PDHPE Unit Oultine

Subject: PDHPE Course: PDHPE

Unit Tile: Target Games: Take Aim! Duration (weeks): 5 weeks, 10 lessons
(3 x 60 minutes lessons / week)
5 9
Stage: Year:
The aim of target games is to place a projectile or facilitating piece of equipment, the closest to a point, i.e. target, in order to have the best
Key Concepts / Big Ideas
opportunity to score points, or defeat an opposition. In terms of student development, the aim is to provide a chance for the learners to enhance skills
(Essential Question) of accuracy, coordination and power, which are all basic transferable skills across a multitude of sporting contexts and domains. To be successful,
students necessitate problem solving, judgement and situated awareness to justify the level or degree of skill components (power, accuracy, etc.) in
attempts to score/win.

Occurring initially in the stage 5 syllabus, target games have minimal tactical complexities in comparison to striking/fielding, invasion and net/court
Unit Context:
activities. Target games can be further analysed by the classifications of opposed or unopposed. In unopposed games (archery, bowling), the accuracy
(Scope and Sequence of the player is the determining factor to success; however, in opposed games (lawn bowls, bocce) players are provided an opportunity to interfere
Information) with the target or oppositions ball in order to create an advantage for themselves. Activities focussed upon lawn bowls, will begin with relative low
complexity tasks that aim to facilitate the development of judgement, relational to power, distance and accuracy. The limited tactical options ensure
that the players are not overloaded mentally in the initial stages of learning. The progression of rolling a ball, will transpire into using an external
apparatus, as students will then engage in golf.
Students are provided with the opportunity to participate in regular physical activity and will develop an understanding of movement principles, which
Rationale:
can assist the individual to move with efficiency and competence in Target Games. They will have the opportunity to refine their fundamental skills and
(The importance of this teamwork. Throughout the unit they will develop their ability to interact with others and plan to improve performance.
learning)
The striking/fielding unit has the capacity to support students understanding of games and the significance of skills within the game through authentic
learning experiences. Students are given the opportunity to achieve learning movement and skill outcomes, as well as cognitive and affective learning
outcomes. The use of small sided modified games ensures that participation and engagement is enhanced and ALL students have the opportunity to
achieve to the best of their ability.

Literacy Focus Numeracy Focus ICT Focus Differentiation

Assessment: Create a rule Collecting scores during the Assessment: Video Presentation How will you embed
 book
Deliver presentations: plan,
research, rehearse and
deliver presentations on
target games.
Understanding learning area
Interpret maps and diagrams
vocabulary: use a wide range
of specialist and topic
vocabulary in class
discussions, feedback and
self/peer assessment,
presentations and group
work
Express opinion and POV: use
language to evaluate game
performance, skill execution
in order to assess/improve
own and others
performance.
Use language to interact with
others: use pair, group and
class discussions to devise
tactics and strategies and
improve performance
various activities
Assessment: Developing a
scoring system
Recognise and use patterns
and relationships: analyse
game stats and team analysis
of the created
game/sport/activity
Define and plan information
searches: use a range of ICT
to research chosen game for
their presentation
Generate ideas plans and
processes: collaboratively
create their presentation,
generate ideas and develop
plans
Collaborate share and
exchange:L select and use
appropriate ICT tools safely
to lead groups in sharing and
exchanging information and
taking part in online projectgs
or active collaborations with
appropriate global audiences
Select and use hardware and
software: use a range of
performance analysis apps to
improve own and peers
performance
differentiation in the
teaching/learning sequence
Coaching style:
reciprocal teaching:
students teach each other
Guided Inquiry: students
discovery how to perform
tasks
How to score/win:
set target cones if they hit
between boundaries they
get more points
Area; Field size:
increase/decrease
Numbers:
team/individual
Game Rules:
vary the pass
allow any pass
include novelty passes e.g.:
under a leg
modify game so they have
to
Equipment:
use different balls
allow player choice
size, weight, speed
 Time:
Adaptations for Students with
Disabilities:
Larger Targets and shortened distances

Include syllabus and Australian cross curriculum standards in the above sections then delete these rows

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and cultures
Sustainability
Asia and Australias engagement with Asia

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

Other learning across the curriculum areas

Civics and citizenship Difference and diversity Work and enterprise

Outcomes
Values and Attitudes Outcomes

Outcomes
Value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles

Knowledge and Understanding Outcomes
Strand
Strand 2: Movement
Skill and Performance
Outcomes Content
Learn About: Learn to:
Students types of movement skills practise and refine fundamental and
demonstrates and - fundamental specialized movement skills in
refines - specialized predictable and dynamic learning
movement skills in a - locomotor and non-locomotor environments
range of contexts and - manipulative
participate in a variety of movement
environments aspects of movement skill
activities to demonstrate and enhance
development
body control, body awareness, object
- body control and awareness
manipulation, anticipation and timing
- object manipulation and
participate in movement activities that
control
demonstrate and reinforce the transfer
- anticipation and timing
of skills across different movement
- technique
contexts
influences on skill
participate safely in movement activities
development and
demonstrate movement skills through a
performance
range of experiences including:
- applying skills across contexts
- predictable and dynamic games from categories such as
environments striking/fielding
- importance of practice
- safety
contexts for specialised
movement skills
- games
Skills Outcomes
Strand Outcomes Content
Learn About: Learn to:
Planning 5.15 devises, justifies and implements Students develop the capacity to formulate In developing planning skills students learn
plans that reflect a capacity to plans that put decisions into action and lead to:
prioritise, think creatively and use to the achievement of goals. They apply the set goals
resources effectively planning process to issues of personal establish priorities
development, personal health, physical manage resources and time
activity, study, work and other life implement the plan
aspirations. Students develop a capacity to monitor performance.
prioritise the use of their time and resources,
and to monitor their progress towards goals.
They collaborate effectively with others in
plans that affect groups or teams.

Problem 5.16 predicts potential problems and Students develop the capacity to apply In developing problem-solving skills
Solving develops, justifies and evaluates problem-solving strategies to a wide range of students learn to:
solutions individual and community health issues. They anticipate, identify, clarify and frame
think creatively in order to find effective problems
ways of dealing with life transitions and adapt or develop strategies to
resource management issues. They work in address problems
groups or teams to identify options, justify the choice of strategies
strengths within the group and solutions that apply strategies
satisfy shared objectives. Students develop evaluate the process and
an ability to manage change and challenges, outcome.
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.

Duration Knowledge & Understanding Teaching and Learning Strategies Assessment Resources
Content For Learning
4.4 Practice and Lesson 1, FOCUS: Lawn Bowls Teacher Facility:
Week 1
Types of refine Warm Up: observation Outdoors
movement fundamental and Students form two lines (pairs) facing each other 5m apart One students will walk through the middle with students Student Equipment:
skills specialized attempting to roll a ball between their legs. Students are to count their scores (successful rolls between legs). discussion Lawn Bowls
- Fundamental movement skills Activity 1: and Bocce Balls
Game Traditional Indigenous Game: Koolchee. Players roll the ball at a stationary target interaction
- Specialized in predictable Tennis Balls
(unopposed).
- Locomotor and dynamic Exercise
Questions What have we found to be the best way to hit the target? Discuss the best techniques Teacher
and non- learning associated with rolling the ball towards the target. balls
observation
locomotor environments Modifications: Area: Increase distance increasing necessitated accuracy Hula Hoops
Dependent on Area: Decrease distance decreasing necessitated accuracy Students
perceived difficulty Equipment: Larger Ball decreasing difficulty participate Markers
Equipment: Smaller Ball Increasing difficulty safely in
Questions How hard should you roll the ball?; What techniques are required to aim the ball? Discuss activities
what facilitates a successful roll.
Differentiation Guided Inquiry: Students provide peer corrective movements/discussion to emphasise a Teacher and
successful roll
Area: Larger targets, shorter distances student verbal
Progressions Divide each team, opposite each other with the target in the middle. Take turns/race to feedback
knock the target first. List technical
Activity 2: components
Game Bombard. Students in teams attempt to use the rolling of tennis balls, to force the movement
of a larger ball (exercise ball) into an identified zone.
Questions Does an increase of power in your roll affect your accuracy? Discuss balancing aspects of
power, accuracy, speed and coordination (skill related components of fitness) when attempting
each roll.
Modifications: Equipment: Use a heavier ball e.g.: basketball or netball increase difficulty
Dependent on Area: Decrease zone intended increases necessitated accuracy
perceived Area: Increase zone intended decreases necessitated accuracy
difficulty
Questions What type of rolling gets the best result?, aiming for the middle, or sides? Students develop
an understanding of contact when rolling and how this skews their own roll.
 Differentiation Game Rules: Include novelty passes, e.g.: under the leg
How to Score/Win: Set Target cones the players attempt to have the exercise ball roll through
Equipment: Allow player choice as to what ball they wish to use to roll at the exercise ball
Progressions Divide the students into opposing teams and have them compete in a force and back style
game, attempting to hit the exercise ball into the opponents zone.
Conclusion: Snakes Alive
Students will, in teams of four, roll a ball passed a designated line (approx. 2-3 metres) which will become the head of a
snake. Players then take it in turns to attempt to create the longest snake by using all of the available balls. Thus
equipment is closer together for packing up, and a discussion reiterating the previous questions can be formatively
assessed.
Lesson 2, FOCUS: Lawn Bowls
Warm Up:
Students are to play clumps. They will manoeuvre around a square, doing movements instructed (run
backwards, one legged hops, high knees, etc.) until they are told to form a group of a number as directed by
the teacher.
Activity 1:
Game Traditional Indigenous Game: Weme Students aim for a taget ball inside a hula hoop, with the
intention of knocking it from the circle.
Questions What is the best way to make sure the target is hit?; Are we aiming with accuracy? Or power?
Discuss the best technique when rolling a ball to knock out the target.
Modifications: Number of Players: Increase/Decrease -
Dependent on Area: Increase distance increasing necessitated accuracy ; Decrease distance decreasing
perceived necessitated accuracy
difficulty Equipment: Larger Ball decreasing difficulty; Smaller Ball Increasing difficulty
Questions How hard should you roll the ball?; What techniques are required to knock out another persons
ball? Discuss what facilitates a successful roll.
Differentiation Guided Inquiry: Students provide peer corrective movements/discussion to emphasise a
successful roll
Area: Larger targets, shorter distances
Progressions If scoring is used a player scores one point for contacting the ball, two points for knocking the ball
out of the circle and three points for contacting the ball and causing the rolled ball to remain in
the circle.

Activity 2:

Game Lawn Bowls. Students will play in small sided games attempting to get their ball closest to the jack.
Questions What was most effective? Aiming for the jack? Or aiming to knock someone elses ball? Students
consider strategy and tactics concerning the nuances of the game.
Modifications: Numbers: Team and Individual versions of the game
Dependent on How to Score/win: Points allocation goes by closest-furthest, so students can accumulate points over
perceived the course of a few rounds of game play increasing the opportunities of success
difficulty
Questions Were there any team or individual strategies or tactics used? follow on with:
 Was it beneficial to have a team mate play strategically? i.e.: defend by knocking other balls, whilst
the other team member aims for the jack?
Differentiation Game Rules: Players are not allowed to make contact with an opponents ball (opposed obstacle)
increase difficulty
Game Rules: Players get three chances to place their ball increase opportunity
Progressions Team play, to individual play. Then alter the rules to increase the complexity by having opposed
obstacles such as not being able to hit opponents balls.

Conclusion:
Discussion: Used as a formative assessment the teacher will discuss the development of the skills learned
over the previous two lessons and further extends this knowledge into an understanding of its integration
and progression into the following sport focus of golf. As the major determinants of power and accuracy in
Lawn Bowls will be extended and explored with an external object such as a club or putter in golf.
4.4 Participate in a Lesson 3, FOCUS: Golf Teacher verbal Facility:
Week 2
Aspects of variety of Introduction: feedback Gymnasium
movement movement Brief outline on safety issues. Overview of correct technique 3 Parts (Backswing, Downswing, Follow- Outdoors
skill activities to through). Discuss grips (Baseball, overlapping, interlocking). Students will practice putting as a low risk Peer verbal Equipment:
development demonstrate and introduction to Golf. feedback Golf Ball
- Body control enhance body Activity 1: Golf Club
and control, body Game Putt to Cup. Each student is given a foam cup, and asked to find space (on gymnastic mats) and Self assessment Plastic/foa
awareness awareness, object practice putting into a foam cup; self-regulating their stroke and level of difficulty. m cups
- Object manipulation, Questions Do we consider this as an opposed or unopposed activity? Students develop a base understanding
of what opposed and unopposed (elements of target games) activities are.
Evasion
manipulation anticipation and poles
Modifications: Area: Increase/Decrease the distance dependent on success increasing/decreasing difficulty
and control timing Dependent on Markers
- Anticipation perceived
Gym Mats
and timing difficulty
Questions What have we found to be the most difficult part about putt to cup? Students discuss their self-
- technique assessment and reiterate focus points/skills required for successful putting.
Differentiation Coaching Style: Teacher feedback and demonstration; breaking down the skill (serial skill); and
developing individual learning goals for struggling students
Progressions Place markers underneath the mat to create hills (opposed); raise the mat by placing a portion of it on
the wall (opposed) and forcing putts to go up the wall before coming into a cup resting open side up
on the incline.

Activity 2:

Game Stations. Students will visit various stations of putt-putt holes with varying (opposed and
unopposed) levels of difficulty.
Questions Do the skills differ dependent on the station you are at? Students recognise/discuss the opposed
holes as necessitating variant capabilities.
Modifications: Area: Field size is altered depending perceived complexity Increase/Decrease difficulty
Dependent on Game Rules: playing in paired teams, playing scramble, or best ball i.e. putting from the best
perceived opening shot.
difficulty
Questions Were some holes more difficult than others? Students identify the difference between opposed
and unopposed.
Differentiation Equipment: Different sized putters
Game Rules: Mulligan, or re-dos for students who may be less advanced
Progressions Initial stations are unopposed and provide feedback (hitting a wall) on shots, which progress into
opposed factors such as hills and drops. A further progression for capable learners is to provide
chalk outlines, i.e. putts cannot go outside those lines or a stroke is added. Lines an then be
further progressed into forcing students to hit at particular angles, inherently necessitating more
shots.

Conclusion Activity: Questioning

Lesson 4, FOCUS: Golf

Warm Up:
Students will stand in a line facing multiple hula hoops spread out, students will be given one minute each to
chip as many balls as possible into the various hoops. A partner will tally their score
Activity 1:

Game Driving Range. Students will focus upon the swing relative to power in golf, hitting various
distances of 20 (par 4); 40 (par 5); 60 metres (par 6). Green = markers; hole = hula hoop
Questions Does the increased use of power affect your accuracy? Students self-assess and reflect on
whether hitting for distance is counter-productive if accuracy is affected.
Modifications: Area: Field size is altered depending perceived complexity Increase/Decrease difficulty
Dependent on Game Rules: playing in paired teams, playing scramble, or best ball i.e. putting from the best
perceived opening shot.
difficulty
Questions Has your grip differed depending on the distance? Why/why not? Students begin to correlate
particular techniques specific to specific aspects and skills
Differentiation Game Rules: Allow mulligan, where students who make a mistake or incorrect stroke are able to
re-hit can only be used once per hole.
Progressions Students initially practice in small groups to provide each other with feedback. Progressing to
simulated game play for points (counting strokes lowest points wins).
 Activity 2:

Game Aussie Rules Golf. Students hit from a designated station and aim to score a goal by hitting
through the posts (evasion poles; 10 points), or a behind (markers; 5 points) approximately 30m
away.
Questions What is one way to help me consistently make good contact with the golf ball? (Keep your head
down, your lead arm straight, or knees bent [or any cues that have been taught for the swing]).
Modifications: Area: Increasing and decreasing the distance (30m 20m; 30m 40m) increases/decreases
Dependent on difficulty.
perceived Area: Increasing or decreasing the posts width (6m 3m; 6m 12m) increases/ decreases
difficulty difficulty
Game Rules: Have players use particular grips previously learned (baseball, overlapping,
interlocking)
Questions Which grips were more beneficial to the goal? Students further develop their understanding of
shot selection.
Differentiation Have two groups (high skill, low skill) play at one time by setting up an AFL field, and have hitters
back to back and hit opposite directions; optional use of tees to assist in providing lift.
Progressions Shorten distance to focus on chipping, or increase the distance to focus on driving. Hit the
bullseye More points will be provided for hitting the flags or posts.

Conclusion:

4.4 Participate in Lesson 5, FOCUS: Golf Peer verbal Facility:

Week 3
Influences on movement Introduction: feedback Outdoors
skill activities that Recap safety issues, correct technique 3 Parts (Backswing, Downswing, Follow-through), grips (Baseball, Equipment:
development demonstrate and overlapping, interlocking) and discuss in what situations a chip would be the better option shot in golf. Golf Balls
and reinforce the Activity 1: Golf Club
performance transfer of skills Soft Balls
- Applying skills across different Tennis balls
across movement
contexts contexts
- Predictability Game Chip It! Students will refine their swinging skills previously learned by chipping the ball to target
and dynamic areas.
Questions What has been the biggest change from driving to chipping? Students discuss the individual changes
environments they have made between the lessons i.e.: grip, power, accuracy, lift, etc.
- Importance Modifications: Area: Larger/Smaller zones to aim for increasing/decreasing difficulty
of practice Dependent on Area: Distance modifications (25m, 20m, 15m, 10m) increasing/decreasing difficulty
- safety perceived Equipment: Use different balls (tennis balls, soft balls, golf balls, etc.) so students can vary their own
difficulty level of difficulty increasing/decreasing difficulty
 Questions Were you more accurate by increasing the lift? Or keeping the chip relatively low? Students are
asked to self-assess which shots provided them with the highest degree of accuracy.
Differentiation ICT students will have Ipads, and will record/commentate a shot of one of their partners. Attempting
to build the atmosphere of a championship chip.
Progressions Zone to Zone: Students will chip into one zone, and from there, attempt to chip into another
mimicking a long fairway and green game play.
Activity 2:

Game Chip away at it! An introduction to chipping, students will chip from a distance of 2m, into a circle
green identified by a skipping rope.
Questions How hard should you hit the ball? Chipping is not a powerful shot, however, the power transfer
occurs throughout the attempt to lift the ball (over opposed factors such as bunkers or water)
Modifications: Game Rules: lift requirements higher than shoulder, increases difficulty; lower than chest decreases
Dependent on difficulty of accuracy.
perceived Area: Increase/decrease the length of the required chip increases/decreases difficulty.
difficulty Time: Students will have a speed round where they will have 15 seconds to hit 5 balls into the target
zone. Points will allocated for successful chips.
Questions What techniques are required to aim the ball? Students develop an understanding of stance, arm and
weight distribution utilised in golf.
Differentiation Provide individualised feedback to students can help identify student strengths and areas for
improvement. providing a variety of stimulus materials in a range of mediums i.e. Tennis balls, soft
balls, etc.
Progressions Include a bunker or river between the tee off and the green and inform students that failure to
find lift over these, incurs a 1 stroke penalty and re-hit. Modification for exaggeration students will
tactically decide whether to lift over the hazards or use up more shots to safely hit to the green.

Lessons 6 - Indoor Minor Games and

Games of Keepers off, Run the Gauntlet, King Ball and Dodge ball. Rules and modifications can vary and
change depending on class size and skill level etc.
Week 4 Lesson 7 - Dodge ball

Lesson 8, FOCUS: Creating a Game

4.4 Participate safely Lesson 9, FOCUS: Assessment Recording and Preparation Participating in an Facility:
Week 5
Contexts for in movement Lesson 10, FOCUS: Assessment Presentations activity based Gymnasium
specialised activities around both Outdoors
movement running and Equipment:
 skills throwing with
Vortex
- Athletics both speed and
Tennis balls
accuracy Facility:
Participation in Gymnasium
warm up Outdoors
activities Equipment:
Frisbee
Involvement in
discussion of
speed

Participation in
sprinting
technique
activities
Teacher and peer
verbal feedback

Self-evaluation
and teacher
verbal feedback
Summative Assessment Description: Outcomes Assessed:

Evaluation of Teaching and Learning:

References:
Some suggested Teaching and Learning Strategies:
Thinking Skills Co-operative Learning Graphic Organisers Movement Activities
Higher Order Thinking Think-pair-share Mind Maps or Concept Technical practice
Skills Maps
Visual Representations Jigsaw Venn Diagrams Applied Skill Practice
Think all possibilities (TAP) Brainstorming Five Ws Modified Game
Predict, Explain, Observe Numbered heads PMI charts Small sided game
Y Chart or W Chart Discussion T charts Full game
Constructing Experiments Expert Groups Flow Charts Free play
Analogies Round robin Frayer diagram Games for outcomes
brainstorming