SCHOOL-DEVELOPED LEARNING AND ASSESSMENT PLAN

Stage 1 Physical Education

School Flinders University Hypothetical Teacher Jessica Goldfinch

Other schools using this plan Not Applicable

Enrolment Code Program

SACE
Year No. of Credits
Variant Code
School Code Stage Subject Code
(10 or 20) (AW)

2017 1 P H E 10

Endorsed by principal or delegate (signature) Not Applicable Date Not Applicable

School use only

Approved Not approved

Not Applicable Not Applicable

Signature of principal or delegate Date

Resources used to support the learning plan

Teaching Sport Concepts and Skills textbook.

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and skills: A tactical
games approach for ages 7 to 18. Human Kinetics.

Page 1 of 56 Stage 1 Physical Education school-developed LAP form

Ref: A596979 (created January 2017)
SACE Board of South Australia 2015
 Stage 1 Physical Education
Assessment Overview
Complete the table below to show details of the planned tasks. Use numbers to show where students will have the opportunity to provide evidence for each of the specific
features for all assessment design criteria.
Assessment Design Criteria Assessment conditions
Assessment Type
Details of assessment (e.g. task type, word length, time
and Weighting KU PSA IC AR allocated, supervision)
SACE Stage 1 Learning Requirement: Task type:
Demonstrate a level of proficiency in performance of practical skills Practical
and techniques specific to a variety of human physical activities.
Time allocation: 6 weeks, 2 x 50
minutes lessons per week.
Focus:
Learning IN movement: Students to acquire practical knowledge of Specifics: Marked to Badminton
strategy, tactics, gameplay and putting knowledge into practice to Specific Skills Criteria provided by SACE,
further understanding. and the Performance Standards for
Stage 1 Physical Education.
Learning THROUGH movement: Students to acquire practical
knowledge of strategy, tactics, gameplay and putting knowledge into
Assessment Type practice to further understanding.
1: Practical

Task: 1,2 1,2 1,2

Students will need to show both on and off the ball skills and abilities
Weighting 20% during this badminton unit. They will be assessed on their
collaboration and leadership in practical lessons, as well as needing to
demonstrate their skills, game play and initiative on the court. Skills
and techniques such as the: High serve, short serve, overhead clear,
overhead drop shot, smash and net shots.

Game play and tactics and decision making in both singles and doubles
as will be assessed, as will their contribution to the class environment,
their leadership on and off the court and their tactical awareness. An
emphasis will be put on individual improvement.

*Negotiated assessment will be provided for specific student

requirements

Page 2 of 56 Stage 1 Physical Education school-developed LAP form

Ref: A596979 (created January 2017)
SACE Board of South Australia 2015
 Assessment Design Criteria Assessment conditions
Assessment Type
Details of assessment (e.g. task type, word length, time
and Weighting KU PSA IC AR allocated, supervision)

SACE Stage 1 Learning Requirement: Theory lessons 6 weeks

Interpret, analyse, and effectively apply (independently, within groups, 2 lessons / week. Marked to the
and in teams) skills, specific concepts and ideas, strategies, Performance Standards for Stage 1
techniques, rules, and guidelines. Physical Education (specifically
Knowledge and Understanding, and
Analysis and Reflection).
Focus:
Assessment Type Learning ABOUT movement: students acquire knowledge, including
2: Folio studying (theory) and participating (practical) in physical activity.

Task: 1,2,3 1,2,4

Weighting Integrated Badminton task, Biomechanics of Badminton.
20% Students will put in place the biomechanical principals learnt within
their theory lessons to produce a biomechanical report on an
optimal badminton shot of their choice.
Students will be able to break down the shot into stages, as well as
demonstrate their knowledge of the biomechanical principals. It is
important that throughout the report, students use correct
terminology when reporting on the biomechanics of the shot.
Analysis of the shot must therefore be insightful, correct and well-
considered.
 Assessment Design Criteria Assessment conditions
Assessment Type
Details of assessment (e.g. task type, word length, time
and Weighting KU PSA IC AR allocated, supervision)
Students will also demonstrate adequate reflection, and elaborate
on the context and purpose of the shot.

Formative/ ongoing/ diagnostic assessment:

Online learning journal

Students will complete a weekly online learning journal. It will be useful platform for
the teacher gauge student understanding as it enables students to document their
learning throughout the unit. Students benefit as they are able to reflect on their
learning experiences and also receive regular feedback from the teacher (Appendix
3).

Four or five assessments. Please refer to the Stage 1 Physical Education subject outline.
Unit Outline
Week Lesson Learning Intention
1 1 Theory As a result of engaging in this lesson
students will:
Know:
o How to analyse a movement or set
of movements in a biomechanical
sense
o How biomechanical adjustments can
improve a skill or performance
Understand:
o That biomechanics is the study of
living organisms and factors that act
on these bodies
o Biomechanical analysis is beneficial
as it allows you to analyse
movement performance and
develop more efficient movement
patterns for the future
Be able to:
o Recognise differences in
performances through history and
make a biomechanical connection
o Observe factors that influence an
athletes performance
Content Progression
Introduction
Outline learning intentions
What is biomechanics?
o Break it down: Mechanic: someone who fixes or repairs something, Bio:
living organisms (human)
o The study of living organisms and factors that act on these bodies
o Factors can be internal or external
What is it used for?
o Optimise performance
o Minimise injury
o Correct technique
o Equipment modification for improvement and inclusion
Who can benefit from biomechanics?
o Athletes
Main learning tasks:
Pre-test: Badminton rules and shots (Appendix 1)
Activity:
The class will watch two videos on the interactive whiteboard
Mens 100-Metre Sprint:
http://www.nytimes.com/interactive/2012/08/05/sports/olympics/the-
100-meter-dash-one-race-every-medalist-ever.html?_r=0
Mens 100-Metre Freestyle:
http://www.nytimes.com/interactive/2012/08/01/sports/olympics/racing-
against-history.html
Students will be divided into groups (3-4) and given a chart comparing the
evolution of Olympic world records in swimming OR track and field events
since 1900 (Appendix 2)
Students need to and brainstorm possible reasons why performances have
improved

2 As a result of actively engaging in this
Practical lesson students will:
Understand:
o What spaces can be used on the
other side of the net
o How to keep the shuttle in play for a
rally
o Which shots will allow the point to
be won
Know:
o Which shot is best to use to return
from back court and front court
o Where to hit the shuttle to keep the
rally going
o How to stop your opponent from
scoring
Be able to:
Compare times, distances, and skill techniques
Students will record observations and report back to the class
Full class discussion: In what ways have biomechanical analysis and
application improved the results of athletes over time?
Conclusion:
Students are introduced to online learning journal (Appendix 3).
Key ideas to be summarised:
o Biomechanics is the study of living organisms and factors that act on
these bodies
o Biomechanical analysis is beneficial as it allows you to analyse
movement performance and develop more efficient movement
patterns for the future
o Its all about IMPROVING MOVEMENT PERFORMANCE
Tactical focus:
Creating Space
Key learning goals:
Engage in half-court single games to keep the shuttle in play. Re-visit basic rules,
dimensions of the court, grip and ready position.
Introduction:
Introduce the sport of Badminton, have students reflect on previous experiences
through questioning, demonstration and discussion.
Guiding Questions:
What is the aim of Badminton? How do we hold the racket? What are some
different shots to play? How can a point be won?
Main learning tasks: Students get a feel for the racket and the shuttle,
experimenting with shots without many constraints. The goal is to keep the shuttle
in play for as long as possible.
o Keep the shuttle in play to perform a Game 1: Half-court singles
rally o Any serve can be used
o Perform overhead clears and o Use overarm and underarm shots
successfully serve the shuttle
Questions:
Q: How do you score a point in badminton? A: Make the shuttle hit the floor on
the opponents side.
Q: How can you stop your opponent from scoring? A: Keep the shuttle in play.
Q: Is it easier to keep the shuttle in play with overhead or underhand shots? A:
Overhead. (This is the case for most novices.)

Practice task: Half-court singles

o Any serve can be used
o Only use overhead shots
o Must return to centre court after shot is played

Questions:
Q: What are the benefits of moving back to the centre of the court after the shot is
played? A: To ensure you are in a ready position for the next shot.

Game 2: Half court singles

o Any serve can be used
o Alternate the serve
o Players can only score 1 point when the shuttle hits the floor on the
opponents side of the court.
Students become aware of the spaces that can be used on the other side of the
net

Questions:
Q: Where is the best spot to hit the shuttle to win the point? A: Into the space
where the player is not.
Q: Which shot is best to use to create that space? A: Overhead (novice response)

3 As a result of engaging in this lesson
Theory students will:
Know:
o How to differentiate types of motion
from one another
o What influencing factors of motion
are
o How motion influences sports
Understand:
o How motion relates to biomechanics
and how it is influenced by
modifications to skill and technique
o The link between motion and force
Be able to:
o Describe the different types of
motion and categorise different
scenarios accordingly
Conclusion:
Questions:
Q: Ask students simple questions to recap rules and demonstrate grip
Q: How do we win a point in badminton? A: Create space by using a overhead shot
then return the shuttle into the space on the oppositions court.
Homework:
Watch the following Youtube clip
https://www.youtube.com/watch?v=kStIuTJ5oxU and record the number of the
following shots/actions you can see
o Overhead clear
o Moving back to centre of court
o Hitting to the space
Introduction
Outline learning intentions
Warm-up activity: Motion
Put your pencil/pen in front of you on your desk
Why isnt it moving?
How can we make it move?
Lecture style: (Appendix 4)
What is motion?
o Movement of an object or person
How do we define movement?
o Object changes position in space and or time
What needs to be applied for movement to occur?
o Force needs to be applied for motion to occur
What do we know about force?
a) Cause a body at rest to move (Use a tennis ball as an example: push
it along the ground just as we did with our pens)
b) Cause a moving body to change direction, accelerate or decelerate
 Define motion o If I throw the ball and you catch it you are decelerating the force
o If I throw the ball and it hits the wall, it changes direction but keeps on
moving
c) Change an objects shape

Main learning tasks:

Types of motion
o Linear motion/translatory motion: All parts of the body travel over the
same distance at the same time
o Angular motion- Body moves around an axis of rotation (internal or
external axis)
o General motion- A combination of linear and angular motion linear
motion as a result of the angular motion of the body parts

Activity:
Students will work individually to classify sporting images as linear, angular
or general motion (Appendix 5)
Students will then compare answers with a partner
Whole class will review and discuss their answers and justify what type of
motion the image represents

Conclusion:
Key ideas to be summarised:
o Definition of motion
o The link between motion and force
o The 3 types of motion (linear, angular and general)
o How to classify the three types of motion
Homework:
o Online learning journal
4 As a result of actively engaging in this Tactical focus:
Practical lesson students will: Creating space
Key learning goals:
Understand: Push your opponent towards the back of the court and perform an overhead clear.
 o The value of forcing the opponent
back
o The biomechanics of the shot that
allows a player to move their
opposition to the back of the court
Know:
o How much power to exert for the
shot to move their opposition back
o How to perform a successful
overhead clear
o Why returning the shuttle from the
back court is inefficient and not a
winning shot
Do:
o Perform an overhead clear
o Move their opposition to the back of
the court
Introduction:
Recap of previous lesson; focus on emphasising the correct execution of an
overhead shot. Run through learning intentions of this lesson and highlight
progressions.
Main learning tasks:
Game 1: Half-court Singles
o Alternate serve (give students options of how to serve)
o Can only score 1 point of the shuttle hits the floor on the opponents side of
the court
Students develop awareness of what spaces can be used on the other side of the
net and understand that it is harder to return a shot from the back of the court.
Students then recognise this is what they need to do to their opponent.
Questions:
Q: Where are the available spaces on the court? A: In the front and back.
Q: Is it harder for your opponent to attack you from the front or the back? A:
Back.
Q: Why? A: Because the opponent is farther from the net.
Q: So, is it best to send your opponent to the back or to the front? A: Back.
Q: Is it easier to send your opponent back by using an overhead or underhand
shot? A: Overhead.
*Progression if needed Emphasise the power needed to push their opponent
back, only allow students to play overhead shots.
Practice task: Half-court technique practice
Aiming to push their opponent back
o Attempt to maintain a forehand overhead rally
o Hand feed if needed
o Moving back to centre after each shot
 o Rotate courts after central timer of 3 minutes (this allows for students to
have differing opposition

Questions:
Q: How would you make it hard for your opponent to get back to the centre of the
court? A: Push them to the back of the court with power, (extension answer: to
push them back court and try and put them off balance)

Game 2: Half-court singles

o Players score 1 point if the shuttle hits their oppositions floor.
o Players alternate serve
o Players are in pairs, one pair is playing while the other student is watching
their partner and recording how many of the following shots/actions you
can see
o The students will use a Game Performance Assessment Instrument (GPAI)
for this task, using the app Dartfish Easy Tag (Appendix 16).
Overhead clear
Moving back to centre of court
Hitting to the space
o Pairs then swap roles
o At the end of the activity they must compare their results to the
professional and discuss the differences (recognising the link between
overhead clears and winning points)

Conclusion:

Questions:
Q: Why would it be good to move your opponent to the back of the court? A: To
create space, to make it hard for them to perform a winning, powerful shot
Q: When considering the biomechanics of an overhead clear, what do we need to
consider?
2 1 As a result of engaging in this lesson
Theory students will:
Know:
o What influences projectile motion
o How to make a connection between
the theory of projectile motion and
how it relates to sport
Understand:
o The factors that affect projectile
motion and its application in sport
(e.g. speed, angle, and height of
release)
o How gravity affects projectile
motion
Be able to:
o Define projectiles
o Describe an example of projectile
motion in sport
2 As a result of actively engaging in this
Practical lesson students will:
Introduction
Outline learning intentions
Warm-up activity:
Mind map of motion as recap of last lesson (appendix 6)
Main learning tasks:
Lecture style
o Projectile motion- Any object that moves through the air after being
released can be considered a projectile
o Projectiles in sport include: objects and athletes in flight as a result off
throwing, batting, kicking and jumping.
o Once released, projectiles follow a predictable, parabolic path affected
only by gravity and air resistance.
Activity:
o Projectiles are influenced by: gravity, air resistance, speed, height and
angle of release
o Students answer worksheet on influences on projectiles (appendix 7)
Conclusion:
Key ideas to be summarised:
o Definition of projectile motion
o Influences on projectile motion
Homework:
o Add Projectile motion to mind map
Tactical focus:
Creating Space
Key learning goals:
Understand:
o There are a variety of shots that
allow you to push your opponent
back, including forehand and
backhand overhead clears
Know:
o To perform a backhand shot you
must move your front foot
towards the shuttle, have your
elbow high, contact the shuttle
at its highest point and flick your
wrist
Do:
o Execute either a forehand or
backhand shot at the correct
time
o Return to the centre of the court
after the shot has been taken
Pushing the opponent to the back of the court, performing the backhand overhead
clear.
Introduction:
Recap of previous lesson; get students to give 3 things they learnt from last lesson.
Outline of this lesson, introduction of the backhand overhead clear and the
backhand serve.
Main learning tasks:
Game 1: Half-court singles
o Maintain a rally and push the opponent back
o Players score 1 point if the shuttle lands on their opponents floor
Getting students to think about what other shots they may be able to execute if
the forehand overhead clear is not the best option.
Questions:
Q: How can you push your opponent back if the shuttle does not come to your
strong (forehand) side? A: If possible, lean across and play a forehand anyway.
Otherwise, play a backhand.
Practice task: Half-court
o Players maintain a backhand rally
o Hand-feed to start if needed
Questions:
Q: What does the player need to do with their feet as they hit a backhand shot? A:
Move the front foot towards the shuttle
Q: What else do you need to consider when hitting backhand? A: Keep your elbow
high, contact the shuttle at its highest point and flick your wrist
Game 2: Half-court singles
Introduce the underarm serve
o Players alternate the serve
 o Each point begins with an underarm serve
o Serve must be done behind the service line
Students are aiming to use forehand and backhand overhead clears to push their
opponent to the back of the court.

Conclusion:

Questions:
Q: When is it good to use the forehand shot? A: When the shuttle is played to the
forehand side
Q: When is it good to use the backhand shot? A: When the shuttle is played to the
backhand side
Q: What will affect the shot you choose to make? A: Where you are positioned on
the court

3 As a result of engaging in this lesson Introduction

Theory students will: Outline learning intentions
Question of the day
Know: o What is a projectile?
o What biomechanical principles o Name three influences on projectile motion?
might influence speed, velocity and
acceleration Main learning tasks:
o How speed, velocity and Speed: Distance divided by time
acceleration can be manipulated to o Distance covered in a time frame determines the speed of an object
improve performance

Understand:
o How speed, velocity, and
Velocity: speed of an object in a direction
acceleration affect performance
o How fast an object is travelling in a certain direction
o How speed, velocity and
acceleration differ
o The connection between speed,
velocity and acceleration and sport

Be able to:
o Use the app Speed Clock to
determine the speed of their shot
o Suggest improvements for their
shots depending on results
Define and calculate speed, velocity
and acceleration
4 As a result of actively engaging in this
Practical lesson students will:
Understand:
Acceleration: the rate at which a body changes its velocity
o Positive velocity = Acceleration
o Negative velocity = deceleration
Questions:
1. How are speed and velocity similar?
2. How are speed and velocity different?
Students go outside (equipment: 1 racquet, 1 shuttlecock, 1 iPad per pair)
Students are to use app (speed clock) to determine the speed of their shot
Students have 3 shots each and compare each trial to one another
Questions:
1. Are your three trials similar or different?
2. What biomechanical factors might be influencing the speed of your hit?
(Consider projectile motion)
3. What improvements would you suggest to improve the speed of your
shot?
Conclusion:
Key ideas to be summarised:
o Definition and calculations for speed, velocity and acceleration
o What biomechanical principles might influence speed, velocity and
acceleration
o Students add speed and velocity to mind map
Homework:
Online learning Journal
Tactical focus:
Creating space
Key learning goals:
 o How the drop shot can be used to
win the point if executed correctly
o There is preparation in previous
shots in order to do a drop shot
Know:
o How to push the opponent into the
back court in order to create space
o The correct technique to execute a
drop shot
Do:
o Perform a drop shot and win the
point
o Be able to push their opponent back
and then perform the drop shot
Introduce the drop shot. Students must move the opponent to the back of the
court and performing a drop shot to win the point
Content progression:
Introduction:
Ensure that students implement the skills and knowledge they have developed
over the last 3 lessons. Adding on a new skill to win the point.
Main learning tasks:
Game 1: Half-court Singles
o Each point begins with an underarm serve. If some students cannot use
underarm serve, allow a second serve by any method
o Push your opponent back with overhead clears
Encourage students to be aware of the space available at the front of the
opponents court
Questions:
Q: Now that you can push your opponent back, where is the space you can attack
to win a point? A: At the front.
Q: How do you attack this front space? A: Use a drop shot.
Practice task: Half-court
o One player feeds to the back of the court
o The other player hits drop shots back
Students must attempt to land the shuttle as close to the net as they can.
Questions:
Q: How would you disguise your shot?
A: Prepare for an overhead clear
Game 2: Repeat Game one
 Conclusion:

Questions:

Homework:

3 1 As a result of engaging in this lesson Introduction

Theory students will: Outline learning intentions

Know: Main learning tasks:

o How summation of forces can affect
performance
o That the correct sequence or
technique allows for the summation
of forces to be maximised
Understand:
o The application of force summation
to performance
o The relationship of force to motion
and momentum
Be able to:
o Define summation of forces
o Perform a series of throws to
determine how summation of forces
affects the distance travelled by a
shuttle
Activity:
Students will complete a summation of forces experiment (appendix 8)
Questions
In which attempt were you able to throw the shuttle furthest?
Can you explain why?
Force summation:
Successive movements being added to create a larger total force
The large muscles/body parts work first upper leg followed by the
smaller muscles/body parts lower leg and foot.
A correct sequence or technique allows for the summation of forces to be
maximised.
Activity continued:
Students will use the results they recorded to graph their results

2 As a result of actively engaging in this
Practical lesson students will:
Understand:
o Why you must return back to the
centre of the court after each shot
Know:
o What happens if you do not return
to the centre of the court after each
shot
Do:
o Move with correct footwork to the
centre of the court
o Play an effective shot and then
move to correct position
Conclusion:
Key ideas to be summarised:
o Definition of summation of forces
o How can summation of forces affect performance?
Homework:
o Add summation of forces to mind map
Tactical focus: Defending Space
Key learning goals: Recovery to the centre of the court between shots using
appropriate footwork
Main learning tasks:
Game 1: Half-court singles
- Normal rules apply
Questions:
Q: Where should you go between shots? A: Back to the centre of the court.
Q: Why? A: So you can move to either the front or the back of the court for your
next shot.
Practice task:
Partners practice with one worker and one feeder. The feeder has two shuttles,
firstly hits the shuttle to the back of the court then the worker returns the shuttle
and recovers back to centre court. The feeder then hits a drop shot or to the
backcourt straight away and the worker returns the shuttle.
o Worker must recover immediately after the shot, using long strides to
recover and stay on their toes.
Game 2: Full-court singles
o Students must recover to centre court in between shots
o Normal rules apply
o Under arm serve
o Each player has a coach to encourage and reinforce movement
 Conclusion:

Questions: How does game play differ from half court to full court play?
3 As a result of engaging in this lesson Introduction
Theory students will: Outline learning intentions

Know: Warm-up Activity: Summation of forces

o How Newtons laws apply to
badminton
o The connection Newtons laws have
to sport and performance
Main learning tasks:
Understand:
o Newtons Laws
o How Newtons Laws can affect
performance
Be able to:
o Define Newtons Laws
Apply Newtons Laws to a sport
Students will look at an image of an overhead clear in badminton and label
the correct sequence of body segments needed in this example to ensure
maximum force is applied to the shuttle (Appendix 9).
Class discussion: outline the three laws of motion
Law 1 (inertia): A body at rest will stay at rest unless acted on by an
unbalanced force. Alternatively, a body in motion will remain in motion
unless acted on by an unequal force.
Law 2 (Force and acceleration): The acceleration of a body is directly
proportional to the net force acting on it, but inversely proportional to the
mass of the body
Law 3 (Action and reaction): For every action there is an equal and
opposite reaction.
Students participate in active learning activity stations that answer the
question: How are scientific principles important in physical activity.
Students complete a worksheet as they progress (Appendix 10).
Debrief: Students share answers with one another
Teacher asks: How do Newtons laws apply to badminton?
o Think, pair, share activity

Conclusion:
Key ideas to be summarised:
o Newtons three Laws
o How can Newtons laws affect performance?

4 As a result of actively engaging in this
Practical lesson students will:
Understand:
o How starting the point on the attack
will disadvantage the defensive
team
o What shot is the best option to play
to ensure you start the point on the
attack
Know:
o How to move their player to the
back of the court at the start of the
point
o Correct technique to execute a high
serve
Do:
o Push the player to the back of the
court at the start of the point
o Return to centre court after each
shot
o Add Newtons laws to mind map
Homework:
o Online learning journal:
Prompts:
What do you really understand about Newtons Laws of Motion?
How can you apply Newtons Laws to a physical activity or sport you
participate in?
Tactical focus: Creating Space
Key learning goals: Starting the point on the attack, using a high serve to put the
opponent to the defensive at the start of the point
Main learning tasks:
Game 1: Half-court singles
o Players alternate to serve
o Push the opponent back with the serve
Questions:
Q: Where is the best place to serve to in the singles game? A: To the back of the
opponents court.
Q: Why? A: Because serving there puts the opponent on the defensive.
Practice task: Half-court technique practice
o Serve high to opponents back hand
o Land 3 shots in the back alley
o Players alternate serve (no rallying)
Drop the shuttle, flick your wrist, follow through, land shuttle as close to the base
line as you can.
Game 2: Repeat game 1
4 1 As a result of engaging in this lesson
Theory students will:
Know:
Understand:
Be able to:
2 As a result of actively engaging in this
Practical lesson students will:
Understand:
o Why an underarm shot is used for
maintaining depth on the court
o That overhead shots are not always
possible, other options need to be
considered
Know:
o What shot to play when pushing
their opponent into the back court
Do:
o Use the underarm shot to clear the
shuttle to the backcourt
Introduction
Outline learning intentions
Review mind map (Appendix 11)
Main learning tasks:
Lesson will be used to scaffold summative folio assessment for students
(Appendix 12).
Teacher will go through performance standards: what is expected
(Appendix 13).
Students begin working on folio task
Conclusion:
Homework:
o Folio task
Tactical focus: Creating Space
Key learning goals: Underarm shots for maintaining depth; Use underarm clears to
keep the opponent in the backcourt
Main learning tasks:
Game 1: Half-court singles using correct serving and scoring rules
o Be aware that because its not always possible to play overhead shots to the
backcourt, developing the underarm clear is necessary/
o Players use a low serve to the front of the court
Questions:
Q: If the shuttle is low, how can you get it to the back of your opponents court? A:
Use the wrist in an underarm clear.
Practice task: Half-court partner practice
o Use the underarm shot to clear the shuttle to the backcourt
o Land specific number of shots in the backcourt alley
 o One player feeds to the frontcourt while one hits underarm clears to the
back of the feeders court
o Players alternate feed to the forehand and backhand.

Game 2: Repeat game 1

Questions:
What and when does the decision need to be made to play a overhead clear or
underarm clear?

3 As a result of engaging in this lesson Introduction

Theory students will: Outline learning intentions
What is a lever?
Know: o Students use answer garden to share answers
o How the biomechanics of levers can o Class discussion
be applied to badminton
Main learning tasks:
Understand: Lecture style:
o The application and effect of levers Define levers: simple machines that make work possible
in sporting performance (e.g. length FLE acronym
and mass of levers) o Fulcrum
o Load (resistance)
Be able to: o Effort
o Define a lever 1 class lever
st
o Know FLE acronym 2nd class lever
o Define short and long levers 3rd class lever
o 1st and 3rd class are speed multipliers
o 1st and 2nd class are force multipliers
Long vs short levers

Activity:
Students work in pairs to design an informative poster. Include the following:
o Draw and label each type of lever

4 As a result of actively engaging in this
Practical lesson students will:
Understand:
o What must be done in order to win
the point
o What the preparation plays and
shots are to win the point using a
smash
Know:
o The timing to execute a smash to
win the point
Do:
o Win the point by performing a
smash
o Provide an explanation for each
o Provide 1 sport and 1 world example
o How might levers help you in badminton? Provide one example for each
lever system.
Students will observe other groups posters
Conclusion:
Key ideas to be summarised:
o Definition of the three types of levers
o How can each be applied in badminton?
Homework:
Add levers to mind map
Online learning journal
Tactical focus: Winning the point
Key learning goals: Winning the point with a smash
Main learning tasks:
Game 1: Half-court singles
o Move the opponent
o Win the point
o Be aware of the need to attack the weak clear
Questions:
Q: What is the best way to make a shot un-returnable? A: Hit it hard and straight
to the grounduse the smash
Q: From where can you use a smash most easily? A: From the front or middle of
the court.
Q: What kinds of shots are you looking for from your opponent so you can use the
smash? A: A weak clear or a high drop shot.
Practice Task: Half-court partner practice
o Make the shuttle hit the floor as close to the net as possible

5 1 As a result of engaging in this lesson
Theory students will:
Know:
o Centre of gravity refers to the point
at which all parts are equally
balanced
o Centre of gravity can change based
on body position
Understand:
o The application of balance and
stability in sporting performance
(e.g. centre of gravity inside stable
base)
Be able to:
o Identify a persons centre of gravity,
line of gravity and base of support in
different sporting activities
2 As a result of actively engaging in this
Practical lesson students will:
Understand:
o How to defend against an attack
with a return of a smash in a positive
way
o One players feeds high serves to the midcourt and the other partner
smashes
Game 2: Repeat Game 1 with competitive rules
Introduction
Main learning tasks:
Complete centre of gravity lab allowing students to experience concepts
related to balance.
o This lab will present students with the opportunity to prepare, analyse,
and adjust their base of support based on changing criteria. Have
students work in pairs and complete notes based on findings from the
lab.
After completion of the lab, lead a discussion on the concepts of statics and
stability, mass and inertia, centre of gravity, and base of support.
Conclusion:
Key ideas to be summarised:
o Exit card: 3 things you learnt in this lesson, 2 things you are unsure
about, 1 question that you have.
Homework:
o Add balance and stability to mind map
o Folio task
Tactical focus: Defending against an attack
Key learning goals: Returning the smash positively (without providing a second
attacking opportunity for the opponent)
Main learning tasks:
Game 1: Half-court singles game
o Win the points with a smash if possible
 o Be aware of the need to return the smash without setting up an easy kill for
Know: the opponent
o How to transition from defence to o Each point must start with a high serve
attack
Questions:
Do: Q: How can you return a smash without setting up your opponent for another
o Return the smash as a means of smash? A: Play a block return or drop shot.
defending against an attack
Practice task: Half-court partner practice
o One partner feeds a high serve to the midcourt and the other partner
smashes
o Players continue the point and alternate the service

Game 2: Repeat game 1

3 As a result of engaging in this lesson Introduction

Theory students will: Outline learning intentions
Label images with centre of gravity, line of gravity and base of support
Know:
o How static and dynamic
equilibrium influence
performance in sport

Understand:
o The application of static and
dynamic equilibrium in sporting
performance

Be able to: Main learning tasks:

o Demonstrate in different sporting If forces acting on an object are balanced then the object is at rest or in a state
contexts how static and dynamic of equilibrium.
equilibrium can be used to Static equilibrium occurs when the body is static or stationary (e.g. held
improve performance positions in gymnastics).

4 As a result of actively engaging in this
Practical lesson students will:
Understand:
o The benefits of having a partner for
winning the game
o How movement around the court
needs to be effective to win
o How to draw all new skills together
in a tournament of play
Know:
o How to move around the court with
their doubles partner
o What their role is with a partner in a
game of doubles
Dynamic equilibrium is alternating balancing and unbalancing the body (e.g.
running).
Activity:
Questions Apply your knowledge
o Explain why the act of running involves continually unbalancing the body
before regaining balance again
o When a footballer is about to be bumped by an oncoming opponent,
they lower their body and lean towards the player. Why do both of
these strategies increase the footballers chance of remaining on their
feet?
Conclusion:
Key ideas to be summarised:
o Equilibrium can be static or dynamic
Homework:
o Add stability to mind map
o Folio task
Tactical focus: Attacking and Defending as a team
Key learning goals: Review lessons and engage in the SEPEP Model for the
conclusion of the unit
Introduction:
o Allocate students into their teams
o Give students their roles within the teams and explain SEPEP
o Let students have discussion time to make team plans
Main learning tasks:
Full-court doubles play, rotating opponents
o Effectively attack as a pair
o Communicate to move each other about the court
o Move to a front-and-back formation to attack
o Vary serves (high and low)
 Do:
oWork collaboratively within their
team, during play and in their SEPEP
roles
o Be organised and show good
sportsmanship
6 1 As a result of actively engaging in this
Theory lesson students will:
Understand:
o That reflection is an important
aspect of life and sport
Know:
o What is required for the folio task
Do:
o Work individually to complete a
given task
2 As a result of actively engaging in this
Practical lesson students will:
Understand:
o The benefits of having a partner for
winning the game
o How movement around the court
needs to be effective to win
Main learning tasks:
Introduction
Students complete an individual and private question card: Students can write
down one or two question they have about the topic so far that they are
unsure about (theory or practical)
Review mind map
Main learning tasks:
Activity:
Teacher reads out and responds to questions clarify concepts before the
folio task is due
Students are provided with class time in the computer lab to work on their
folio task: Due next lesson
Conclusion:
Key ideas to be summarised:
o Any final questions regarding the folio due next lesson
Tactical focus: Attacking and Defending as a team
Key learning goals: Review lessons and engage in the SEPEP Model for the
conclusion of the unit
Introduction:
o Students lead the lesson and engage in their SEPEP tournament
Main learning tasks:
 Know:
o How to move around the court with
their doubles partner
o What their role is with a partner in a
game of doubles
Do:
o Work collaboratively within their
team, during play and in their SEPEP
roles
o Be organised and show good
sportsmanship
3 As a result of engaging in this lesson
Theory students will:
Know:
o What advances have helped
advance sporting performance
and specific sporting examples
Understand:
o That advances in technology have
led to advances in sporting
performance
Be able to:
Research, describe and explain to
classmates how these advances have
improved sporting performance
Full-court doubles play, rotating opponents
o Effectively attack as a pair
o Communicate to move each other about the court
o Move to a front-and-back formation to attack
o Vary serves (high and low)
Main learning tasks:
Introduction
Main learning tasks:
Activity:
Jigsaw activity: improved technology and performance (Appendix 14)
Class discussion
Additional work:
Students work on folio task
Conclusion:
Key ideas to be summarised:
o How advancements in different technologies allow for improved
biomechanical performance
Homework:
o Students will write a one paragraph about what they enjoyed and did
not enjoy during the unit this will help inform the teacher for future
instruction
4 As a result of actively engaging in this
Practical lesson students will:
Understand:
o The benefits of having a partner for
winning the game
o How movement around the court
needs to be effective to win
Tactical focus: Attacking and Defending as a team
Key learning goals: Review lessons and engage in the SEPEP Model for the
conclusion of the unit
Introduction:
o Students lead the lesson and engage in their SEPEP tournament
Main learning tasks:

Know: Full-court doubles play, rotating opponents

o How to move around the court with o Effectively attack as a pair
their doubles partner o Communicate to move each other about the court
o What their role is with a partner in a o Move to a front-and-back formation to attack
game of doubles o Vary serves (high and low)

Do:
o Work collaboratively within their
team, during play and in their SEPEP
roles
o Be organised and show good
sportsmanship
Justification

Curriculum
South Australian Certificate of Education (SACE)
This unit plan has been designed for students undertaking their stage 1 South Australian Certificate of
Education (SACE) in physical education (SACE, 2017). According to the 2015 SACE Chief Assessors report, stage
1 physical education units require centrally developed practicals that relate to experiences in previous years
(SACE, 2017). Badminton was purposefully chosen as the practical component of this unit as it continues to be
a popular sport chosen within many secondary schools undertaking SACE stage 1. In previous years students
are expected to participate in several other net and wall games that will allow for skill transfer when
undertaking this unit. Furthermore, the inclusivity of badminton with regard to age and ability makes it an
ideal sport for physical education programmes as it is able to cater for varying levels of readiness (Tomlinson,
2014). In order to meet the key knowledge, understandings and skills linked to this unit it, Brown and Penney
(2013) encourage practical activities to be used in conjunction with the teaching of theoretical concepts. In
accordance, this programme fits effortlessly into the Australian Curriculum as it enables the integration of
meaningful practical activities that students can engage in, therefore, increasing students understanding of
theoretical concepts.

Arnolds movement concepts:

Arnolds theorisation of in, through and about movement provides a useful framework for a physical
education curriculum (Arnold, 1979). Arnold emphasises that the three dimensions are interrelated,
overlapping and interdependent and should not be seen in isolation (Brown & Penney, 2016, p.123). Learning
about movement considers the process in which students acquire knowledge, including studying (theory) and
participating (practical) in physical activity. Education through movement enables students to become more
skilled, fit and helps to develop a stronger sense of self and well-being (Brown & Penney, 2013). These
associated outcomes often eventuate indirectly as a result of the activity or movement. For instance, during
the badminton unit students are provided with opportunities to work collaboratively in theory and practical
components. The inclusion of collaborative learning activities helps students develop knowledge and skills in
areas such as social interactions, relationships, teamwork, cognitive functions and moral understandings.
Education in movement is associated with becoming body aware and being able to express and reflect on
these experiences (Brown & Penney, 2013). Learning in movement also allows students to find pleasure in
movement which will assist in lifelong physical activity habits. Within the unit students learn in movement
during theoretical and practical components. During practical sessions, a Game Sense pedagogy is utilised. This
approach promotes inclusion and enables all students to experience success, therefore increasing enjoyment
allowing students to find pleasure in movement. Furthermore, students are provided with opportunities to
provide and apply feedback to develop and refine specialised movement skills. In addition, the theory
component enables students to reflect critically on their physical activity experiences through a journal. This
task not only acts as an ongoing form of assessment for the teacher but provides an opportunity for students
to reflect on their physical activity experiences and develop body awareness. Thus, this unit provides multiple
theoretical and practical opportunities for students to learn in, through and about physical activity.

Massed Vs Distributed Practice

This unit design has been informed by research on massed versus distributed practice on learning retention.
Each week consists of four lessons, two single theory lessons and two single practical lessons. Schmidt and
Wrisberg (2004) explain the destructive impact of double lessons on mental and physical fatigue. Furthermore,

Page 30 of 56 Stage 1 Physical Education school-developed LAP form

Ref: A596979 (created January 2017)
SACE Board of South Australia 2015
distributed practice is linked to enhanced skill learning and retention. Thus, distributed practice that include
short, spaced and focussed lessons are exceedingly more beneficial for student learning when compared to
massed practice (Schmidt &Wrisberg, 2004). In addition, Taylor and Rohrer (2010) acknowledge another
approach that allows practice to be distributed within individual classes. This approach is called interleaving
and lessons are designed to order learning activities in an unconventional way. For example, lessons would be
ordered as followed; abcbcacab, instead of the more traditional approach of aaabbbccc (Taylor & Rohrer,
2010). Therefore, the skill may be the same, however, the goal changes which allows for repetition without
repetition. This concept is described as contextual interface and advocates the effectiveness of practicing
several motor tasks randomly as opposed to practicing the same tasks in a blocked order. Through the use of
play practices, A Game Sense approach provides learners with opportunities for this to learn skills in a
dispersed or distributed fashion.

Addressing GC and CCPs

In order to develop holistic individuals this physical education unit is designed to address essential
capabilities as outlined by SACE (2017). General capabilities play a vital role in the Australian Curriculum and
are described as the knowledge, skills, behaviours and dispositions that enable young Australians to live and
work successfully in the twenty-first century (SACE, 2017). The theoretical component of this unit addresses
the literacy component as students are progressively learning specialised language to analyse and interpret
biomechanical principles. In addition, students are required to use critical and creative as lessons are designed
using a Game Sense (practical) or inquiry-based (theory) pedagogies. This enables students to find their own
solutions to answer whilst the teacher act as a facilitator. In addition, the information and communication
technology capability is evident within multiple lessons. Firstly, the formative journal blog requires students to
design and construct a web-based resource. The use of applications such as speed clock to analyse data is
also used. Furthermore, the folio task requires students to search for, sort and analyse biomechanics
information online. Finally, the personal and social capability is addressed in theory and practical lessons
through the use of group and individual work. The Game Sense and inquiry-based pedagogical approaches
enables students to develop a range of interpersonal skills including teamwork, respectful communication and
appreciation of diverse perspective. In addition, the blog helps students to develop intrapersonal skills such as
self-monitoring strategies and goal setting.

Teaching for Effective Learning Framework

South Australias Teaching for Effective Learning Framework (TfEL) informed the design of this unit. For
instance, lessons are designed to establish students prior knowledge, through pre-assessment, in order to
progress student learning (TfEL, 2010). This connects with domain 4.1 of the framework. In addition, domain
3.1 teach students how to learn is addressed through the use of multiple teaching strategies that allow
students to expand their strategies for thinking, learning and working collaboratively. This connects with
domain 3.4, promote dialogue as a means of learning which is addressed using open ended questioning in both
practical and theory components of the unit. Furthermore, student collaboration is also a key theme
throughout the unit which allows students to learn through interactions with others. TfEL (2010) suggests that
this form of learning positively influences students higher ordering thinking skills such as creative and critical
thinking. Finally, A student-centred inquiry approach allows students to participate in learning activities that
build rich conceptual information opposed to knowledge recall. This approach meets domain 3.2, foster deep
understanding and skilful action. Overall it is evident that TfEL has played a monumental role in designing and
implementing this curriculum.
Pedagogy

Understanding by design
The Understanding by Design model is implemented throughout the unit of work. This pedagogical strategy
allows students to have a deeper level of understanding of their content knowledge and links the theory and
practical components of the unit. This approach, as described by Wiggings (2005), encourages students to
implement content effectively for transfer and meaning. During their theory lessons, students must look at
big ideas and concepts in practice (Wiggins & McTighe, 2005). In badminton, when performing a forehand
over-head clear, students must draw on their biomechanical knowledge and be able to formulate a response if
asked to explain the biomechanical process. The Understand by design model requires learning outcomes to
be identified prior to the commencement of the unit as assessment and learning is then designed based on
these outcomes, encompassing a backward design approach (Wiggins & McTighe, 2005). Effective
questioning has allowed these intended learning outcomes to be achieved, as students are given focus points
for their thinking.

Inquiry-based

Inquiry-based learning serves as a major pedagogical approach of the unit in both theory and practical lessons.
Students participate in active learning through questioning, critical thinking and problem solving in an aim to
grasp a deeper understanding. As Dewey (Savery, 2015) states, education begins with the curiosity of the
learner, therefore, using an inquiry-based learning approach, learning is able to be student-centred,
encouraging students to find their own solutions and outcomes (Savery, 2015). Particularly in the practical
lessons of badminton, activities are broken down into game time and questioning. Students are able to reflect
on their performance, investigating solutions, creating new knowledge, (as information is collected and
comprehended), discussing findings and experiences, and reflecting on new found knowledge (Savery, 2015).
This same approach is used in lessons throughout the theory component, however, students are asked to also
analyse and research in a classroom setting. For example, a practical task involves students participating in a
game, practicing the over-head clear, play would stop and the teacher would ask a series of guiding questions.
Play would resume and students would put into practice their new knowledge and understanding, to
independently find the desired outcome through doing (Mitchel, Oslin & Griffin, 2013). In a theory lesson,
students are given a task and asked guided questions to then research independently to also find the desired
outcome. For the teacher to implement this pedagogical approach, they must act as both a facilitator of
learning (encouraging/expecting higher-order thinking) and a provider of information (Savery, 2015).

Game sense

To work in conjunction with Inquiry-based learning, the unit involves a Game Sense approach and Teaching
Game for Understanding. This allows students to create learning experiences that promote decision-making
and problem solving, as they are engaging in a guided-discovery learning environment (Breed & Spittle, 2012).
This is evident in the practical components of the unit, as activities are designed to bring about a
predetermined response by the students. When specifically looking at Badminton, skills such as the overhead
clear, the drop shot and the serve are taught in conjunction with the problem solving areas of the game.
Students will automatically develop an understanding of the rules, which enables the teacher to incorporate
tactical complexities (Hooper & Kruisselbrink, 2002). Through questioning and game modifications the teacher
can encourage students to recognise tactics and strategies of the game. Students responses and game
performance will act as a factor in determining the progression of the lesson and content (Hooper &
Kruisselbrink, 2002). Mosston and Ashworths inclusion teaching style was adopted throughout the unit. This
approach encourages teachers to design activities that increase the likelihood of success for every learner
(Mosston & Ashworth, 1986). Each lesson provides an environment in which each student is optimally
challenged and modifications can be made to games, to ensure maximum participation and provide authentic
learning experiences for a range of ability levels.

Differentiation
Differentiation allows for a variety of students needs to be met in the classroom, which is an essential element
of the any teaching pedagogy (Tomlinson, 2003). It is critical for the subject area of Physical Education to offer
a differentiated learning environment, as there is such a diverse range of skill levels and existing knowledge.
Throughout this unit plan there are many examples of differentiated learning occurring in the both the theory
and practical lessons. In their badminton lessons, students are often given the option to adjust game rules to
suit their level, for example, when engaging in a half-court singles game they can perform a regulation serve,
hit the shuttle over the net or throw the shuttle. Students levels of readiness, which is determined at the
commencement of the unit through a pre-assessment, will govern the progression of the lessons. Vygotskys
(1978) Zone of Proximal Development is referred to as part of a differentiated pedagogy, as finding students
optimal challenge point is achieved, effectively through Game Sense and Inquiry-based learning. Students
progress at a level that suits their knowledge and understanding while still reaching the same learning
outcomes required for the class. As part of a successful teaching pedagogy that caters for students readiness,
teachers must cater learning content towards the interest of the student (Tomlinson, 2003). By linking
questions to other sports students play, or famous sporting athletes students are interested in, their interests
levels will be increased. In a theory lesson, questions are linked to students past and present experiences,
where possible, and learning is also achieved through doing, catering for those kinaesthetic learners.

Multiple modes

To capture the importance of differentiation in the classroom, the theory and practical components of this unit
plan use multiple modes of instruction and teaching to cater for all learning styles. In the classroom, there are
a variety of different learning activities that create diversity and stimulate interest. Some examples of these
are worksheets, experiments, class discussion, small group work, lecture style teaching and learning through
doing. The South Australian Teaching for Effective Learning Framework (TfEL) (2016), links successful learning
outcomes with high levels of student engagement and opportunities for students to use a variety of
technologies (Pedagogy & Leadership Portfolio, 2016). Therefore, through multiple modes of instruction and
learning activities students are able to engage in inclusive practices in the classroom.
Assessment

Introduction to Assessment

This six-week unit follows the SACE assessment guidelines for Physical Education, and is split up into 2
assessment pieces Practical (Badminton) and Folio (Integrated Biomechanics). The outcomes for this unit align
with the performance standards set by SACE and are designed to allow students to demonstrate their learning
at the highest possible level of achievement. In order to do this, scaffolding must be done within both aspects
of the unit, and should be evident through various forms of assessment. Pre-assessment and formative
assessment are used as a tool throughout the unit to gauge current understanding and to inform instruction
for summative assessments. Pre-assessment, formative assessment and summative assessment will be
discussed in detail and with reference the SACE stage 1 Physical Education outline. Examples will be extracted
from the unit and its lessons, and will be justified using research and the SACE document (SACE, 2017).

Pre-assessment

Pre-assessment is an affective diagnostic tool to gauge students understanding, knowledge and interest with
regard to a specific topic. Pre-assessment is used to promote learning and recognise student readiness for a
particular aspect of the unit. Importantly, pre-assessment is not used for grading students. Instead information
gained from these tasks are used to inform future instruction to enable individual student progression
(Tomlinson & Moon, 2013). Throughout this unit pre-assessments are purposefully designed to gather
information regarding students current state of understanding in order to guide future instruction and
prescribe relevant and engaging learning experiences.

For instance, questioning is a common way in which pre-assessment is implemented within this unit. Examples
of this are evident in the early lessons of the unit where biomechanical based questions are asked. These
include:
What is Biomechanics?
What are Biomechanics used for?
Who can benefit from Biomechanics?

Furthermore, the badminton tactical knowledge test enables the teacher to customise certain learning tasks
for the group or individuals. This may be evident through the use of flexible grouping or constraints used for
particular tasks (Tomlinson, 2001). In addition, the teacher is able to view and monitor student performance in
terms of skills, knowledge and decision making using match play in the early lessons. This early match play can
be used as an effective pre-assessment in addition to questions. General capabilities such as leadership,
collaboration and initiative can also all be monitored during game play. In theory based lessons the use of
activities such as mind maps (Lesson 1, week 2) are useful pre-assessment tools that can inform teacher
instruction. In addition, these types of tasks can be built on in future lesson which can lead into
ongoing/formative assessment.

Formative/ongoing assessment

Formative assessments can be implemented using various tasks that will enable the teacher to gauge student
progression against the unit objectives. Tomlinson and McTighe (2006) state that more than one source of
formative assessment is required in order to determine whether students are meeting the objectives and aim
of the unit. Thus, a variety of purposefully designed classroom assessments are used to gather evidence to
help gauge student readiness, interest, and enthusiasm to their leaning. It is therefore important that
formative assessment is used consistently and throughout the unit.

Questioning, brainstorms, demonstrations, observations, exit cards, online journal and group work are all used
throughout this unit to provide formative assessment. These activities have been purposefully designed to
engage students in learning and to promote student understanding. These tasks enable the teacher to assess
whether students are progressing appropriately with regard to individual lesson or overall unit outcomes
(Kitts, 2003). For example, exit cards are beneficial are an effective ongoing strategy to see if lesson intentions
were met or not. Furthermore, exit cards can be useful tools to form instructional groups for the following
lesson and to consolidate learning (Jarvis, 2017). In addition, open and closed questioning enable students to
elaborate on their own learning, knowledge and ideas, as well as being able to communicate any points that
are not completely understood. In a practical sense questioning, discussion, constraints based play and match
play are all used to formatively assess ongoing student progression.
These assessment types are used in order to assess:

Tactical awareness, such as:

Shot selection
Shot placement
Understanding of game play, such as:
Rules
Movements
Offensive tactics
Defensive tactics
General capabilitys such as:
Role performance(umpiring/coaching/scoring)
Independence
Leadership.

Another formative assessment that will be used in practical lessons is the Game Performance Assessment
instrument (GPAI). This instrument allows students to peer-assess skill performance and then calculate their
observed effectiveness within the game. Using peer feedback students are able to determine the part of their
game that requires improvement (Mitchell, 2016). Using peer feedback allows students to critically examine
aspects of game play that will enable themselves as well as their peers improve game performance. In
addition, the teacher can use this as a form of ongoing assessment for students.

Summative assessment

Both theory and practical summative assessment pieces are developed to fit in with the SACE requirements for
a Physical Education unit, and are to be marked against the performance standards of Stage 1 SACE Physical
Education (SACE, 2017). The biomechanical assessment piece has been created in accordance with the SACE
Stage 1 assessment type 2 Integrated task. The integrated task will meet the criteria set by SACE, and is
specifically tailored to meet the performance standards of Knowledge and Understanding and Analysis and
Reflection (SACE, 2017).

As the summative assessment task is significant to the practical assessment piece, it exposes students to a
broader thought process when thinking about the topic. Therefore, the assessment becomes an authentic
learning experience and provides students with an in-depth understanding and therefore more is learned by
the student (Tomlinson and McTighe, 2006). Furthermore, the open-ended nature of the task enables students
to personalise responses whilst meeting the set criteria. This approach to learning increases student
motivation, interest and engagement (Hammond, et al., 2009).

The practical assessment is created to conform to the SACE Stage 1 assessment type 1 Practical. In order to
assist with marking of this, a specific skills criteria sheet will be used, as well as the SACE provided rubric (refer
to appendix 16) (SACE, 2017).
In order to meet the standard at a reasonable level, students will need to demonstrate a range of practical
skills, have understanding on the rules and tactics of game play, and show initiative on and leadership on the
court. Skills actions to be assessed include:
High serve
Short serve
Overhead clear
Overhead drop shot
Smash
Net shots
Game play
Tactical and game awareness
Decision making in both singles and doubles
Contribution to the class environment
Leadership on and off the court.
References

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Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.

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Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.

Appendices

Appendix 1- Badminton Tactical Knowledge Test

Name: Name:
Test 1 Date: Test 2 Date:

Badminton experience (circle most appropriate Badminton experience (circle most

answer) appropriate answer)

None School/PE Club/Juniors Club/Seniors None School/PE Club/Juniors Club/Seniors

League/State League/State

Q1 What are the 5 phases of play? Q1 What are the 5 phases of play?

Q2 For each phase of play what is one tactical Q2 For each phase of play what is one tactical
problem confronting players? problem confronting players?

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Q3 List 3 skills associated with badminton Q3 List 3 skills associated with badminton
(attacking skills) (attacking skills)

Q4 List 3 off the shuttle skills for badminton Q4 List 3 off the shuttle skills for badminton
(defensive skills) (defensive skills)

Q5 Describe 3 badminton strategies Q5 Describe 3 badminton strategies

Q6 Is there another sport where this strategy Q6 Is there another sport where this strategy
also applies? How does it apply? also applies? How does it apply?
Appendix 2- Olympic charts (100m sprint vs freestyle)
Appendix 3- Online Learning Journal

1. Students choose a free online blog tool; google blogger is recommended if students have no
prior experience
2. Each week, in the second practical lesson, students will be provided with questions to answer
in their online learning journal
a. These questions will reflect the weeks learning
3. Students will respond to the answers on their blog
4. Before the next lesson, the teacher will access the blogs and respond to student answers
a. Responses may include teachers asking students if they need extra help with a certain
concept if their answer is unclear
b. This is a good tool for ongoing assessment
5. The teacher will used these journals to inform differentiation and assessment for future
lessons.
Appendix 4: Motion PowerPoint
Appendix 5: Types of motion worksheet
Appendix 6: Motion mind map example
Appendix 7- Projectiles worksheet

Projectile Motion
1. Define projectile motion.

2. Given your definition, how could you argue that an aeroplane or rocket is not considered

a projectile.

3. How does gravity affect the motion of a projectile?

4. Explain how air resistance influences a projectile.

5. What is the optimum angle of release? Why?

6. How do height of release and speed of release influence a projectile?

7. To achieve the same throw (distance) using a lower release angle, what must happen to

the speed of release and why?

8. The optimum release angle for long jump should be 45 degrees as the take off and

landing height are the same. So why is the optimum take off angle closer to 22

degrees?

9. How might projectile motion influence a badminton shot? (Why can you hit a shuttle

hard and it doesnt go very far?)

Appendix 8 Summation of forces activity

The effect of force summation on throwing a ball

Aim: To determine if applying the principle of force summation affects the distance a ball is
thrown.

Equipment:
- Tennis ball
- Measuring tape
- Pen and paper

Method:

1. Throw 3 balls in succession using the technique in shown in activity 2.

2. Using the tape measure, record where the ball lands for the 3 attempts and
calculate the average.
3. Repeat step 1-2 using activity 2-5.

Results:
Thrower Activity 1 Activity 2 Activity 3
1 2 3 Ave 1 2 3 Ave 1 2 3 Ave

Activity 4 Activity 5
1 2 3 Ave 1 2 3 Ave

Questions:
In which attempt were you able to throw the shuttle furthest?
Can you explain why?

Appendix 9 Summation of Forces Worksheet

Page 46 of 56 Stage 1 Physical Education school-developed LAP form

Ref: A596979 (created January 2017)
SACE Board of South Australia 2015
 Examination of an overhead clear

Identify, using
the names
listed below,
the correct
sequence of
body
segments needed in this badminton
example to ensure maximum force is applied to the shuttle.

Trunk, elbow, wrist, hips/legs, shoulder

Appendix 10 Newtons Laws Learning Stations and Worksheet
WORKSHEET: Adapted from
http://www.pdesas.org/module/content/resources/13323/view.ashx

Year 11
Newtons Laws of Motion Worksheet

Name: _______________

Directions: After you complete a station, answer the following questions.

Station 1: Move and Freeze

1. Which of Newtons laws applied to this station?

2. Which way (running or walking) was it more difficult to stop? Why?

Station 2: Piggyback
1. Which of Newtons laws applied to this station?

2. Which way (alone or piggyback) did you have a faster time? Why?

Station 3: Launch it
1. Which of Newtons Laws applied to this situation?

2. What happened to the ball? Why?

Appendix 11: Example of Reviews Mind Map

Appendix 12- Folio task outline
STAGE 1 PHYSICAL EDUCATION
ASSESSMENT TYPE 2: FOLIO
Integrated task Biomechanics of Badminton
- Name:__________________________
- School__________________________
-
- Task
- You are coaching a high school badminton team and want to improve a particular skill that the team is
struggling with. To complete this task you are required to use your knowledge biomechanical principals
learnt within the theory lessons of stage 1 physical education to help improve a chosen skill. You must
produce a 750 to 1000 word biomechanical report on an optimal badminton shot of your choice. You will
need to break down the skill into stages, as well as demonstrate your knowledge of the biomechanical
principals.
-
- It is important to use correct biomechanical terminology and to describe the shot in detail in order to
efficiently analyse and explain which biomechanical concepts have an influence on the performance of your
chosen skill. Analysis of the shot must therefore be insightful and include all phases of the skill.
- You may choose to include images and diagrams to help your report.
-
Guidelines (step by step)
1) Choose and introduce your skilled shot:
o Serve
o Smash
o Overhead clear
o Underarm Clear
o Overhead drop shot
Include a description of your skill.
Where is it used within a game?
2) Break down the skilled shot into its stages:
o Preparation
o Action
o Follow through
3) Analyse each stage:
Analyse each stage in depth, and with reference to the biomechanical principals learnt within Stage 1
Physical education. (Below are examples of principals you may choose to use.)
4) Conclusion:
Conclude your report with a quick summary of your findings on your chosen skill.
5) Bibliography/Reference list:
A bibliography/reference list including at least 5 reputable recourses (books, websites, coaching manuals)
must be included.
6) You are required to bring your finished copy with you in the last lesson
-

Ideas of biomechanical concepts to include, are:

Types of motion
- Linear
- Angular
- General
- Projectile (angle, velocity and height)
Speed, velocity and acceleration
 Principles of balance
- Centre of gravity
- Line of gravity
- Base of support
- Static and dynamic equilibrium
Summation of forces
Levers
- 1st, 2nd and 3rd class
Newtons laws of motion
- Inertia
- Force and acceleration
- Action and reaction
Appendix 13- Performance standards

Performance Standards for Stage 1 Physical Education

Assessment type 2- Folio

Knowledge Practical Initiative and

- Analysis and Reflection
and Skills Collaboration
Understanding Application Insightful and proactive analysis of, and
A reflection on, practical techniques and
performance.

Clear and accurate

knowledge and .
understanding of Thorough and focused use of information from
appropriate different sources, with appropriate
terminology. acknowledgment.

B Well-considered and mostly proactive analysis

of, and reflection on, practical techniques and
performance.

Mostly clear
knowledge and
understanding of Mostly focused use of information from
appropriate different sources, with appropriate
terminology. acknowledgment.

C Considered and sometimes proactive analysis

of, and reflection on, some aspects of practical
techniques and performance.

Competent
knowledge and
understanding of
appropriate Competent use of information from different
terminology. sources, with appropriate acknowledgment.

D Consideration and description of some

aspects of practical techniques and
performance.

Some recognition and

understanding of
basic terminology that
may be appropriate.
Some use of information from more than one
source, with some attempted
acknowledgment.

E Description of one or more aspects of practical

techniques or performance.

Limited awareness of
basic terminology that . Attempted use of information from a source,
may be appropriate. with limited acknowledgment.

Appendix 14: Jigsaw activity: Improved technology and performance

 Students form home-groups (groups of 3) and each group member chooses one of the
following options:
o Clothing
o Equipment Design
o Facilities
Students that choose the same option (clothing, equipment design or facilities) come together
to form a expert group
The expert group works together to answer the following questions:
o How has it developed over the years?
o How can it improve performance?
o Provide examples
After a specified amount of time students reform their home-groups.
Each home-group should have an expert in one of the options provided
Students then teach their home-group about their expert area
Appendix 15: Badminton Specific Skills Criteria
Students Name:
The following specific skills criteria are to be used by teachers in competition or game situations to inform their judgments against the
performance standards in the subject outline:
Specific features Specific skills Grade Level

PSA1 Serving (High / Short / Flick)

Proficiency in the Ability to consistently:
performance of Serve with control and variation in height, speed, direction
physical activities, and placement
with reference to
specific skill Overhead Shots (Clear / Smash / Drop Shot)
criteria. Ability to consistently:
Use identical technique to place shuttle away from opponent
applying the appropriate disguise, force and trajectory
PSA2
Interpretation and Net Shots (Lift / Kill / Drop)
application of skills, Ability to consistently:
specific concepts, Use identical technique to place shuttle away from opponent
ideas, strategies, applying the appropriate disguise, force and trajectory
and techniques, in
a practical context. Singles Play
Ability to consistently:
Employ a variety of appropriate shots in attack and defence
in response to opponents strengths and weaknesses
Cover the court effectively to get to the shuttle early and
recover quickly to base
Doubles Play
Ability to consistently:
Employ a variety of appropriate shots in attack and defence
in response to opponents strengths and weaknesses
Apply when appropriate effective attacking and defensive
formations utilizing effective communication and teamwork
Fitness
Ability to consistently:
Maintain performance for the duration of the match to
demonstrate match fitness

IC1 Independence
Initiative, self- Ability to consistently:
reliance, and Act independently to demonstrate initiative and improvement
leadership in where appropriate (e.g. practice drills, games, equipment
practical activities. handling etc.)
Leadership / Initiation of tactics
IC2 Ability to consistently:
Interpersonal and Use tactics effectively in game situations to demonstrate
collaborative skills leadership and understanding of game strategy
in team situations.
Demonstrate leadership in a variety of situations
General Contribution
Ability to consistently:
Perform specialist roles contributing to the morale and
etiquette of the sport through appropriate communication
Demonstrate determination and perseverance in all practical
tasks
Work collaboratively in various scenarios to improve
individual and/or team performance
Appendix 16 GPAI