Assessment 2

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PDHPE 7-10:
Assessment 2
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4HPE Unit Outline

Course 5 weeks
Subject Duration
PDHPE PDHPE 10
(weeks):
lessons
(2 x 60 minutes
lessons/week)
Unit Strike and Stage 4
Strand: Year/Stage:
Movement Skill Tile: Field Games Year 8
and Performance
What is the purpose of strike and field games? What is the purpose for
Key Concepts / Big
the batting team? What is the purpose for the fielding team?
Ideas
(Essential Question)

This unit will be taught after target games and invasion games, so that
Unit Context:
students can learn the tactical awareness and game strategies needed
(Scope and Sequence for more difficult categories. Students are given the opportunity to
Information) participate in a range of modified sports such as tee-ball, cricket and
baseball.
The strike and field unit allows students to build upon their
Rationale:
fundamental movement skills by participating in a range of fun
(The importance of activities using a game sense approach. By participating in modified
this learning)
games, all students will be engaged and given the opportunity to
develop skill outcomes as well as cognitive learning outcomes to the
best of their ability.

Literacy Focus Numeracy Focus ICT Focus Differentiation

Self assessment Writing down 1. Film game and

and Peer game play stats identify key
- Use different
assessment by and count scores moments which
types of balls
writing journals helped team
such as soccer
on how well they win. Find
balls, footballs,
have improved Using stratergies used
tennis balls,
over time. measurments to in the game
gator balls and
set up fields of 2. Watch a
soft balls.
play. baseball game
Subject specific and answer - Increase the
terminology questions based distance
when discussing General count on the batting between the
game tactics and throughout game team and cones where the
strategies. play of runs. fielding team thrower has to
3. Students run to score
participate in bonus points.
The ability to kahoot on - Use different
express their cricket rules equipment to
point of view
hit the ball such
when discussing
as tennis
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strategies. raquets, cricket
bats or baseball
bats.
- A player
bowling the ball
to a batter.
- Extra points for
distance hits.
- Zone runs
- Batting off a tee
- Modify throws
- Make running
distances closer
or further.
- Guided
questioning

AC Cross Curriculum Priorities

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

AC General Capabilities

  Ethical Information    
and Intercultural Literacy Numeracy Personal
Critical and understanding communication understanding and social
creative technology capability
thinking capability

Other learning across the curriculum areas (Cross-curriculum content)

 Work,  Aboriginal  Difference   Gender
Employment and and Indigenous and Diversity Environment
Enterprise
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Outcomes
Values and Attitudes Outcomes
Students Will:

• value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles
• develop a willingness to participat

Knowledge and Understanding Outcomes

Strand Outcomes Content
Learn about: Learn to:
Strand 2: Movement skil and performance types of movement skills practise and refine fundamental
and specialized movement skills in
- fundamental 
 predictable and dynamic learning
Students will demonstrate a range of - specialized 
 environments 

movement skills in a variation of different - locomotor and non-
contexts and environments locomotor 


manipulative 


Strand 2: Movement skil and performance Students will demonstrate a range of aspects of movement  participate in a variety of
movement skills in a variation of different skill development movement activities to demonstrate
contexts and environments and enhance body control, body
 body control and awareness awareness, object manipulation,

 anticipation and timing 

 object manipulation and
control 

 anticipation and timing 


technique 

• influences on skill  participate in movement
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Strand 2: Movement skil and performance development and activities that demonstrate and
Students will demonstrate a range of performance reinforce the transfer of skills
movement skills in a variation of different across different movement
contexts and environments - applying skills across contexts 

contexts 

- predictable and dynamic  participate safely in movement

environments 
 activities 

importance of practice 


safety 


Strand 2: Movement skil and performance Students will demonstrate a range of contexts for specialised  demonstrate movement skills
movement skills in a variation of different movement skills 
 through a range of experiences
contexts and environments including:
games 

 games from categories such
as 
striking/fielding


Skills Outcomes
Strand Outcomes Content
4.12 assesses risk and social influences and reflects Students develop the capacity to In developing decision-making
Decision-Making
on personal experience approach decision-making in an skills students learn to:
informed and thoughtful manner, • identify choices and options
taking into account the rapidly • gather and evaluate information
changing knowledge and and reflect on prior knowledge
information relating to health and and experience
physical activity. They are • decide on and examine
considerate of others, consultative alternatives, assessing the
and collaborative in the decisions associated risks
they make. They recognise the • consider consequences
need to address key health and • decide on a course of action
physical activity issues in
• evaluate the decision.
circumstances where they have
time and space to come to
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Strand Outcomes Content
considered conclusions so that they
can be prepared to respond
appropriately when confronted with
decision-making situations
involving significant social
pressures.
In movement settings students
learn to make decisions in
predictable environments and to
improvise in dynamic and
unpredictable situations. They
select and modify strategies and
tactics to achieve individual and
group goals.
4.14 engages successfully in a wide range of In developing movement skills
Moving Students develop the capacity to
movement situations that displays an understanding students learn to:
of how and why people move move with skill and creativity in a
wide range of movement contexts • determine the purpose of
and environments and to value movement, and their personal
movement as a source of personal needs and interests
enjoyment and satisfaction. It is • adapt and combine movements
through moving that students learn according to purpose
about the capabilities of the body in • take action to participate safely
motion. They use movement as a • communicate and collaborate to
medium for expression and achieve group goals in movement
communication, as a context for settings.
social interaction, cooperation and
teamwork, and as a source of
problem-solving and personal
challenge.
4.16 clarifies the source and nature of problems and In developing problem-solving
Problem solving Students develop the capacity to
draws on personal skills and support networks to skills students learn to:
resolve them apply problem-solving strategies to
a wide range of individual and • anticipate, identify, clarify and
community health issues. They frame problems
think creatively in order to find • adapt or develop strategies to
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Strand Outcomes Content
effective ways of dealing with life address problems
transitions and resource • justify the choice of strategies
management issues. They work in • apply strategies
groups or teams to identify options, • evaluate the process and
strengths within the group and outcome.
solutions that satisfy shared
objectives. Students develop an
ability to manage change and
challenges, and to respond in
positive ways. They also enjoy and
derive a sense of achievement
through success in solving
problems in a range of movement
contexts and environments.
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Overview of learning
Duration: Knowledge & Understanding Content Teaching and Learning Strategies Assessment FOR Resources
Learning

aspects of Introduce Strike and Field Games:

1 Group Work: are - Suitable playing
movement skill participate in a variety of
students trying to area
development movement activities to
What is the purpose for the batting team? understand the
demonstrate and enhance - Bats, paddles,
What is the purpose for the fielding team? tactics of the game in
 body control and body control, body
teams.
tennis racquets
awareness 
 awareness, object - Tennis balls,
 object manipulation, anticipation Tactical Focus: Game dynamic softballs, gator
manipulation and timing balls
and control 
 Warm up
- Cones/markers
 anticipation and
timing 
 Students pick a partner and stand facing each - Optional batting
other. The aim of this game is to throw the tennis tee
technique ball to each their partner and take one step back - Hoops/bases
for every caught ball. However, if the ball is
dropped or it is a poorly thrown ball, one partner
Week 1

must take one step forward. The aim is to see

which pair has the furthest distance between them.

Game 1 Throwing Softball

The batter as such stands at the batting box and

has to throw the softball to open field. They must
then run the bases as per a normal game. The
fielding team must spread out into open space and
try to catch the ball or throw to the bases to try get
the batters out. If the fielding team tags the
running batter before they make it to a base they
are also out.

Game 2

Include some of the following modifications

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- Use different types of balls such as

soccer balls, footballs, tennis balls, gator
balls and soft balls.
- Increase the distance between the cones
where the thrower has to run to score
bonus points.
- Use different equipment to hit the ball
such as tennis racquets, cricket bats or
baseball bats.
- A player bowling the ball to a batter.
- Extra points for distance hits.

Batting Team – Where is the best place to throw

the ball to maximise runs? How hard do you
need to throw the ball to get the most amount of
runs? Do you need to throw the ball high or low?

Fielding Team – Where are you going to field

your players to minimise the runs? How are you
going to return the ball quickly to the bases?

ICT Activity – Students watch a baseball game

and write down key points on what the batting
team does and what the fielding team does.

YouTube. (2017). 2016 World Series Game 7 in 30

Minutes*. [online] Available at:
https://www.youtube.com/watch?v=xxCqzKRkclk
[Accessed 4 Oct. 2017].
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participate in a variety of Tactical Focus: Batting

2 Skill Execution: are - Suitable playing
movement activities to
aspects of students trying to area
demonstrate and enhance Warm Up
movement skill place the ball while
body control, body - Bats, paddles,
development hitting? Are they
awareness, object Bat Trapping – Each student uses a bat to tap the able to throw the ball
tennis racquets
manipulation, anticipation ball in the air as many times as they can. Use
 body control and and timing
to the right fielders? - Tennis balls,
awareness 
 different equipment such as cricket bats, tennis softballs, gator
 object racquets and paddles. balls
manipulation - Cones/markers
and control 

 anticipation and - Optional batting
tee
timing 

- Hoops/bases
technique 
 Game 1 - Four Bowler Cricket

Set four cones into a 10m by 10m square. Next,

place stumps in the middle of the square, which
is the area the batter bats from. There are four
bowlers standing on a cone each. Any bowler
can be given the ball to bowl at any time. When
a batter hits the ball, they are then required to run
. to the same cone the bowler has bowled from to
score points.

Game 2

Include some of the following progressions:

- Use different types of balls such as
soccer balls, footballs, tennis balls, gator
balls and soft balls.
- Allow players to hit from a tee.
- Have two games running at once.
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Debrief Questions

Fielding Team – How are you gong to return the

ball to the bowlers quickly? Where are you going
to place fielders to minimize the amount of runs
scored? Where are you going to try bowl the ball
to get player out?

Batting Team – Where are you going to try to hit

the ball to maximise runs? How hard do you
need to hit the ball? Do you need to hit the ball
high or low?

ICT – Take 10 minutes prior to the lesson to play

a game of Kahoot on the rules of cricket.
https://play.kahoot.it/#/k/1920b8d6-6bb4-41d7-
a577-f175c8887359

3  participate in Tactical Focus: Running Teacher Observation: - Suitable playing

• influences on skill movement activities are students area
development that demonstrate and answering questions
reinforce the transfer Warm up - Bats, paddles,
and and discussions. Are
of skills across Catching Challenge – The teacher calls out tennis racquets
performance they starting to
different movement
Week 2

different catching challenges such as how many understand game - Tennis balls,
contexts 
 times can you clap your hands while the ball is in strategies softballs, gator
- applying skills
across contexts the air? Throw the ball above your head and balls

 participate safely in catch it with your non-dominate hand?
movement activities 
 - Cones/markers
- predictable and Game 1 - Cross Cricket
dynamic - Optional batting

environments tee

 To set this field, place two 10m ropes across
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importance of each other so they form an X. This allows four
- Hoops/bases
practice 
 different games to be played at once. Within
each triangle formed from the X, a batter aims to
safety 
 hit the ball and run between set cones to score
points. After each hit the batter counts their
score, then rotates to field. This is an individual
game, where each player keeps count of their
own score.
Game 2
Include some of the following progressions:

- Use different types of balls such as

soccer balls, footballs, tennis balls, gator
balls and soft balls.
- Increase the distance between the cones
where the thrower has to run to score
bonus points.
- Use different equipment to hit the ball
such as tennis racquets, cricket bats or
baseball bats.
- A player bowling the ball to a batter.
- Extra points for distance hits.
Debrief Questions

Batting Team – Where is the best place to hit the

ball to maximize runs? How hard do you need to
hit the ball to get the most amount of runs? Do
you need to hit the ball high or low?

Fielding Team – Where are you going to field

your players to minimize the runs? How are you
going to return the ball quickly?
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4  participate in Tactical Focus: Throwing Group Work: are - Suitable playing

• influences on skill movement activities students trying to area
that demonstrate and Warm Up
development understand the
reinforce the transfer Wana - Divide class into groups of 6. One batter - Bats, paddles,
and tactics of the game in
of skills across defends an object placed at the Centre of a circle. tennis racquets
performance teams Teacher
different movement The batter hits the ball away from the object Observation: are - Tennis balls,
contexts 
 thrown by the fielding team. Who ever gets the students answering softballs, gator
- applying skills
batter out is next in. questions and balls
across contexts

 participate safely in discussions. Do
movement activities 
 - Cones/markers
- predictable and students understand
Game 1 - Target Throw and Run game strategies.. Are - Optional batting
dynamic

environments A thrower stands on a marked area named the students working tee

 launch pad. The aim for the thrower is to throw together to win - Hoops/bases
importance of the ball at a specific target 10m away. Once the
practice 
 thrower has thrown the ball, they may also run
between cones to receive bonus points. The
safety 
 fielders must retrieve the ball and place it back
on the launch pad to stop the thrower from
scoring extra runs. If the thrower hits the desired
target they receive bonus points.
Game 2
Include the following progressions:

- Use different types of balls such as

soccer balls, footballs, tennis balls, gator
balls and soft balls.
- Students may roll the ball instead of
throwing.
- Change the distance of the target. The
increase in distance should increase the
score value.
- Fielders must throw the ball to 5 team
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mates before they can return it to the
launch pad bucket.
- Increase the distance between the cones
where the thrower has to run to score
bonus points.

Debrief Questions

Fielding Team - How are you going to return the

ball quickly? Where are the best places to field
your players?
Throwing Team – How hard to you need to
throw the ball to hit the target?

5 Tactical Focus: Fielding Skill Execution: are - Suitable playing

students trying to area
Warm Up
place the ball while
- contexts for - Bats, paddles,
French Cricket – Spread the class into four hitting? Are they
specialised tennis racquets
separate games. A batter stands with their feet able to throw the ball
movement skills
together and covers their legs with the bat. The to the right fielders? - Tennis balls,
batter must try hit the ball in any direction. The Are they standing in softballs, gator
fielding team must try throw the ball underarm the right fielding balls
games from categories
Week 3

and get the batter out. The batter is out if the ball positions
such as striking/fielding - Cones/markers
is caught on a full or the ball hits their legs.
- Optional batting
Game 1 Hit 4 and go
tee
A batter hits 4 consecutive balls into the field of
- Hoops/bases
play. Once the last ball has been hit, the batter
then proceeds to run in-between the set marker
cones as many times as possible before the
fielding team returns all four balls to the bucket
where the batter was originally standing.
Game 2
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Include some of the following progressions:

- Fielders can not move until the last ball

has been hit
- Add scoring gates with two cones in the
field of play. If the ball passes through,
the batter scores extra runs.
- Balls may be hit from a tee.
- Use different equipment to hit the ball
such as tennis racquets, cricket bats or
baseball bats.
- Batters work in pairs. Once person hits
and the other runs between cones.

Debrief Questions
Fielding Team - How can you return all four
balls to the bucket quickly?
Bating Team – How are you going to try scatter
the balls? Why you try separate them in all
different directions? Are you going to try hit the
ball high or low?

ICT Activity – Students film the game being

played and have time to watch it in class. Class
discussion on what strategies were used during
the next theory lesson
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games from categories

6 Tactical Focus: Batting Teacher Observation: - Suitable playing
such as striking/fielding
- contexts for are students area
Warm up
specialised answering questions
- Bats, paddles,
movement skills Engage All – There are two teams. The batting and discussions. Are
tennis racquets
team must hit a ball into the open fielding area. they starting to
- Games
The fielding team must all run to the ball and understand game - Tennis balls,
yell STOP once everyone has touched the ball. strategies softballs, gator
For the batting team to score points, they must balls
run around the teammates, each rotation equals
- Cones/markers
one point.
- Optional batting
Game 1 - In the Zone
tee
A ball is bowled to a batter, who’s aim is to hit
- Hoops/bases
the ball in different zones that will maximize
points.
Game 2
Include the following progressions:

- Change the points of each zone

- Increase the difficulty of zones. The
more difficult zones should be worth
more points
- Include a running area, so batters can run
in-between two cones for bonus runs.
- Instead of bowling the ball, a batter can
hit the ball off a tee.
- Use different equipment to hit the ball
such as tennis racquets, cricket bats or
baseball bats.
- Use different balls such as a tennis ball,
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softball and a gator ball. This will allow
the ball to travel different distances

Debrief Questions

Batting Team - Where is the best place to hit the

ball to get the most points?
Fielding Team – Where are you going to place
your fielders? What strategies are you going to
use to defend runs? If the batting team is scoring
freely, what options do you have to defend this?

7 practise and refine Tactical Focus: Fielding Group Work: are - Suitable playing
types of fundamental and teams working area
movement skills specialized movement together to strategies
- Bats, paddles,
skills in predictable and Warm up and win
tennis racquets
- fundamental 
 dynamic learning Pepper – Play in groups of 5. A batter try’s to hit
- specialized 
 environments 
 the ball to each of the fielders and the fielders
- Tennis balls,
- locomotor and softballs, gator
practice catching the ball. Who ever fields the
non-locomotor balls
ball under arm throws back to the batter. Rotate

 fielders and batters. - Cones/markers
Week 4

Game 1 Over the Pitt - Optional batting

tee
Batters try hit a pitched ball from a team mate
over a designated pitt. Fielders must try catch the - Hoops/bases
ball. The batting team scores a point if it is hit
over the pit and the ball is not caught. If the ball
does not make it over the pitt that is an out. 3
outs and teams swap.

Game 2
Include some of the following progressions
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- Increase the number of fielders
- Change the equipment used to hit the
ball. Eg paddles, bats, tennis racquet
- Include another pitt in which batters can
hit over. The pitch further away can be
worth more points
- For the batting team, include a running
zone for bonus runs
Debrief Questions

How can you cover the most areas to stop the

batters from scoring? How can you score the
most amount of runs?

8 practise and refine Tactical Focus: Running Skill Execution: are - Suitable playing
types of fundamental and students trying to area
movement skills specialized movement Warm up place the ball while
- Bats, paddles,
skills in predictable and hitting? Are they
tennis racquets
- fundamental 
 dynamic learning Students pick a partner and play tennis handball. able to throw the ball
- specialized 
 environments 
 Students hit the ball over a designated line. After to the right fielders? - Tennis balls,
the ball bounces the partner can hit the ball back. Are they making softballs, gator
- locomotor and non- appropriate game balls
locomotor 
 play situations - Cones/markers
Game 1 - Slammo
- Optional batting
Divide the class into two teams. Set up a soft ball tee
diamond with 3 tees or tall witches hat at the - Hoops/bases
home plate. The batter hits all 3 balls and runs to
as many bases as they can before the 3 balls are
returned to a buck near the home plate. Each
base the batter runs to equals one point.
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Game 2
Include some of the following progressions
- Fielders can start chasing the ball until
the last ball is hit
- Have a bowler bowl to the batter
- Change the equipment used to hit the
ball. Eg bats, tennis request and paddles
- Include bonus zones for the batting team

Debrief Questions

Fielding Team - How are you going to return the

ball quickly? Where are the best places to field
your players?
Batting Team – How hard to you need to hit the
ball to hit the target? Where can you hit the ball
to give you the most amount of time to run?

participate in a variety of
9 Tactical Focus: Fielding Teacher Observation: - Suitable playing
movement activities to
aspects of are students area
demonstrate and enhance
movement skill answering questions
body control, body - Bats, paddles,
development and discussions. Do
Week 5

awareness, object Game 1 – Norwegian Ball tennis racquets

students understand
manipulation, anticipation
 body control and and timing
game strategies. - Tennis balls,
awareness 
 Class is in two teams. A softball diamond is set softballs, gator
 object up. A batter kicks the ball into the open field and balls
manipulation tries to run around the bases. All the fielding - Cones/markers
and control 
 team must retrieve the ball and standing in a line
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 anticipation and and role the ball underneath their leagues
- Optional batting
timing 
 through the line. The last person must get the
tee
ball and put it above their heads and yell STOP.
technique If the batter does not make it around the bases - Hoops/bases
before this happens they are out.

Game 2

Include some of the following progressions

- Increase the running areas for the batting

team
- Use different types of balls to kick
- Hit balls off a tee
- The fielding team only has to role the
ball under the legs of half the fielders

Debrief Questions

Fielding Team -? Where are the best places to

field your players? How will you work together
to straddle the ball? What will you do once the
ball is hit?

Batting Team – Where can you hit the ball to

give you the most amount of time to run?

participate in a variety of
10 Teacher Observation: - Suitable playing
movement activities to Tactical Focus: Batting, Fielding and Running
aspects of are students area
demonstrate and enhance
movement skill answering questions
body control, body - Bats, paddles,
development and discussions? Do
awareness, object tennis racquets
students understand
manipulation, anticipation Warm up
 body control and and timing
game strategies? - Tennis balls,
softballs, gator
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awareness 
 Throwing bean bags in hula hoops balls
 object Holding forearm and throwing with the wrist, - Cones/markers
manipulation holding elbow and throwing with the arm.
and control 
 Kneeling and throwing with the shoulder, - Optional batting
 anticipation and standing stationary and throwing, step with same tee
timing 
 leg as throwing, step with opposite leg. - Hoops/bases

technique
Discussion - Which position allowed the ball to
generate the greatest speed? Accuracy? What felt
the most comfortable? Which throw generated
the greatest force?.

Game 1 – Long Ball

Divide the class into two teams. A batter stands

on the home plate hits a ball of a tee. The batter
must return to the safe base before the ball is
returned to the pitcher. Any number of batters
may remain standing on the safe bass. The game
continues until all the batters are out or run
home. Batters are out if the ball is caught, tagged
with the ball before they reach the safe plate or
home plate or someone catches the ball at the
base before the batter gets there.

Peer to Peer feedback

Students may assess partners in the batting team.

Feedback on how they strike the ball.
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Assessment/Evalutation
Summative assessment Description (Assessment OF Learning): Outcomes Assessed:
Knowledge and Understanding Outcomes:
Year 8 Strike and Field Games Performance Assessment:
Observe students ability to field during a modifies Tee-ball Game  Strand 2: Movement skill and performance (4.4): demonstrates and refines
This will be done by a tally system movement skills in a range of contexts and environments

- Mark each response to the game situation Skill Outcomes:

- Indicate whether the students has fielded the ball cleanly
- Standing in appropriate positions to field the ball  Moving (4.14): engages successfully in a wide range of movement situations
- Students make appropriate game play that displays an understanding of how and why people move

 Decision-making (4.12): assesses risk and social influences and reflects on

personal experience to make informed decisions

 Problem solving (4.16): clarifies the source and nature of problems and draws
on personal skills and support networks to resolve them

Evaluation of Teaching and Learning:

After the unit has been completed, both teachers and students should reflect on their experiences and what may be done in the next process to assist their
learning.

Teachers should:

- Which games were effective and which games needed further modifications
- Suggest different learning experiences to enhance learning
- Reflect what worked well in lessons and what may need changing
- Suggest additional resources that the unit may need
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References:

https://play.kahoot.it/#/k/1920b8d6-6bb4-41d7-a577-f175c8887359

YouTube. (2017). 2016 World Series Game 7 in 30 Minutes*. [online] Available at: https://www.youtube.com/watch?v=xxCqzKRkclk [Accessed 4 Oct. 2017].
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Suggested strategies
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps

 Visual Representations  Jigsaw  Venn Diagrams

 Think all possibilities (TAP)  Brainstorming  Five Ws

 Predict, Explain, Observe  Numbered heads  PMI charts

 Y Chart or W Chart  Discussion  T charts

 Constructing Experiments  Expert Groups  Flow Charts

 Analogies  Round robin brainstorming  Frayer diagram

Some suggested Assessment Strategies:

Assessment Strategies
 Presentations (audio/video/multimodal)  Examinations and tests  Mov

 Group Work  Research projects  GPA

 Written reports  Peer-assessment  TSA

 Diaries, journals and logbooks  Self-assessment  Tea

 Debates/Speeches  Critiques  Des

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Academic Justification
The unit outline was designed for the strand 2 unit of work movement
skill and performance, specifically based on strike and field games in the
PDHPE stage 5 syllabus. The aim of the unit outline was to sequence
learning and incorporate a game sense approach to teaching, so students
learn fundamental skills by tactical awareness and game appreciation
rather then skill execution drills. The unit outline also included specific
pedagogical practices to adhere to the NSW Quality Teaching Model.

The aim of implementing a game sense approach to teaching is to allow

students to participate is minor or modified sports, so they may learn
specific strategies and concepts of the game, as well as opportunities for
skill development and tactical understanding of the game (Aspasia,
Chrysoula, Panagiotis and Georgios, 2017). The game sense approach
also included several modifications to the game to accommodate for the
varying abilities of students and increase the inclusion and participation
rates (Aspasia, Chrysoula, Panagiotis and Georgios, 2017). Introducing a
game sense approach also allows the opportunity for the lesson to be a
student-centred (Pill, 2014). The reason for this is because students
playing time is maximised with minimal disruption and the flow of the
lesson includes high activity levels with fun and challenging games (Pill,
2014). The games can also be changed to include player specific roles or
the use of smaller groups to maxamise playing time or highlight tactical
strategies . Seng (2014) states that the benefits of implementing a student-
centred approach allows students to become more in control of their
learning and develop skills such as higher-order thinking, problem
solving and critical thinking. As the inclusion of the student-centred
approach maximises student involvement, they are more likely to develop
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life long skills such as communication needed for the 21st century work
forc (Seng, 2014).

Throughout the unit outline, each lesson included a high number of game
sense activities. This was specifically integrated into each lesson to shift
the focus away from skill-based drills and introduce students with an
element of tactical focus and game appreciation activities. Applying
game sense activities in each lesson allows the opportunity for students to
develop a greater substantive understanding of critical elements of each
game played (Pearson,Webb and Mckeen, 2006). The main aim was to
allow students to develop a greater understanding of a certain tactical
focus each week that would develop their skill ability in strike and field
game play. Developing these skills students could also be transferred in
their learning throughout other sports in the year. The tactical focus was
designed to vary each week, for example each lesson would include a
game where the focus and debrief question was targeted to either striking,
fielding, running or throwing element to enhance student outcomes
deprived from the syllabus such as body control, body awareness, object
manipulation, special awareness, anticipation and timing. Participating in
the particular games chosen in this unit of work will also give each
student the opportunity to reach their strand 2 skill outcomes such as
decision making, moving and problem solving, no matter their ability.
This will also enable the lessons to adhere to the standards 1.3 and 1.4 of
the NSW Quality Teaching Model.
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However, important factors must be considered when using the game
sense approach such as the use of questioning and debrief questions.
Questioning can be used as an influential method to allows students to
analyse their actions and generate critical thinking about game play.
Pearson, Webb and Mckeen (2006) states that questioning can be a strong
method that encourages players to assess their performance whilst
playing, not only individually but as a whole team performance. This is
evident throughout this unit of work where the teacher has the ability to
stop the game at anytime and ask students set of questions that will
enable them to think critically about game play and the use of certain
tactics. For example if the fielding team is struggling to stop the points
being scored by the batting team, the teacher can ask a range of questions
to improve performance for the fielding team such as “why is the batting
team scoring a lot of runs?”, “Where can the fielders stand to stop the
runs being scored?” and “ how can you get the ball to reach the bases
quicker?”. The use of open-ended questions is a great tool to help direct
players if they are struggling with a particular concept of the game.
However, there may be some considerations that the teacher should
consider before determining the complexity of the questions such as age,
experience and ability level (Pill, 2014). Furthermore, Light (2016) states
that debrief questions is a powerful method to encourage players to make
better decisions about the tactical elements of game play in a realist
context. In this case, the debrief questions will allow students to develop
a greater understand of striking, throwing, fielding and running, which
also correlates to standard 1.2 of the NSW Quality Teaching Model.
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Lastly, several modifications were imbedded in the unit of work to be
used as differentiation techniques to cater for the needs of a range of
different abilities and to help physically or impaired students. This can be
evident throughout the unit of work by including a range of modifications
such as changing types of equipment like bats and balls, changing the
playing area, striking balls off a tee rather then hitting a ball from a
bowler, extra games, team sizes and include running zones for bonus
points. The aim of these modifications is to create a more engaging game
by increasing or decreasing the difficulty of the game depending on the
abilities of the students. This will also have a significant effect how well
students are motivated and participate in the lesson, specifically
correlation to standard 2.2 and 3.4 of the NSW Quality Teaching Model.
Pill (2014) also states that the introduction of certain rules allows players
to think critically about how they may gain a tactical advantage over the
opposing team developing their understanding of the game.
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17239598

References
Aspasia, D., Chrysoula, N., Panagiotis, S. and Georgios, L. (2017). Physical Education Teachers′
Action Research on Teaching Games for Understanding. Mediterranean Journal of Social Sciences,
8(2), pp.68-81.

Light, R. (2016). Implementing a game sense approach in youth sport coaching: Challenges, change
and resistance. Waikato Journal of Education, 10(1), pp.54-73.

Pearson, P., Webb, P., & Mckeen, K. (2006). Linking teaching games for understandingand quality
teaching in NSW seconday schools. The Hong Kong Institute Of Education, 34-46.

Pill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport,
Education and Society, 21(2), pp.279-297.

Seng, E. (2014). Investigating Teachers’ Views of Student-Centred Learning Approach. International

Education Studies, 7(7), 67-81