Stage 3: PDHPE

Fitness Program

Term 3, 2015

Fundamental Movement and Physical Activity Foundation Statement

Students apply, adapt and vary movement skills in games and sports. They understand the elements of movement and
compose and perform movement sequences with control and coordination in various contexts. Students demonstrate
teamwork, tactics and strategies when participating in team games. They demonstrate proficiency in the fundamental
movement skills of leap, kick, two handed strike and dodge, and can apply them in a range of challenging physical activity
contexts. Students participate in a range of moderate to vigorous physical activities and apply movement skills with
increased confidence and precision. They investigate the effects of physical activity on health and monitor and evaluate
physical activity levels.

Outcomes and Indicators

A Knowledge and Understanding

ALS 3.6: Shows how to maintain and improve the quality of an active lifestyle.
participates in physical activity programs based on personal goals
compares activities people do to stay fit and why they choose them
identifies barriers to participation in physical activity and suggests ways to modify or overcome them
generates personal goals based on their understanding of what it means to be fit and active
devises strategies to achieve personal active lifestyle goals
describes the negative impact of smoking on participation in physical activity

GSS3.8: Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules.

devises games or refines rules of games that require equipment

participates in games and sports combining strategy, teamwork, movement skill and fair play
analyses a video of a performance and devises practices to improve skill level
describes the roles they play as a team member, eg captain, defence player, goalkeeper, attack player
explains the rationale for particular strategies and rules in individual and team games and sports
negotiates and uses rules and scoring systems and demonstrates basic umpiring skills
combines a series of skills for use in a game, eg run, kick, catch and pass
develops strategies for effective teamwork
identifies people who can help them improve their game and sport skills

Stage 3 Fitness Program

H Skills

N Values
V5: Willingly participates in regular physical activity

values the importance of physical activity to personal health

enjoys regular participation in worthwhile physical activity
recognises the challenging and satisfying nature of performance
recognises the value of lifelong commitment to regular physical
activity
appreciates the need to participate in physical activity with safety

V6: Commits to realising their full potential.

acknowledges effort in achieving results
recognises the aesthetic and technical qualities of movement
appreciates the features of a skilled performance
strives to achieve quality in personal performance

MOS3.4: Refines and applies movement skills creatively to a variety

of challenging situations.

Adapts throwing action to cater for different types of equipment for

distance, accuracy and speed.
demonstrates survival water skills (25 m swim, deep water
entry/exits)
transfers sequence of locomotor and non-locomotor movement from
the floor to simple apparatus.
varies running patterns to cater for sprinting, distance running, side
stepping, dodging and defensive marking
combines known movements to create a dance with partner or small
group

b Stage 3 classes will engage in a 45 to 60 minute fitness lesson, each week.

Classroom teachers will conduct lessons at a time that best suits their classs
timetable and may also coordinate with another S3 class for a joint session/s.

b Teachers are responsible for each lesson and are required to collect, and return,
any resources required.

b The weekly rotation and activities have been selected as they focus on developing
Fundamental Skills and are only suggestions. Teachers can choose alternative
activities or focus areas that better suit the needs of their students.

Overview of Subject Matter

Active Lifestyles
Components of an Active Lifestyle

use of leisure time

balance of active/ passive pursuits
adequate rest
enjoyment
community contacts for outside school
interests
lifestyle risk factors
exercise, nutrition,
smoking
disease prevention
accumulated activity

Ways to be Active

developing behavioural skills, eg

self-motivation, goal setting,
monitoring progress
- stretching muscle groups
- skills practice activities
- moderate to vigorous activities
- skipping games
- tag games
- circuits
- fun runs
- aerobics
- obstacle courses
- relays
- power walking
- ball games

Effects of Physical Activity

effects of physical activity on the body

immediate, long term
strength
flexibility
cardiovascular
endurance
muscular strength
muscular endurance
balance
speed
monitoring personal fitness and activity progress

Games and Sports

Non-locomotor Skills

stretching/bending/
twisting/pivoting/
swinging/balancing

Locomotor Skills
running variations
accelerate, decelerate
stop, start
dodging
base running

Playing the Game

teamwork
safety considerations
benefits and influences
on participation
effort and practice
competition
fair play
rules/tactics/strategies
refereeing/umpiring

Manipulative Skills

kicking
distance and accuracy
punt, drop, chip, goal
trapping/passing
using body parts
stick

Games

spatial awareness
tactics/strategies
team positions
trajectory
minor games
territorial games
ball games
tag games
relays
modified games
major games

Lesson Organisation

Introduction to skill/Warm up

As a class, watch what the skill looks like on the IWB followed by an explicit demonstration and a guided lesson
about the skill. This should be 10 minutes.
Begin with a warm up game for 10 minutes.

Practice of the skill

There will be 1 or 2 stations set up each week.

Teachers can select to do one or both activities.
The teaching of each skill will last for two weeks so that all students will be provided with an opportunity to
practice each skill.
Each station is to be completed in 15 minutes
(IF More than ONE class)
Each teacher will stay at the same station and teach the same skill game for the two weeks. This will enable
consistency in teaching and assessing.
The activities are noted under each station.
If there are 2 stations, be sure to allow time for this, i.e. Each station should run approx 7/8 mins

Finishing Game

Students begin to warm down by completing the finishing game for 10 minutes.

Please Note Week 10 will be an Assessment session.

FITNESS PROGRAM - Teaching & Learning Sequence

Stage 3

Weeks: 2 & 3

Focus Skills: LEAP

Warm Up/Stretch:
Rhythmical Leap- Have students leap to a rhythmical accompaniment. Tap a tambourine for the run up;
shake it gently to indicate the leap.
Students then watch the video of how to do skills and how the skill should look (watch on the IWB).
Introducing the leap

Term 3, 2015
Resources:

Chalk
Skipping ropes
Hula hoops
Tambourine
Bean bags

Demonstrate the leap to the students focusing on the following components.

1. Eyes focused forward throughout the leap.
2. Knee of take-off leg bends.
3. Legs straighten during flight.
4. Arms held in opposition to the legs.
5. Trunk leans slightly forward.
6. Lands on ball of the foot and bends knee to absorb landing.
(Introductory components marked in bold)

Practice of Skill
Week 1: Station 1

Week 1: Station 2

Week 2: Station 1

Week 2: Station 2

Obstacle leaps- Combine high and

low leaps. Use soft objects or
objects which fall apart readily to
form slightly higher barriers. Set
the objects up creating an obstacle
course with leaps, hops and skips.

Leap for it- Use imagery to assist

students to practise the leap: for
example, ask them to leap over a
puddle of water, a river full of
crocodiles, a deep dark valley or
from cloud to cloud. Mark a river
with two extended ropes or hula
hoops.

Fly -Place a series of objects in a

row on the grass. Try to run over
each object placing one foot only
between each object. If
successful they take one more
step and move one of the objects
to where they landed. How far
can the line of objects be made?

Leap frog- a number of students crouch

down while other students jump over
them by placing two hands on the
crouching students back and bouncing
over them.

OPTIONAL EXTRA
Tap the Top -Hang an object from a string from a tree limb or other structure. Hoist it up and see how high you can go with a running leap (2-3 step run
up).
Evaluation:

Weeks: 4 & 5

Focus Skills: KICK

Warm Up/Stretch:
Balloon Kicks- Students in pairs keep the balloon in the air using only their feet
Students then watch the video of how to do skills and how the skill should look (watch on the IWB).
Introducing the kick
Demonstrate the kick to the students outlining the following components.
1. Eyes focused on the ball throughout the kick.
2. Forward and sideward swing of arm opposite kicking leg.
3. Non-kicking foot placed beside the ball.
4. Bends knee of kicking leg at least 90 degrees during the back-swing.
5. Contacts ball with top of the foot (a shoelace kick) or instep.
6. Kicking leg follows through high towards target area.
(Introductory components marked in bold)

Resources:

balls
Cones
Wall
Chalk

Practice of Skill
Week 1: Station 1

Week 1: Station 2

Week 2: Station 1

Rebound Goal take turns kicking a

ball against a wall to strike or go
through a goal on the rebound.
Change angles, distances, number of
targets
(couple of cones on the ground make
good goals)

Bulls Eye Mark a circle on the

ground with a hoop or rope. Kick
the ball attempting to bring it to
rest in the circle. Ten attempts
then swap. Award points. Increase
distance. Can also be done off a
rebound wall.

Spot Kicking use markers at

different positions in the yard
and allocate points to each. Have
a single goal. Shooter
accumulates the points from each
spot if they hit the goal.

Week 2: Station 2
Step Back Use a couple of cones to
make a narrow goal. Partners start
facing each other on each side of the
goal. Take one step back each time a
successful goal is scored. How far can
you go?

OPTIONAL EXTRA
Kick Golf Nominate a series of objects around the yard. How man kicks to make the ball strike each object in correct sequence?
Evaluation:

Weeks: 6 & 7

Focus Skills: TWO HAND STRIKE

Warm Up/Stretch:
Airborne Put a chair between two opponents. Students get in pairs and hit the balloon over the chair. The first out
of the two players to make the balloon fall on the floor of their opponents side three times wins the game.
Students then watch the video of how to do skills and how the skill should look (watch on the IWB).
Introducing the two-hand strike

Resources:

Balloons
Chairs
Newspaper
Hula hoops

Demonstrate the two-hand strike off a tee using a foam ball and a soft bat outlining the following components.
1. Stands side-on to target area.
2. Eyes focused on the ball throughout the strike.
3. Hands next to each other, bottom hand matches the front foot.
4. Steps towards target area with front foot.
5. Hips then shoulders rotate forward.
6. Ball contact made on front foot with straight arms.
7. Follows through with bat around the body.
(Introductory components marked in bold)

Practice of Skill
Week 1: Station 1

Week 1: Station 2

Week 2: Station 1

Week 2: Station 2

Newspaper Baseball Spread some sheets

of newspaper on the ground in front of the
striker. Use a marker to award different
points to each of the pieces. Pitcher kneels
down about 1 meter from striker and gently
throws the balloon up for the striker to hit.
Striker gets the points their balloon lands
on. Take 10 shots each.

Belt the bomber throw

paper aeroplanes at the
striker who bats them
away with their rolled up
newspaper bat.
Smash hit your aeroplane
with newspaper bat for
distance. 5 shots each to
see who goes furthest.

Target Ball Use a newspaper bat and

newspaper balls. Make three circles (with
chalk or hoops) touching each other on the
ground at the base of a wall. Allocate points
for each of these circles; 10 for the middle
and 5 for each of the outside circles. Pitcher
throws the ball underarm for the striker who
attempts to hit it to the wall. Striker gets
the points that the ball lands in.

Fetch partners face each

other each with some type of
bat and a batting tee
(witches hats are good).
Attempt to hit the ball to
your partner who fields it
and hits it back.

OPTIONAL EXTRA
Pair up students and provide each pair with a balloon. Students strike the balloon with their hands aiming to keep it airborne. Challenge students to keep
the balloon airborne for 20, 30, 40 hits or hit the balloon as many times as possible in 60 seconds.
Evaluation:

Weeks: 8 & 9

Focus Skills: DODGE

Warm Up/Stretch:
Shadow Tag can your partner tread on your shadow?
Students then watch the video of how to do skills and how the skill should look (watch on the IWB).
Introducing the dodge
Demonstrate the dodge to the students outlining the following components.
1. Changes direction by bending knee and pushing off the outside foot.
2. Change of direction occurs in one step.
3. Body lowered during change of direction or in the direction of travel.
4. Eyes focused forward.
5. Dodge repeated equally well on both sides.
(Introductory components marked in bold)

Resources:

Cones
Bibs/rags

Practice of Skill
Week 1: Station 1
Slalom Run set out objects in a zigzag
pattern. Complete the course by
touching each object. Whats your best
time?

Week 1: Station 2
Artful Dodger one partner
stands behind the other. On
go the front person runs
around changing direction
regularly. On stop both
players freeze. If the back
person can take one step and
touch the front person they
become the new dodger.

Week 2: Station 1
Tail Snatch put a rag out the
back of the pants. One person
tries to grab the rag. The other
tries to dodge to protect it. No
fending with hands and arms.

Week 2: Station 2

Octopus tag- Mark out a designated area.

One student is chosen to be the octopus.
The others line up on one side of the
area. When the octopus yells out
Octopus the students all run to the
other side of the area trying not to get
caught. Those that are caught become
one of the octopuss arms. They stand
where they were caught and try to tag
the remaining students.

OPTIONAL EXTRA
Knee Tag Count the number of time you can tag your partners knees whilst avoiding being tagged yourself.
Evaluation:

L Week 10: ASSESSMENT students will be assessed on the 4 skills taught from weeks 1 9.