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UNIT OUTLINE
Unit description: The aim of this unit will be to introduce students to different sports from around the world both theoretically and practically. Students will
have the opportunity to experience a wide range of activities from various parts of the world and briefly learn their history and the impact that they have had on
society. The major assessment for this subject will be the students practical ability participating in the sports and an assignment looking in depth at a sport of
their choice.
Unit learning intentions:
- Perform a range of sports from various areas throughout the world.
- Learn of the impact that these sports have had on society and how they have changed from their foundations.
- Tactics involved within the sport and how their fundamental skills may be applied within a game setting.

All students will be able to:

Most students will be able to: Some students will be able to:
AusVELS- Level 6 AusVELS- Level 7 AusVELS- Level 8
- Students use strategic thinking, communication and
cooperation to enhance performance and participation in
order to improve game performance.
- Students explore their own and others views about health
and suggest what it might mean for certain groups of people.
- Students explore the similarities and differences in the
values and beliefs of a range of individuals and groups
- Students explore views about fitness and suggest what fitness
might mean to various groups in society
- Students engage in activities, which develop strategic thinking
and tactical knowledge to improve individual and team
performance in competitive sports or games.
- Participate in activities, which enable students to identify the
differing values and beliefs held by individuals in local, national
and global contexts, and reflect on the impact these may have
on relationships.
- Students explore views about fitness and suggest what
fitness might mean to various groups in society.
- Students engage in activities that develop strategic thinking
and tactical knowledge to improve individual and team
performance in competitive sports or games.
- Students participate in activities which enable them to
identify the differing values and beliefs held by individuals in
local, national and global contexts.

Assessments:
Formative assessment in the form of a rubric that assesses the unit learning intentions. Students will be observed within class and skill level


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assessed in relation to the rubric along with their Sports from Around the World.

Click here for lesson folders
LESSON CONTENT LEARNING ACTIVITIES RESOURCES

LEARNING
INTENTIONS

1

Introduction to
Sports Around
the World




Introduce students to the unit and the learning outcomes
that they will work to achieve.

ARM LINKED CLASS~
- Get the class gather in a large circle and link arms with
each hand holding onto another individuals hand,
meaning both hands cant be holding another students
two hands. Students race against the other class to get
themselves in a full circle without disconnecting hands.
- Further activities at the teachers discretion may be
played that instigate student interaction. Introduction type
activities that allow for a building of rapport between
students and teachers alike.

CIRCLE WORK~
- Circle work is done with both classes and is used to set
out classroom expectations and the rubric that students
will be assessed on throughout the personal development
class.
Scrapbooks
Laptops

What? Introduction to
the Sports from around
the world unit

Why? So that students
are fully aware of the
expectation on them
throughout the unit.

How? Through
introducing students to
the unit as a whole and
the assessment rubric
which they will be
graded on.




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SCRAPBOOKS~
- Give students the opportunity to set up their scrapbooks
with the topic Sports from around the World having a title
page. Further hand out rubrics that ensure students know
how theyll be assessed. They paste this on the back of
the front cover of their scrapbook.

- Get students to join Edmodo. Students will be told that
after their lesson each week an information sheet about
the next sport they participate in will be up on Edmodo for
students to read up on.

2
Sports at the
Olympics- Track
and Field



Introduction~
Origins of running races go back to the Olympics in
ancient Greece when participants would race to win olive
branches.

Warm Up~
Cat and Mouse-
Students get a partner who they believe to be of similar
ability. Partners line up 5 meters apart with a line placed
20 meters either side of each participant. The teacher
yells out whether the cats or mouse runs towards their
lines.


Introduction Discuss technique that includes
- Stance
- Crouch position-finger placement, knee positions
and reaction time cues(eye position)
Scrapbooks
Laptops
Cones
Sashes

What? Track and Field
events, in particular
running, and their origins
and implementation.

Why? Due to running
being a fundamental skill
in many different sports.

How? Through
practicing the particular
skils.



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- Explosive start- Leg drive, arm positions and body
posture
- Weight Transfer
- Finish line technique

Running Circuit~
A 5 station circuit that helps to create proper running
technique.
1. High Knees
2. Agility Ladder
3. High Knee Step
4. Jog-stride-jog
5. 20 meter accelerations

Beach Flag Races~
Students lie on their stomachs and initially run through
the 30 meters trying to beat everyone else. After about 6
goes through add in the competition of students
attempting to retrieve a pre determined amount of cones.
Students progress through round with the students who
fail to retrieve a cone competing in subsequent rounds.

Student Relays~
In groups of 5 or six get students to perform relays using
different types of movements and activities whilst they
race. Have students run various distances and add in
tasks that the students must perform as a team.

Conclusion and Pack Up~
Discussion on skills learnt and packing up all of the
equipment used.


5
3
Values in Sports-
The Olympics




Introduction~

Students watch Birth of the Olympic Games:
http://www.youtube.com/watch?v=K8ztMlmavBw
Olympic Legacy
http://www.youtube.com/watch?v=mhU6z8ewSjk
What is legacy?
In terms of Olympic games? How the games are
remembered. .

PowerPoint Presentation~
PowerPoint (attached in lesson folders)
Students note down important information (as stated by
the teacher)

Activity One~
Students complete activity, based on the Olympic Rings
(attached)
(10mins)
Activity Two ~
Scrapbooks
Laptops

What? The values that
the Olympics hold to be
true and their impact on
participation in sport.

Why? The message of
participation and fun
within sport that is
fundamental to student
based sport.

How? Through
Investigation of the
Olympics and its values,
and further its impact on
society.



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Students complete activity two, looking at the importance
of the Beijing Games. (attached)
(15mins)

Reflection and Pack Up~
Students pack up all equipment and write a reflection
within their scrapbook of 2 things that they learnt.



4
The Olympics-
Brief History and
Athlete Inquiry
Session



Introduction~
Introduction about the Olympics in the modern era and
the opportunity that it provides for different communities.
Further go in to the Germans and how much effort they
put into succeeding at the Olympics post WW2, and the
way in which Australia did leading to the 2000 Olympics.

Investigative Activity~
Students now must break into groups of four and pick an
Olympian who has achieved greatness at the Olympics,
answering the following questions on their choice.

- Who their athlete is and where they came from?
- The event they took part in? and further a brief
description of their event and why they were so good at
it?
- Any medals and achievements that they had?
- Any other relevant information that they feel they can
add to the presentation.
Scrapbooks
Laptops
Presentation Area

What? Athletes involved
within sport and what
makes them good at their
chosen sport.

Why? So that students
can actively reflect on
performance and make
observable comments
about the performance.

How? Through
investigating and
inquiring about certain
athletes and their
performance.



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At the end of class allow for 30 minutes to let all the
groups present their findings to the rest of the class.
Everyone in the group must participate and show that
they have adhered to the rubric printed on the front of
their scrapbook.

Conclusion~
Pack up and allow for students to print off their
presentations to stick in their scrapbooks.


5

Team Sports-
Soccer




Introduction~
The origin of the game is unknown due to many ancient
games having rules and concepts that are found
throughout football or soccer. Greek, Egyptian and
Chinese games involved soccer like qualities. Good
chance to discuss how as a global community we are
constantly sharing concepts and techniques to different
sports.

SEPEP INDOOR SOCCER~
Students will participate in a shortened sepep version of
indoor soccer. The class will be broken into 3 teams with
each team playing the others once and umpiring the other
game. The teams will then play off in a grand final with
the winners winning some sort of reward.
Each Team Must:
- Come up with a team name.
- Appoint a team captain
Scrapbooks

Laptops

Whisltes

Cones

Soccer goals

Soccer Balls

Team Bibs

Whiteboard to record
results.

What? A SEPEP soccer
tournament run by the
students.

Why? So that
participants can value to
role of officials and their
role within sport.

How? Through the
running of a SEPE
Indoor Soccer
tournament.



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- All help out with the officiating of subsequent games.

Extra points will be rewarded to teams that work best to
cover all of these points.

Reflection and Pack Up~
Reflect on the class with students helping to pack up all
equipment.

6
Team Sports-
Dances from
around the world




Introduction~
Introduce the idea of dances being from around the world
and that the two dances performed today are from
Germany heel toe polka and Serbia The Kolo.

Warm Up~
The warm up with be musical dice roll. Students dance
using the movement that the teachers choose in a
clockwise motion. When the music stops they run towards
one of the six stations, with the dice being representative
of each six stations. The station that the dice lands on
ahs to perform some sort of dance in front of the entire
group. For example an interpretive dance of an egg
hatching.

Students will explore a range of dances, including:

Heel and Toe Polka
The Kolo
See resource folder for steps
Scrapbooks

Laptops

The Kolo and Heel Toe
Polka Dances Sheet

What? Performing
dances from different
parts of the world.

Why? Due to the amount
of dances that there are
and how different
cultures and parts of the
world have influenced
dance.

How? Participating in a
wide range of dance
activities.



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Teacher demonstrates to the class step by step the
sequence of movements involved.
Class performs the Heel and Toe Polka first as a whole
group then progress to Seven Jumps.

Reflection and Pack Up~

7
Team Sport- Field
Hockey





Introduction~
The modern day game was developed in the British isles,
and is the reason that the game can be seen being
played majority by countries that are within the
commonwealth.

Warm up~
- Dynamic and ensuring students stretch essential
muscles

Rob the nest/ dribbling
- Students are split into 4 groups
- 25 balls are in the hoop between the 4 groups
- 1 student at a time from each group runs into the
middle collects a ball and dribbles it back to their
group
- Once they return next member of group can go
- Once all the balls have been collected from the
Scrapbooks
Laptops
Hockey Goals
Cones
Hockey Sticks
Soft Hockey Balls

What? Investigating field
hockey and the skills
involved in its
implementation

Why? The link that Field
Hockey has with nations
and their links to the
British empire.

How? Through actively
investigating the sport
and the skills required to
participate within it.



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middle hoop groups can steal from each other
Modifications:
- Increase or decrease playing area
- Introduce 2 balls
- Decrease or increase goal size
Teaching Points
- Stick close while defending
- Eyes up while dribbling
- Push ball with knees bent


Defensive work~
- Steal the ball
- Hit the lead
- Numbers/ Modified game
Teaching points:
- Strike ball with bent knees
- Watch the ball onto the stick
- Focus on accuracy not power
- Eyes up
- Stick close when defending
- Hitting direction is consistent
-
Steal the Ball~
- Students are split into 2 teams, 1 team with a ball,
1 without
- The team with the balls dribble around the


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designated area with the other team shadowing
them
- On the whistle the defending team attempts to
steal the ball and maintain possession if they
manage to do so
- Activity progresses to a point where defending
team must prevent attacking team from scoring as
many goals as they can in a 1 minute period
- Teams swap roles
Modifications
- Increase or decrease playing area
- Alter numbers on teams
- More or less goals
Teaching Points
- Ball control
- Stick close when defending
- Push ball with knees bent

Hit the lead~
- Students are in 2 groups, a passing group and a
receiving group
- The first student in the receiving group takes off in
a straight line run
- The corresponding student in the passing group
attempts to weight a pass perfectly in front of the
running student
- Passing student then joins the receiving line while
receiver either joins passing line or rotates to a
position of passive defender


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Modifications
- Add goals in to finish the move
- Walking lead
- Obstacles in the way
Teaching Points
- Push off outside foot when leading
- Run into space
- Eyes forward while running

Dribbling Relays~
Break students into groups of five and allow them to
participate in relays that use the different dribbling
techniques and rules involved within the game. Eg. Not
allowed to kick the ball or use the back of the stick.

Reflection and Pack Up~
Reflect on the class with students helping to pack up all
equipment.

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Create a Game





Introduction to the class~
Students get introduced to the class and shown the
activity that they will be working on in pairs.

Create a Game~
Students are to in their pairs create a game that
encompasses different aspects of a wide range of sports
and activities. The game will be presented in the last
class of the unit with the best game being played as voted
by their peers. Students will be marked on-
Scrapbooks
Laptops

What? Students creating
their own games using
games that they currently
know of or participate in.

Why? To investigate
what it takes to create a
game, and further
implement it within a
population.

How? Through students
creating their own games
and presenting them to


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- How well they present their game.
-The games rules and regulations being present.
- Links to other sports and games.
- Peer review of the game through socrative.
- If all the components are addressed.

Conclusion~
Students will have the entire class to work on this with it
being due in the last class of the unit.

the class.


9

Individual Sport-
Lacrosse




Introduction~
Introduce the game of Lacrosse and its link to Native
Americans.

PARTNER ROLL
10 MINS
Description:
- Students split into pairs and stand on cones
opposite each other
- One student has a ball and rolls it to their partner
who has lacrosse stick
- Student with stick it to pick up ground ball and then
throw it back to their partner
- 10 turns each then swap roles
- After both have had a go move one cone back 2m
and repeat

Teaching Points:
- Bend knees get down low
- Head of stick touch ground right behind ball

Scrapbooks
Laptops
LaCrosse Goals
Softcrosse Sticks
Softcrosse Balls





What? The sport of
Lacrosse and its ;links to
native Americans.

Why? The spirituality
and importance placed
on Lacrosse in terms of
links to the Native
American people.

How? Investigating the
sports past and skills
required to play it.



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- Scoop through/ shovel action



STEP BACK
10 Mins
Description:
- Students split into pairs and stand on cones
opposite each other
- Student with ball rolls it along ground for their
partner to scoop up
- Partner scoops it up then uses stick to roll it back
so partner can scoop it.
- After 5 successful pick-ups in a row then both take
2 steps back with their cones and process
continues
- If 5 unsuccessful pick-ups in a row take two steps
forward
Teaching Points:
- Eyes on ball
- Get down low-bend knees
- Top hand to control lift


Modifications:
Easier:
- Use larger balls
- Start off at closer distance
- Use hands to roll ball
Safety:
- Hazards marked/cleared
- Students spread out evenly


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- Sticks used appropriately
- Balls rolled at partners only


4 LINE SHOTS
20 Mins
Description:
- 1
st
student in line B passes ball to student on A
and follows pass
- C passes ball onto running student A
- Student A receive the ball takes a couple of steps
and shoots
- A collects ball and joins back of line B
- Student C joins back of line A
- Same is happening on other side
- Each student also has a partner who is to peer
teach/assist each other on correcting technique
when time for it is called
Teaching Points:
- Balance before shoot
- Opposite foot forward
- Aim at target
Modifications:
Easier:
- Slow pace
- Close shots
- Larger goal
Harder:
- Fast pace
- Have a goal keeper
- Longer shots
Safety:


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- Students shoot one at a time
- Dont shoot until area is clear
- Students spread out appropriately
- Hazards marked/cleared


END BALL
20 Mins
Description:
o Students split up into 2 even teams
- Each team must pass ball around using sticks and
try to score
- Can score by catching ball inside your teams end
zone
- Opposition not allow into your end zone
- Defend from 1m away
- Hole ball for 3 secs only
Teaching Points:
- Work together
- Talk to teammates
- Make triangles
- Dont hold ball for too long
Modifications:
Easier:
o Unlimited hold time
o Defenders further back
o No contact
Harder:
o Smaller end zone
o 2 secs hold time
o More balls
Safety:


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- Hazards marked/cleared
- Sticks used appropriately
- Students follow rules

Pack Up and Conclusion~
Pack up the equipment and run a brief conclusion on the
Lacrosse class just taken.

10 Individual Sport-
Yoga



Introduction~
It is believed that yogas origins are the Indus Valley, or
modern day India, and is associated with Buddhism and
Hinduism.

Introduction to Yoga~
Create a movement that students will continually go back
to. It has to be something that can be easily performed
such as crossing legs or sitting on their feet,
The aim is to inform students that they must relax and the
aim of the session is to become aware of different
muscles within their body.

Warm-Up~
Warm Up must be dynamic. Good poses to include are
cat/cow on all fours, moving between downward facing
dog and childs pose, or sun salutations. This is a great
opportunity to introduce students to the different typoes of
movements that they can perform whilst allowing them to
become more conscious of the muscles that they are
using.

Standing Yoga Poses~
Scrapbooks
Laptops
Yoga Mats
Calming Music

What? Meditation and
Yoga Participation.

Why? The activities long
history and links to
culture and religion.

How? Participation in a
Yoga and meditation
session along with self
reflection of the activity.



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Using movements here that extend the hip joint are
essential.. Some good examples of such poses are.
Chair pose, lunge poses and warrior poses.

Build up to more complex moves as students seem to
progress with more complex movements..

Meditation~
Students rest in a position that they feel most comfortable
and participate in some basic meditation. Some relaxing
music may be played with students told to relax their mind
and try to either have their mind blank or think about
things that bring joy to their lives.

Reflection and Pack Up~
In their books students write down their favorite pose and
draw a diagram of how it looked, along with how they felt
participating in yoga and meditation.

11 Individual Sport-
Table Tennis





Introduction~
The games origins are upper class England and used to
be only played by the elites of society. Students will get
the opportunity to learn the skills today.

Warm Up~
Students complete warm up, including dynamic
stretching

Whole Class Activity~
Students go over table tennis rules and explain
Scrapbooks
Laptops
Table Tennis Tables
Ping Pong Balls
Table Tennis Raquets

What? Investigation of
Table Tennis and where
it originated from.

Why? To give students
an understanding of how
globalisation effects
sports, particularity
Table tennis.

How? Through
investigating and
participating in table
tennis.



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forehand/backhand techniques.

Forehand:
Students are to find an area on a wall where they can hit
the ball, standing 5m away from the wall. Students are to
hit the ball in the forehand motion on the wall. The ball will
hit the wall and come back for a bounce on the ground.
Students will again hit the ball after the ball has bounced.

-Game: see how many times you can keep the ball going
in 30sec. Students to stand away from the wall 5m and
see how many times they can hit the ball keeping it in
control and using a forehand motion only. Repeat the
game and see if students better their score.

Table Tennis Relays~
Relays: Depending on student numbers, separate the
class so they are in groups of 4 or 5. Mark out a distance
of where students are to start from and run to (can use
lines on the ground as markers). Each student is to have
a bat and 1 table tennis ball for each group (1 bat per
team is also ok).
1
st
relay: students to place the ball on bat keeping ball on
bat at all times without holding onto the ball with the other


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hand (similar to egg and spoon relay).
2
nd
relay: students to bounce the ball on the bat, palm
facing up.
3
rd
relay: students to bounce the ball on the bat, palm
facing down.
4
th
relay: students to bounce the ball on the ground using
the bat.
5
th
relay: students to bounce the ball on the bat anyway
they like, when they get 5m away from the next person in
line, they throw the ball up in the air (around 20cm high)
and hit the ball so it goes to the next person.
-Depending on number of groups, points are awarded as
1 point for last place, 2 points for 2
nd
last etc. That way
each group gets points for every relay.
* If time permits the students may end the lesson playing
games against each other.

Conclusion and Pack Up~
Conclude the lesson and pack up all the equipment
used.

12 Conclusion of the
Unit


Introduction~
This is where students present the games that they
Scrapbooks

Laptops
What? Students
presenting the games that
they have created.



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helped to create with the class voting on their favourite
game.

Presentations~
Students will have 5 minutes to present their game with
the other students voting on a scale of 1-5 how much they
liked the game. The game with the best rating will be
played at the conclusion of the presentations, or the one
that they teacher believes to be the most practical.

Game~
Playing the game that the class and teacher choose. The
reason the teacher gets a say is because some games
may impractical to play within a small time frame or with
the equipment available.


Conclusion~
Conclude the unit and with comments on student
performance and let students know they can fill out a
survey on how they enjoyed the class that will be sent via
email.

Equipment needed for the
game.

Why? Giving the
students an opportunity
to present their work.

How? Presentations that
are marked by peers
through socrative and an
assessment rubric.






References


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AusVels. 2014. AusVels- Health and Physical Education. [ONLINE] Available at:
http://ausvels.vcaa.vic.edu.au/Health-and-Physical-Education/Overview/Introduction. [Accessed
5 Aug 14].

AusVels. 2014. AusVels- Interpersonal Relationship. [ONLINE] Available at:
http://ausvels.vcaa.vic.edu.au/Interpersonal-Relationships/Overview/Introduction. [Accessed 5
Aug 14].