece of string laid in a circle, an ‘X’ formed by two pieces of tape/material, a t-shirt laid on the ground, a chair/bench, a wall, a tree)

3 or more different unbreakable objects to act as an obstacle

Refer to ‘Throlf’ game card for suggestions of what this activity could look like (Sport Australia, 2019. Playing for life)

1 PDHPE student workbook Stage 3

https://www.sportaus.gov.au/__data/assets/pdf_file/0013/704002/Throlf.pdf

PDH Activity 1 – Different people, different emotions During this activity you will recognise that people have different emotional responses to the same situation and that your emotional responses can impact others.

1. Discuss with your teacher or parent/carer the question: “Can you identify a situation

when someone has responded and expressed emotions differently to you or other

people?” For example, one student takes home the class pet over the weekend.

That student is excited, happy and proud. Others may be sad, disappointed,

confused or frustrated.

2. Consider the different emotional responses from those involved in the situations

listed in the table below. Write the person's name, who they are and how they might

react. For example. Jane - my best friend - happy, proud.

People could include – parents/caregivers, friends, teammates, other students,

teachers.

Table 1 Different people, different emotions

Situation People involvedWhat may their emotional response be?

Last week the school swimming carnival was held. The winning house was announced on assem-bly this morning.

Students from the winning house Students from the other housesTeachers

This year you and your friend ran for the school captaincy. Your friend was elected, and you missed out.

During the school debating

© NSW Department of Education, May-23

Situation People involvedWhat may their emotional response be?

competition, you were on the winning team, how-ever, your friend was on the losing team.

Your parent/caregiver buys you a new jumper that they really like, however, you don’t.

3. Discuss with your teacher or parent/caregiver the following questions.o Do emotional responses impact others? o How?

4. Read the scenario

“At school today you get into an argument at lunch with a friend after they lost your handball. The teacher blames you for the argument and the lost ball. As a result, you are punished. This makes you very upset.”

5. Write how your emotional response to the scenario impacts other people.

People to consider may include parents/caregivers, brothers/sisters, friends, teachers, teammates, bus drivers.

Table 2 Emotional responses


At school today you get into an argument at lunch with a friend after they lost your handball. The teacher blames you for the argument and the lost ball. As a result, you are punished. This makes you very upset.”

My emotional response to the scenario

Parent/caregiver response to me

My friend’s re-sponse to me

My teacher’s re-sponse to me

One possible response

Yell at the teacher Don’t speak to par-

ents when getting home

Ignore instructions from parents/care-giver

Mumble when spoken to or don’t respond at all to others

Another possible response Walk away and take 5

deep breaths Ask to speak to the

teacher later so you can explain your side of the story calmly.

Talk to your parents/caregiver calmly

Write down how you are feeling and give it to the teacher and your friend

Discuss with your teacher or parent/caregiver which of these is a more preferred response and why? Suggest any alternative responses that would be suitable for the situation? Explain.


PDH Activity 2 – Relationships

During this activity students recognise qualities of a positive relationship and develop strategies to create and maintain them.

1. Begin by discussing the question:i) What are strengths?”

2. On the table belowi) List some of your own strengthsii) List some strengths of people you have a relationship with. For example:

friends, family members, teammates.

Remember: A relationship is a close connection between two people. https://www.collinsdictionary.com/dictionary/english/relationship

Table 3 Relationships

Person Strength 1 Strength 2 Strength 3 Strength 4 Strength 5

Example Name: John Reading Kicking a

ball Debating DrawingRunning long distances

Name -


https://www.collinsdictionary.com/dictionary/english/relationship

Person Strength 1 Strength 2 Strength 3 Strength 4 Strength 5

Name -

Name -

Name -

Name -

3. Discuss with your teacher or parent/caregiver the following questions:i) Do you have any strengths in common with your friends? ii) How many are similar?iii) Do you think this contributes to why this relationship was formed? How?iv) How do you think the similarities strengthen your relationship?

4. Write your own definition of what it means to;i) set boundaries in a relationship ii) communicate effectively in a relationship iii) share power in a relationship iv) display empathy in a relationship

Table 4 Definitions


Definition / What do I think it means?

Setting boundar-ies

Communicate effectively

Share power

Display empathy

Review your definitions with your teacher or parent/caregiver.

Read the scenario.

“It is you first day at high school. You are keen to make new friends at high school.”


List the ways you could form new friendships and why you would choose these ways. For example: Introduce yourself, ask about their strengths/likes/dislikes, what would you tell them about you, what emotions would you show, what feelings would you have?

Consider the earlier discussion about what makes a good relationship.

Table 5 Forming new relationships

Strategy Why you chose this?

For example. Introduce yourself - Hi my name is Sarah, what’s yours?

I chose this because the person would then know my name and would be more likely to say hello next time they saw me. This would also give an opportunity to start a conversation.



PE Activity 1 – Obstacle golf - intro

1. Create 3 targets that you can safely throw a soft object towards. Choose a ‘starting point’ where you will throw the object from. Place each target at different distances from the ’starting point’.

2. Choose or create at least one object that will act as an obstacle. The obstacle needs to be placed between the ’starting point’ and the target.

3. Discuss with your teacher or parent/caregiver the type/s of throw you plan to use so you can hit the target in as few throws as possible. Predict which type of throw you think will be most effective. Example throwing styles include overarm, underarm, two-hand overhead, two-hand underhand, shoulder throw, your own throwing style.

4. Explain your decisions.

Target 1 -______________________________________________________________________________________________________________________________________________________________________________________________________________Target 2 -______________________________________________________________________________________________________________________________________________________________________________________________________________Target 3 -______________________________________________________________________________________________________________________________________________________________________________________________________________


5. Throw the object towards the target. You should aim to hit the target. Pick up the object from where it landed and throw the object again until the target has been hit.

Obstacle golf examples

Sport Australia 2019, Playing for life

6. Record how many throws it took to hit the target.

How many throws did you it take to hit the target? Attempt 1 Attempt 2 Attempt 3 Attempt 4 Attempt 5

Target 1

Target 2



Target 3

7. Repeat the challenge 5 times for each of the 3 targets

8. Explain how you refined your throwing during the game of ’Obstacle golf’ to effectively throw your object to the target.

Target 1 -______________________________________________________________________________________________________________________________________________________________________________________________________________Target 2 -______________________________________________________________________________________________________________________________________________________________________________________________________________Target 3 -______________________________________________________________________________________________________________________________________________________________________________________________________________

Resources

A soft object to throw (for example, soft ball, pair of socks, soft toy, scrunched-up paper).


3 objects or landmarks to create a target for the object to hit (for example, bucket, a long piece of string laid in a circle, an ‘X’ formed by two pieces of tape/material, a t-shirt laid on the ground, a chair/bench, a wall, a tree).

3 or more different unbreakable safe objects to act as an obstacle.


PE Activity 2 – Obstacle golf - advanced

1. Create 3 targets that you can safely throw a soft object towards. Choose a ‘starting

point’ where you will throw the object from. Place each target at different distances from the ’starting point’.

2. Choose or create at least one object that will act as an obstacle. The obstacle needs to be placed between the ’starting point’ and the target.

3. Discuss with your teacher or parent/caregiver your strengths when playing obstacle golf. For example, ”I am very consistent when throwing underarm at a target over a short distance” or ”I am very good at judging the appropriate amount of force to apply to my throws” or ”I am very good at rebounding the ball off the wall to avoid the obstacle.”

4. Explain what you have identified as your strengths while playing ’Obstacle golf’.

______________________________________________________________________________________________________________________________________________________________________________________________________________

5. Create or change at least one rule that will challenge your strength. Explain the rule you have created or changed. Explain your rule.


______________________________________________________________________________________________________________________________________________________________________________________________________________

6. Create a different scoring system. For example, ”The amount of throws you record for each attempt is halved if you throw with your non-dominant hand” or ”The amount of throws you record for each attempt is doubled if you use object 1 as opposed to object 2.”

Remember: in obstacle golf, the fewer the throws used the better. Your dominant hand is the one you prefer to use when throwing. Non-dominant hand is the other hand.

Explain your new scoring system and how points are scored for easier and more difficult challenges.______________________________________________________________________________________________________________________________________________________________________________________________________________

7. Throw the object towards the target. You should aim to hit the target. Pick up the object from where it landed and throw the object again until the target has been hit.

Obstacle golf examples

Sport Australia 2019, Playing for life

8. Record how many throws it took to hit the target.



Target 1

Target 2

Target 3

9. Repeat the challenge 5 times for each of the 3 targets

10.Explain how you refined your throwing during the game of ’Obstacle golf’ to effectively use the new rules and scoring system.

Target 1 -______________________________________________________________________________________________________________________________________________________________________________________________________________Target 2 -______________________________________________________________________________________________________________________________________________________________________________________________________________


Target 3 -______________________________________________________________________________________________________________________________________________________________________________________________________________

Resources

A soft object to throw (for example, soft ball, pair of socks, soft toy, scrunched-up paper).

3 objects or landmarks to create a target for the object to hit (for example, bucket, a long piece of string laid in a circle, an ‘X’ formed by two pieces of tape/material, a t-shirt laid on the ground, a chair/bench, a wall, a tree).

3 or more different unbreakable objects to act as an obstacle.


Documents

Overview€¦ · Web viewPDHPE workbook Stage 3 Name: Class: Overview Students will: Recognise people’s different emotional responses to the same stimulus (PDH activity 1). Recognise