Health and Physical Education Year 4 Unit 1

Unit Title:

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and combine movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Content Descriptions

Assessment (A)

☐ Being healthy, safe and active

☐ Communicating and interacting for health and well being

☐ Contributing to healthy and active communities

☐ Moving our body

☐ Understanding movement

☐ Learning through movement

Activity 1: Investigate throwing distances and record how far they can throw underarm and overarm. (Explore)

Activity 2: Students experience using one hand and two hand catching, they will complete as many catches as possible in one minute and record the total number of catches. (Explore)

Activity 3: Explore using different types of striking instruments to hit a stationary ball, moving ball and using one and two hands on the instrument. (Explore)

Adobe Voice Journal- students keep a journal throughout the Hit it, catch it, field it, throw it Unit using the Adobe Voice Journal App, students will voice record and embed action pictures of how they explored and applied the fundamental movements to produce the skills of throwing, hitting and fielding. Students will explain and elaborate movements sequences/ patterns and evaluate strategies when playing modified throwing, catching, fielding and striking games.

Students will perform and combine specialised movements skills (throwing, catching, fielding and striking)and apply inclusive practices to implement offensive and defensive strategies in modified 2 Ball T-Ball.

Specialised Movement Skills Criteria:

Controlled throwing and catching on the run: consistent accuracy of throw and hand positioning when catching.

Fielding – ground balls, fly balls, hands ready, body behind the ball

hitting ball of tee – grip, feet position, side on, eyes on the ball, distance from tee.

Striking – bunting, distance, placement

☐ Food and nutrition (FN)

☐ Health benefits of physical activity (HBPA)

☐ Mental health and wellbeing (MH)

☐ Relationships and sexuality (RS)

☐ Safety (S)

☐ Challenge and adventure activities (CA)

☐ Lifelong physical activities (LLPA)

☐ Rhythmic and expressive activities (RE)

☐ Leader and Collaborator

☐ Quality Producer

☐ Asia and Australia’s Engagement with Asia

☐ Sustainability Education

☐ Ethical Understanding

☐ Personal and Social Capability

The importance of Country and Place to Aboriginal and /or Torres Strait Islander peoples who belong to a local area (ACHHK060)

Identify sources (ACHHS215)

Digital Technologies Processes and Production Skills

Situational Context of Unit

☐ General Classroom Teacher - HPE Combination 2.5 hours

☐ HPE Specialist in addition to Classroom Teacher

PE Component(specialist) 1 hr PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) ...hrs
Additional information: 9 hours

Students will participate in various Games from the Teaching Resource Yulunga: Traditional Indigenous Games presents a selection of games and activities played in Australian Aboriginal and Torres Strait Islander societies. Traditional pastimes have been included along with some more ‘modern’ activities in throwing, catching, fielding and hitting small balls.

Students are required to throw the ball(s) as close to the target ball as possible or alternately you can use tape or chalk to mark the target. Divide the playing area into quarters and separate the class into four teams, allow students to investigate the different types of throws.

What type of throwing did you use during the game of Boccia?

Which throw was more successful?

Why do you think this type of throw was successful?

Can anybody explain how you completed the throw successfully?

Activity 2-Bowitgee (Catching)

The class is divided into groups of 6-8, Players pass the bowitgee (tennis ball or bean bag) among themselves while moving around in the grid area. The group counts the number of passes made in a designated period of time (for example, 60 seconds). The bowitgee must not be handed from player to player (passes must be at least 3 metres).

How many hands did you use to catch the ball?

What did your hands look like?

Was it easier to catch/ throw while you were moving or stationary? Why/ why not?

Activity 3-Kalq (Striking)

This is a cooperative team game in which players use a bat or racquet to continuously hit (volley) a ball in the air.• Players stand in a circle.The aim of the game is to attempt to hit (volley) the ball without it hitting the ground. The ball may not bounce on the ground between hits. An underarm hitting action is the most successful and the ball must go above head height and travel at least 2 metres to another player — players will take turns to hit the ball in the air. For younger players two hits — one to control the

ball and a second to pass it — may be used.

Extension- increase the distance of players, only allow students to use a cricket bat and then the racquet

Class Discussion- inquiry based questions

Which piece of equipment do you think was ‘easier’ to hit the ball? Why?

Hold did you hold the striking equipment? Did it vary from one striking equipment to the other?

which striking equipment did you prefer? Why?

Players are in teams at each end of the playing area. Each team rolls their koolchees underarm (roll along the ground) towards the opposing team. The game is a continuous activity. The idea of the game is to hit a koolchee rolled by a player from the other team. Each player has a number of koolchees and each team has a large central supply in a bin/basket. Players may only use one

koolchee at a time. Hits made within 3 metres of the line marked at each end of the playing area do not count.

Class Discussion-inquiry based questions

Recall the type of throwing? How/ why?

How did you stop the balls from rolling away? What did your hands look like?

Did you only use your hands?

When do you use one or two hands to stop the ball?

Activity 1

Activity 3

Student Resources

Throughout the following activities the teacher will facilitate the closed environment learning, through modelling and demonstrating Overarm Throwing, Underarm Throwing, Catching with baskets (fingers down), catching with windows (fingers up), hand positioning when striking (‘V’ grip). Students will practice in a controlled environment, where peer tutoring and self reflection will occur when completing throwing, striking and catching tasks.

Two or more teams working in parallel throw tennis balls at a large target ball and try to move the target ball over a goal line. (4 or more players per teams

Players try progressively harder catching challenges and tricks on their own, in pairs and in groups of 3. Many variations are possible. Extension- Wall Tennis

Tennis balls, measuring tapes, stop watches

Bombard http://www.ausport.gov.au/__data/assets/pdf_file/0010/74485/bombard.pdf
Catching Challenge

http://www.ausport.gov.au/__data/assets/pdf_file/0017/101852/catchingchallenge.pdf

Wall Tennis

Six and safe

Ipad- ADOBE VOICE

Student Resources

Underarm throw- peace fingers on ball, ball to pocket, opposite foot forward, hitting- v grips on striking equipment (thumb and fingers make the ‘v’), overarm throw- peace fingers, elbow above shoulder, opposite foot forward, take aim with non-dominant hand

The Explain Phase will be 2 weeks in duration, students will be able to identify and demonstrate the coaching cues behind the movements of ‘throwing, catching, hitting and fielding.’ Students will continue their Progressive Journal via the explanation of the specified movements and demonstrations of the coaching cues through voice recording and action shots on the Adobe Voice App.

Students will participate in rotations, three large groups and time will be given for journal entries between the rotations.

Throwing & Catching

Diyari Koolchee-Players place a skittle 1–3 metres from a wall. From a line 5–10 metres in front of the wall players roll up to five tennis balls in a turn to rebound off the wall and attempt to knock over the skittle. The fewer the number of balls used to

knock over the skittle the better.

Tennis balls, hula hoops, striking equipment, markers

Indigenous Games

http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.pdf

Over the Pit

Hit and Catch

Engage All

Ipad- ADOBE VOICE

Students will complete this element by partaking in a series of modified team games, that will challenge students to combine specialised movements (throw, catch, hit and field) and apply concepts of space and cooperative strategies.

Games for Understanding

Game 1: Find the Goal Line

Game: D1 & D2

Game 2: Continues Cricket

A ball is bowled underarm to a batter who hits the ball and runs between 2 wickets. The bowler can bowl at any time and the next batter must be ready to face the bowler.
Students will elaborate through their Progressive Journal how they executed combined movements and strategies within each of the modified games. A class discussion will take place about the different combined movements and strategies that were involved in each game and students will be given time for reflection to occur after each game.

Find the Goal Line

D1 & D2

Continuous Cricket

Aussie T-Ball Manual

Ipad- ADOBE VOICE

Students will be asked to perform and combine specialised movement skills (throw, catch, field and hit) and apply concepts of space and cooperative strategies in a modified game of Two Ball T-Ball. Two Ball T-Ball operates under the following rules; each batter will hit two balls and only has one opportunity to score 5 points for a home run (If the batter runs to 1st base- I pt, 2nd base- 2pts and 3rd base- 3pts), fielders are ‘stuck in mud’ on the first ball that is hit and when the second ball is hit, all fielders are able to move towards the balls and return both balls to the home base. Batters are encouraged to find space and use strategies to hit the ball away from the fielders. Fielders are encouraged to use offensive and defensive strategies when moving to field positions or making decisions to field with one/ two hands or use an overarm/ underarm throw. Students will need to be aware of other team members and game rules (home run, boundaries, running to bases) to demonstrate fair play and provide an inclusive environment for all team members.

Aussie T-Ball Manual

Student Resources

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and combine movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Two Ball T-Ball operates under the following rules; each batter will hit two balls and only has one opportunity to score 5 points for a home run (If the batter runs to 1st base- I pt, 2nd base- 2pts and 3rd base- 3pts), fielders are ‘stuck in mud’ on the first ball that is hit and when the second ball is hit, all fielders are able to move towards the balls and return both balls to the home base. Batters are encouraged to find space and use strategies to hit the ball away from the fielders. Fielders are encouraged to use offensive and defensive strategies when moving to field positions or making decisions to field with one/ two hands or use an overarm/ underarm throw.

Students will need to be aware of other team members and game rules (home run, boundaries, running to bases) to demonstrate fair play and provide an inclusive environment for all team members.

• 
  Refined throwing and catching stationary and on the run: choice of throw and hand positioning when catching, refined and control.
  
• 
  Fielding –hands ready, body behind the ball to retrieve ground balls/fly balls,
  
• 
  Hitting ball off tee – grip, feet position, side on, eyes on the ball, distance from tee.
  
• 
  Striking – bunting, distance, placement including selection of strike, force, space
  

Striking – bunting, distance, placement including selection of strike, force, space