PEPL

PROJECT Quality PE Planning Document

Contents

Curriculum Achievement Standards

Health and Physical Education Propositions (Key Ideas)

Quality Physical Education

Evidence Based Models of Practice (Snap Shot Overviews)

➢ Game Sense

➢ Sports Education

➢ TPSR

Fundamental Movement Skills (FMS)

Physical Literacy (PL)

Assessment Methods

Reference List

TfEL Planning Document

Unit Plan Template

Lesson Plan Template

HPE Curriculum Achievement Standard

Year 1 / 2 Achievement Standard

By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

Year 3 / 4 Achievement Standard

By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Year 5/6 Achievement Standard

By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.

Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.

(ACARA, 2021)

Health and Physical Education Propositions (Key Ideas)

The Australian Curriculum: Health and Physical Education has been shaped by five interrelated propositions that are informed by a strong and diverse research base for a futures-oriented curriculum:

Focus on educative purposes

The prime responsibility of the Health and Physical Education curriculum is to describe the progression and development of the disciplinary knowledge, understanding and skills underpinning health and physical education and how students will make meaning of and apply them in contemporary health and movement contexts.

Although the curriculum may contribute to a range of goals that sit beyond its educative purposes, the priority for the Health and Physical Education curriculum is to provide ongoing, developmentally appropriate and explicit learning about health and movement. The Health and Physical Education curriculum draws on its multidisciplinary evidence base to ensure that students are provided with learning opportunities to practise, create, apply and evaluate the knowledge, understanding and skills of the learning area.

Take a strengths-based approach

The Health and Physical Education curriculum is informed by a strengths-based approach. Rather than focusing only on potential health risks or a deficit-based model of health, the curriculum has a stronger focus on supporting students to develop the knowledge, understanding and skills they require to make healthy, safe and active choices that will enhance their own and others’ health and wellbeing.

This approach affirms that all students and their communities have particular strengths and resources that can be nurtured to improve their own and others' health, wellbeing, movement competence and participation in physical activity. The curriculum recognises that students have varying levels of access to personal and community resources depending on a variety of contextual factors that will impact on their decisions and behaviours.

Value movement

Health and Physical Education is the key learning area in the curriculum that focuses explicitly on developing movement skills and concepts students need to participate in physical activities with competence and confidence. The knowledge, understanding, skills and dispositions students develop through movement in Health and Physical Education encourage ongoing participation across their lifespan and in turn lead to positive health outcomes. Movement competence and confidence is seen as an important personal and community asset to be developed, refined and valued.

Health and Physical Education promotes an appreciation of how movement in all its forms is central to daily life – from meeting functional requirements and providing opportunities for active living to acknowledging participation in physical activity and sport as significant cultural and social practices. The study of movement has a broad and established scientific, social, cultural and historical knowledge base, informing our understanding of how and why we move and how we can improve physical performance.

The study of movement also provides challenges and opportunities for students to enhance a range of personal and social skills and behaviours that contribute to health and wellbeing.

Develop health literacy

Health literacy can be understood as an individual’s ability to gain access to, understand and use health information and services in ways that promote and maintain health and wellbeing. The Health and Physical Education curriculum focuses on developing knowledge, understanding and skills related to the three dimensions of health literacy:

• functional dimension – researching and applying information relating to knowledge and services to respond to a health-related question

• interactive dimension – requires more advanced knowledge, understanding and skills to actively and independently engage with a health issue and to apply new information to changing circumstances

• critical dimension – the ability to selectively access and critically analyse health information from a variety of sources (which might include scientific information, health brochures or messages in the media) to take action to promote personal health and wellbeing or that of others.

Consistent with a strengths-based approach, health literacy is a personal and community asset to be developed, evaluated, enriched and communicated.

Include a critical inquiry approach

The Health and Physical Education curriculum engages students in critical inquiry processes that assist students in researching, analysing, applying and appraising knowledge in health and movement fields. In doing so, students will critically analyse and critically evaluate contextual factors that influence decision-making, behaviours and actions, and explore inclusiveness, power inequalities, assumptions, diversity and social justice.

The Health and Physical Education curriculum recognises that values, behaviours, priorities and actions related to health and physical activity reflect varying contextual factors which influence the ways people live. The curriculum develops an understanding that the meanings and interests individuals and social groups have in relation to health practices and physical activity participation are diverse and therefore require different approaches and strategies.

(ACARA, 2021)

Quality Physical Education Quality Physical Education (QPE) is the planned, progressive, inclusive learning experience that forms part of the curriculum. QPE acts as the foundation for a lifelong engagement in physical activity and sport. The learning experience offered to children and young people through physical education lessons should be developmentally appropriate for them to acquire the psychomotor skills, cognitive understanding, and social and emotional skills they need to lead a physically active life. (UNESCO, 2015) At the core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively.

(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2021)

(ACARA, 2021)

(Department for Education, 2021)

Evidence Based Models of Practice

Games Sense Approach Game Sense makes a game the focus of a practice session rather than technique. It challenges the players to think about what they are actually doing and why. The teacher becomes a facilitator, setting tasks to be solved and creating situations where players take on the responsibility of finding solutions for themselves. The teacher can ask questions about the game and this becomes a key aspect in promoting a ‘thinking’ approach in players.

The Game Sense approach aims to

• Present a more realistic view of what games are about ie. Teamwork, communication, decision making, rules etc – rather than technical skills in isolation

• Allow the teacher to take on the role of facilitator so that players take more responsibility for their own development and learning

• Develop thinking players who can solve problems that arise in a game situation through tactical awareness and understanding

• Promote an enjoyable, safe and challenging environment for all participants

• Cater for variations in players’ abilities

A typical Game Sense session

• Warm-up activity

• Introduce the game

• Observe players and assess play

• Pause the game or individual players to ask questions, for example:

o When you are trying to score a goal, what are some ways of dodging a defender?

o When you pass a ball, what makes it easy for your opponent to intercept? How could you avoid that happening?

• Allow time for team discussion and practice to find solutions

• Return to game – re-evaluate players’ responses. Repeat steps 4 & 5 as necessary and add additional challenges as the game progresses

• Reflection & warm down time

4 Game Categories Target Games – the aim of target games is to place a ball or other projective near, in or on a target. Net/wall Games – the aim of net/wall games is to send a ball into an opponent’s court so it cannot be played or returned by your opponent. Principals of ‘attack’ and ‘defend’ are introduced. Striking/fielding Games – the aim of striking/fielding games is to score more points/runs than the opposition after a specific time. The games encourage participation in various positions (strikers, runners, fielders, bowlers) etc. Invasion Games – the aim of invasion games is to score more points than your opponents within a given time limit, while endeavouring to keep their score to a minimum. The main tactics used are controlling the play to maintain possess and limiting your opposition attempts to take possession.

(Australian Sports Commission, 1999)

Sport Education (SEPEP) Sport Education is a pedagogical model based on the concept that small, mixed ability learning teams, work together in ways such that all team members benefit and experience success. The Sport Education model provides an authentic representation and experience of sport participation. Sport Education provides students with adequate time to develop skills to learn to fulfil the team roles required for a successful Sport Education season. A Sport Education season/unit is always longer than typical physical education units. Students have more time to learn all aspects in organising, managing and running a successful sporting competition. The key features and objectives of the model that distinguish it from traditional approaches to teaching physical education are as follows: Features

• Units of work are longer than typical PE units ie. 10 to 12 lessons

• Students are organised into mixed-ability teams

• Students learn multiple roles ie. coach, equipment manager, referee, scorer etc

• Games are often small sided ie. 3v3 soccer, 2v2 volleyball

• Key focus is on roles, responsibilities, techniques and tactics

• Season/units typically consist of a series of competitions

• Records of performance are kept and made public

• A point system is used to calculate tournament results

• Awards and ceremonies conclude the season/unit

Objectives

• Develop sport-specific techniques

• Ability to demonstrate sport specific concepts

• Promote inclusivity

• Share planning and administration of sport experiences

• Provide responsible leadership

• Work effectively with team to pursue common goals

• Appreciate the rituals and conventions that give sports their unique meanings

• Develop and apply knowledge about scoring, umpiring and training

• Make connections to how sporting organisation are run outside of school

Example Roles & Responsibilities

Player • Give a good effort

• Play fairly

• Support teammates

• Respect opponents and officials

Referee • Manage games

• Make decisions

• Keep the game moving

Scorekeeper • Record scores accurately

• Keep scoreboard updated

• Compile scores at the end of games

Coach • Provide general team leadership

• Organise and run a practice session

• Help make team decisions

Manager • Organise and collects equipment

• Coordinates team to pack away and return equipment

(Siedentop, D. et al. 2018)

Teaching Personal & Social Responsibilities (TPSR)

The Teaching Personal and Social Responsibility (TPSR) model is a values-based sport and physical activity

pedagogical model that promotes teaching and learning around both social and personal development and physical

education curriculum goals. TPSR aligns with the Australian Curriculum Health and Physical Education learning

area’s sub-strand of “Communicating and interacting for health and wellbeing” and the Personal and Social General

Capability.

Purpose and Principles

• To teach young people to take responsibility for: o Their own well-being o For being sensitive and responsive to the well-being of others

Specific TPSR Learning Intentions are identified for the PE lesson and students are provided the opportunity to develop and reflect on their social and emotional learning journey.

A typical TPSR lesson format could incorporate the following:

• Relational time

• Awareness Talk

• Physical Activity Lesson Time

• Group Meeting

• Reflection time Students aim to develop the following:

1) Respect for Others’ Rights and Feelings

• Self-control

• Include everyone

• Peaceful conflict resolution

Teacher values: Respect for students, empowerment, equity

2) Effort

• Self-motivation & Self Improvement

• Courage to not give up

Teacher values: self-paced tasks, task variation, competitive choices

3) Self Direction

• Independence

• Goal setting

• Personal plan of progression

Teacher values: Empowerment

4) Helping and Leadership

• Caring and compassion

• Sensitivity and responsiveness

• Group welfare

Teacher values: Well-being of others

5) Outside the Gym

• Trying out these ideas outside the program

• Being a role model

Teacher values: Value transfer

(Hellison, D. 2011) (Walsh, D. 2004) (Baldock, R. et al. 2017) (TPSR Alliance website 2020)

Fundamental Movement Skills (FMS)

Fundamental Movement Skills (FMS) are movement patterns that involve different body parts such as the

legs, arms, trunk and head, and include such skills as running, hopping, catching, throwing, striking and

balancing. They are the foundation movements or precursor patterns to the more specialised, complex skills

used in play, games, sport, dance gymnastics, outdoor education and physical recreation activities.

Fundamental movement skills are best categorised into groups because it makes planning, teaching and

assessment easier. The three categories are body management, locomotor, and object control.

Body management skills involve balancing the body in stillness and in motion.

Examples are: static and dynamic balancing, rolling, stopping, landing, bending,

stretching, twisting, turning, swinging, and climbing.

Locomotor skills involve transporting the body in any direction from one point to

another. Examples are: crawling, walking, running, hopping, leaping, jumping,

galloping, skipping, dodging, and swimming.

Object control skills require controlling implements (for example, bats, racquets or

hoops) or objects (such as balls) either by hand or foot. Examples are: throwing,

catching, kicking, striking, bouncing, and dribbling. (Department for Education, 2013)

Victoria

Western Australia

New South Wales

Physical Literacy (PL)

Physical literacy is about building the skills, knowledge and behaviours to help us lead active lives. It is the

holistic learning that occurs through movement and physical activity and integrates physical, psychological,

social and cognitive capabilities. (Sport Australia, 2019)

(Sport Australia, 2019)

Assessment Methods

Assessment determines where a student is at, at a particular point in time in relation to an intended outcome. In Health and Physical Education (HPE), teachers should assess with the same rigour as other learning areas, assessing students’ changing knowledge, understanding and skills. Use a variety of Summative and Formative assessment methods providing relevant timely feedback to students. Five key strategies of Formative Assessment:

- clarifying and understanding learning intentions and criteria for success

- engineering effective discussions, questions and tasks that elicit evidence of learning - providing feedback that moves learners forward - activating students as instructional resources for each other, and - activating students as owners of their own learning

(William, D. 2006)

Examples include:

Self-Assessment

Peer-Assessment

Photos & Videos

Rubrics

FMS Skills Check Lists

Teacher Observations

Student Reflections

Exit Cards

Student Journal

Single Point Rubrics

Game Performance Assessment Instrument (GPAI)

Reference List Australian Curriculum, Assessment and Reporting Authority (ACARA). Foundation to year 10 curriculum: Health and Physical Education. Available at https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/ (Accessed March 2 2020) Australian Sports Commission (1999): Game Sense Cards: 30 games to develop thinking players. Belconnen, ACT. Australian Sports Commission. Baldock, R. et al. (2017). Introducing Teaching Personal and Social Responsibility into Physical Education. Active and Healthy Journal. (ACHPER). 24 (4). Pp 21-24 Government of Western Australia. Department of Education (2013). Fundamental movement skills: Book 1 - Learning, teaching and assessment. ISBN: 978-0-7307-4524-2 SCIS: 1600964 http://det.wa.edu.au/stepsresources/detcms/education/stepsresources/fundamental-movement-skills/fundamental-movement-skillsbook-1.en?cat-id=13601999. (Accessed March 5 2020) Government of Western Australia. Department of Education (2013). Fundamental movement skills: Book 2 - The tools for learning, teaching and assessment. ISBN: 978-0-7307-4525-9 SCIS: 1600970. http://det.wa.edu.au/stepsresources/detcms/education/stepsresources/fundamental-movement-skills/fundamental-movement-skillsbook-1.en?cat-id=13601999. (Accessed March 5 2020) Hellison, D. (2011). Teaching Personal and Social Responsibility through Physical Activity. (3rd Edition.). Champaign, IL: Human Kinetics

Mitchell, S. A., Griffin, L. L. & Oslin, J. L. (2013). Teaching sport concepts and skills: A tactical games approach. 3rd Edition Champaign, IL: Human Kinetics. Pill, S (2013). Play with Purpose Game Sense to Sport Literacy (3rd Edition): A resource to support teachers and coaches in the implementation of a game-centred approach to sport teaching. Hindmarsh, SA: ACHPER Australia Pill, S (2015) Play with purpose: For Fundamental Movement Skills Teaching: A teaching guide for early years and primary educators for physical education and daily PE. Hindmarsh, SA: ACHPER Australia. Siedentop, D., Hastie, P., van der Mars, H. (2018) Complete Guide to Sport Education (3rd Edition). Champagne, IL: Human Kinetics Sport Australia (2019). Australian Physical Literacy Framework (Version 2). Australian Sports Commission. https://www.sportaus.gov.au/physical_literacy (Accessed March 5 2020) TPSR Alliance (2020). Teaching Personal Social Responsibility through Physical Activity. https://www.tpsr-alliance.org/ (Accessed March 5 2020) United Nations Educational, Scientific and Cultural Organization (2015). Quality Physical Education (QPE) Guidelines for Policy-Makers. UNESCO Publishing. France Walsh, D. (2004). Teaching Personal and Social Responsibility through Physical Activity. ACHPER TPSR Workshop. Adelaide. South Australia. June 21-23, 2004. William, D (2006). Assessment for Learning: why, what and how. Institute of Education, University of London. Edited transcript of a talk given at the Cambridge Assessment Network Conference on 15 September 2006 at the Faculty of Education, University of Cambridge

Year * PE UNIT PLAN * Topic / Theme PEPL Project SA 2021

Achievement Standard:

Strand and

Sub-Strand

Movement and Physical Activity Moving our body Understanding movement Learning through movement

Personal, Social and Community Health Being healthy, safe & active Contributing to healthy and active communities Communicating & interacting for health and wellbeing

Content Descriptions

General Capabilities (highlight) HPE Key Ideas (highlight) Focus areas (highlight)

Literacy Information Technology Personal & Social Capability Intercultural Understanding Numeracy Ethical-Understanding Critical & Creative Thinking

Focus on Educative Purpose Take a strengths based approach Value Movement Develop Health Literacy Include a Critical Inquiry Approach

Health benefits of physical activity Mental health and wellbeing Relationships and sexuality Safety Active play and minor games

Challenge and adventure activities Fundamental movement skills Games and sports Lifelong physical activities Rhythmic and expressive movement activities

Models of Practice

Game Sense TPSR Sport Education

Games Category

Net & Wall Target Invasion Striking & Fielding

Movement Skill

Body Management Skills - Side Roll, Forward Roll, Balance, Climb, Line Walk Locomotor – Slide, Leap, Hop, Gallop, Skip, Run, Vertical Jump, Dodge, Distance Jump, Swim & Side Gallop Object Control Skills – Bounce and catch, Underarm throw, Catch (large ball and small ball), Kick, Forehand Strike, Overarm throw, Punt, Two-hand side-arm strike, Underarm roll, Hand dribble and Foot dribble

End Game

Pre-Unit Make connections with local clubs / Sporting Schools Parent Information / newsletters / overviews

Assessment

Pre Assessment

Formative Assessment Summative Assessment

School Context

Key Texts and

Resources

Australian Sports Commission (1999): Game Sense Cards: 30 games to develop thinking players. Belconnen, ACT. Australian Sports Commission.

Mitchell, S. A., Griffin, L. L. & Oslin, J. L. (2013). Teaching sport concepts and skills: A tactical games approach. 3rd Edition Champaign, IL: Human Kinetics.

Hellison, D. (2011). Teaching Personal and Social Responsibility Through Physical Activity. (3rd ed.). Champaign, IL: Human Kinetics

Pill, S (2013). Play with Purpose Game Sense to Sport Literacy: A resource to support teachers and coaches in the implementation of a game-centred approach to sport teaching. Hindmarsh, SA: ACHPER Australia

Pill, S (2015) Play with purpose: For Fundamental Movement Skills Teaching: A teaching guide for early years and primary educators for physical education and daily PE. Hindmarsh, SA: ACHPER Australia.

Siedentop, D., Hastie, P., van der Mars, H. (2018) Complete Guide to Sport Education 3rd Edition. Champagne, IL: Human Kinetics

Notes

Lesson

Learning Intentions

Focus Question/s

Fundamental Movement Skill

OR Tactical Concept (s)

Activity / Games

Aspect/s of Teaching

Personal & Social Responsibility

Assessment

1

2

3

4

5

6

7

8

9

10

Year * PE LESSON PLAN * Topic / Theme PEPL Project 2021

Year Level:

Play Area:

Lesson Duration:

Date:

Lesson No:

Learning Intentions

Know (The facts and information)

Do (How to perform basic skills)

Understand (The ‘big idea’ and concept)

Success criteria (What will indicate success? What we will we see and

hear students doing to meet the learning the intentions? What is quality going to look like?)

Equipment

Tactical Concept

TPSR Focus

Respect / Effort (Self-Motivation) / Self-direction / Caring (Leadership) / Transfer (outside PE)

Learning Activities Could include a diagram, link to a video or website and instructions for the game

Teaching Tips / Focus Questions Technical – Tactical -

Interpersonal

Assessment Formative / Summative

Formation/ Group or Individual, Instructions, Differentiation The game can be changed in the following ways

•

•

•

•

•

•

Group Meeting / Reflection (refer back to learning intentions and success Criteria)