Year 9 Physical Education

In this year 9 HPE class we'll will be looking at Athletics, in particular Shot Put. Students must attend the lesson with an open mind and positive outlook on the activity, so that the lesson is enjoyable. The lesson goals will seek to develop students correct throwing technique for shot put, have the students be able to self-assess and evaluate themselves, understand the safety procedures for athletes during activities (shot put, discus, and javelin) and the correlation between force application and Biomechanical principles in performing shot put movement.

ACARA standards being met are: 

• Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099 - Scootle )
  • This well be implemented in the lesson through the use of ‘Coach's Eye Sports Video Analysis App’, where the students will be required to individually and collectively review their throw before then moving on to performing a throw again and being marked on their progress they have shown over the lesson.
• Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103 - Scootle )
  • This will be shown throughout the lesson as the students will have to have great spatial awareness when using the Shot Put balls. This will be reinforced through the safety precautions
• Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106 - Scootle )

The chosen task for the year 9 group will be to analyse their own Shot put throw compared to an experts  and using Biomechanical principles identify their technical errors in the throw through self, peer and teacher feedback. The student will need to provide a  5 minute  multimedia presentation with voice over (Powerpoint ,Prezi etc.) to be submitted via email. The presentation will be based around a roughly 500 word rationale where the students must: 

1. Assess technique in comparison to expert, and provide explanation as to what needs improvement.
2. How it can be improved and
3. What the implications of change will achieve. All in relation to the Biomechanical properties.

Prior to assessing technique, the first stage will be learning how to throw a Shot Put. This will occur during normal lesson time (70 min). Starting with the safety measures, being that it's heavy object injuries can happen easily so making sure that students understand that once a person throws that must wait for the teachers signal to then go and collect the shot put. Following this students will perform throwing drills teacher making sure to emphasise Biomechanical properties of throw rather than them focusing on the distance of throw in the beginning.

1. Once this has been covered the students will record themselves performing throw with an iPad using and app called ‘Coach's Eye Sports Video Analysis App.’ Once done the students will compare their throw with a provided with a YouTube video of an expert throwing a Shot put (https://www.youtube.com/watch?v=tHVMufMECPo). Students can assess differences by themselves, with a partner and ask teacher for additional input as all information gained will help them with the rationale development.

Students rationale will be typed up as it needs to be submitted alongside the presentation sent via email. To write rationale students must include, but limited to, the questions in Task section (questions 1-3).

2. Rationale will be around 500 word response where students are required to have at least 3 resources(references 2 of which are provided) that support their rationale ( e.g. using quotes to develop meaning).1st ref:http://www.teachpe.com/biomechanics/, 2nd ref: http://trackandfieldscience.com/l2biomechanics/wp-content/uploads/2014/04/ShotPut.pdf. 3rd reference students must supply and any other additional to show high-order thinking.

3. When rationale is complete students will then develop a multimedia presentation the depicts their findings and provide voice over with rationale. Presentation can include the video footage snap shots, images portraying correct technique etc.. The main objective will be that the presentation has good flow and can be easily understood.

Rubric for assessment found in Dropbox link:

https://www.dropbox.com/s/2r94xtt5b6tzl5u/Rubric%20for%20EDU302%20task%203.docx?dl=0

Students should by the end of this be proficient in understanding the Biomechanical properties of a Shot Put throw and be comfortable using the selection of different ICT that's involved in performing the assessment.

References

• Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Australian Health and Physical Education Curriculum. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?y=7-8&s=PSCH&s=MPA&layout=1
• Bloom, B. S. (ed.) (1956). Taxonomy of educational objectives, Handbook 1: Cognitive domain. New York: David McKay Co.
• Information and Communication Technology Capability learning continuum. (2018). Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf
• Gore, J., & Ladwig, J. (2003). ‘Quality teaching in NSW public schools’ : A classroom practice guide. NSW Department of Education and Training, NSW.
• Killen, R. (2013). Effective teaching strategies: lessons from research and practice. South Melbourne Vic: Cengage Learning Australia.

Rationale: 

This being my first WebQuest attempt I thought I’d try to adapt what teaching topic I teach that being P.E. In the developing phase of the task I found that the WebQuest layout itself help a lot as it helps ensured that all bases are being covered so that it can make an easy to read task. In doing so I found that the Cross Curricular adaption to be quite easy as having the students film each other with the ‘Coach's Eye Sports Video Analysis App’ before then reviewing the film to assess what improvements they need to make to improve their Shot-Put throwing ability. There were a few other such as the research part and the development of multimedia presentation all of to ensure that the ACARA Level 5 were met so that higher order thinking is involved. Higher order thinking is a definite requirement of any task as it requires engagement in complex ideas and has students create some form of relevance to the task they’re doing by contextualising it (Bloom, 1956). According to Jennifer Gore a Laureate Professor in education is where it ‘requires students to take information and make meaning of it’ (Gore & Ladwig, 2003). This is exactly what the task achieves using the WebQuest as it allows to not only helps to develop understanding but also creates a reference point of what’s required. The WebQuest created this reference point through direct instruction which Roy Killen says it’s where, ‘the teacher has control over the balance between having students receive information and having students integrate knowledge and create understanding.’ (Killen, 2013). So, having this direct instruction creates a learning environment for both teacher and student where they access the learning and further develop a greater understanding of the task, this making the WebQuest a relevant tool in teaching today. As with most tasks students can find themselves consumed and WebQuest helps brake down task in to sections making it more accessible.