Embedded Files
This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
This lesson sequence encourages students to analyse the opportunities that exist within their own environment to plan for and participate in physical activity. The home environment is used in this example, however, the same process and learning could be applied to any alternative environment, such as school, a holiday location or a recreation space. Students will develop, implement and evaluate their ability to execute movement activities and build their movement skill portfolio.
This lesson sequence will focus on developing students’ physical literacy. Physical literacy is defined as “the motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an individually appropriate level, throughout life” (Whitehead, 2006). Individuals who are physically literate have the knowledge, skills, and attitudes to lead healthy lifestyles for themselves, and also assist others in acquiring these skills as well.
Being intrinsically motivated on a personal level is an important part in the development of physical literacy. It also helps to be aware of how to help facilitate positive experiences for others. This allows students to apply their own knowledge and skills, further developing their physical literacy.
In these lessons, students will develop their motivation and behavioural skills in relation to physical activity to ensure they are adaptable, confident and can participate in lifelong physical activity, regardless of the challenges presented.
By completing this sequence, students will investigate the following key questions.
How can I include, assist and lead others during physical activity?
During these lessons, students will:
develop your motivation and behavioural skills in relation to physical activity
analyse the opportunities that exist within their own environment to plan for and participate in physical activity
create movement activities to allow fair play, safety and inclusive participation allows all participants to enjoy and succeed.
Success criteria for the overall sequence
Create a movement challenge using the home environment.
Participate in the movement challenge and reflect on motivation and behavioural skills.
Audit the home and plan for safe participation in the movement challenge.
Apply strengths to facilitate the completion of the movement challenge by a family member.
Set physical activity goals and work towards them.
Outcomes addressed in this learning sequence include:
PD5-8 designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity
All outcomes and content referred to in this unit come from the PDHPE K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2018.
During this lesson, students will focus on the motivation and behavioural skills required for lifelong physical activity participation. They will choose a movement activity to be completed individually or with others in the home environment. To further develop their behavioural skills, they will set a goal for improvement.
Students will participate in that movement activity each day for the week and create a journal to reflect on their participation.
Outcomes:
PD5-8 designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity
During this lesson, students will develop the knowledge, understanding and skills required to incorporate their home environment in lifelong physical activity. They will apply personal and social attributes and skills to assess risk and plan for the safe participation of all.
Outcomes:
PD5-8 designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity
Young people listen to what is said, and, in many ways, they soak up negativity long before it is directed at them. Whilst we recognise that our words and behaviours are important and can cause harm, we sometimes reinforce negative attitudes or condone behaviour which are prejudicial or discriminatory or unkind by the way we use language and how we respond to situations.
Students will explore and propose positive actions that can promote inclusivity and encourage moving beyond the notion of tolerance and acceptance by recognising attitudes and behaviours that are inclusive.
Outcomes:
PD5-8 designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity
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