BSE258: Teaching Physical Education and Sports: Lesson Plan

Question 1

Part 1 – Adapted Lesson Plan (10 Marks)

Plan a 1-hour lesson for 6-7 students/learners (your peers will be role-playing as Secondary 3 or 4 students, aged 15-16 years old) to be conducted within the allocated space of approximately a single badminton court; you may adapt the detailed lesson plan you developed for TMA02. You should ensure that:

• All the basic information such as the objective, activities/progression of tasks, organisational arrangements, and teaching cues/safety are included.
• The 45-minute lesson should also have a sequential flow of beginning, tasks/games development and closure.
• The development section should include a progression of tasks (i.e., extension, refinement, and application/assessment tasks).

Part 2 – Recorded Lesson Delivery (40 Marks) 

In a group of 6-8, conduct/execute selected portions of the One (1) hour lesson for 6-7 students (your peers will be role-playing as Secondary 3 or 4 students) within the allocated space of approximately a single badminton court, in a given 30-minute timeslot. For your respective 30-minute teaching session, you should focus on the development section (i.e., progression of extension, refinement and application/assessment tasks) and demonstrate effective task presentation and teacher functions appropriate and relevant for this context. You are required to video-record the entire 30-minute proceedings with the help of a peer. The recorded video will be the basis for assessment. Thus, please ensure quality recording to reflect the following:

1. Effective task presentation:a. Arouse the interest/curiosity of the students
   b. Sequence rationally the content and organisational aspects of the task
   c. Effective communication between teacher and students
   d. Select teaching cues at appropriate situation and content
2. Effective teacher functions that contribute to student learning during student activity:a. Maintain a safe environment for learning.
   b. Clarify and reinforce tasks for students.
   c. Maintain a conducive environment for teaching and learning.
   d. Observe and analyse student responses.
   e. Provide feedback to students/learners.
   f. Questioning and/or
   g. Change or modify tasks for individuals and small groups.

Practical tips to get started:

• Familiarise yourself with your selected portions of the one (1) hour lesson plan.
• Prepare the necessary logistics, lesson materials, or equipment for the lesson, including a video recorder (i.e. mobile phone with sufficient battery and memory space).
• In your given 30 minutes, execute only selected portions of the one (1) hour lesson plan.
• The 30-minute recorded video should be taken in one take (no stitching of footage), capturing the interaction between you (teacher) and 6-7 peers as your students.
• From the 30-minute recorded video, you are required to produce and submit a 20minute (maximum) video, which should focus on effective task presentation and teacher functions during student activity. Hence the activity time of the 30-minute lesson can be fast-forwarded (no stitching of footage) to produce the 20-minute video for your submission.
• Ensure the video captured your voice/instruction and demonstration clearly, i.e., the environment should be well-lit, and voices captured.
• Submit the 20-minute video in MP4 format and upload it on YouTube as an unlisted video. Name your video as “BSE258_ECA1_<Full name>_<Student ID>”. Refer to the attached document on instruction to upload video into YouTube.
• Embed the YouTube link in your assignment.             

Question 2

Professional Reflection (30 marks)

Write a 1500-word (limit) reflection on your teaching practices of the 30-minute lesson you conducted in Question 1 Part 2 of this assignment. You should:

• Reflect and examine your task presentation and teacher functions in the lesson delivery by reviewing your video with the lesson plan to identify your areas of strengths and areas for improvement.
• Reflect and examine the appropriateness of the planned tasks/activities versus implementation (enactment) – appropriateness of the progression of tasks in meeting the lesson objectives within the given context.
• Discuss what went well, what did not, and what could be done better.
• In your reflection, do make reference to the video clip (i.e., by stating where the evidence can be found) to substantiate your reflection.
• Provide specific suggestions and recommendations to improve your teaching practices.

Reminder:

• Be sure to include a word count at the end of your writing. Any words beyond the 1500-word limit will not be assessed.
• Ensure that the writing is in Arial font, size 12, with 1.5 line spacing between lines. 

Question 3

Design tasks/activities by applying TGfU (game centred approaches) and/or NLP (Nonlinear Pedagogy)

Based on your lesson plan in Question 1 Part 1 of this assignment, design TWO (2) activities using the pedagogical principles of the student-centered approaches (i.e., TGfU and/or NLP) to enhance student learning.

Practical tips to get started:

• Ensure the TWO (2) designed activities have different objectives (e.g., game concepts/teaching focus). You may refer to Mosston and Ashworth (2008), Hopper, Butler and Storey (2009) Mandigo et al. (2009), and Chow et al. (2016) for game concepts/teaching focus examples.
• Chow et al. (2016) (Chapter 11) may be used as a reference material to guide your work in this assignment.

Expert Answers on Above Physical Education Lesson Plan

Lesson planning and delivery

Adopted lesson plan: This lesson plan is designed for 7 students within the age group of 15 to 16 years within a badminton court sized space. The main objective has been to develop attacking and defensive skills among children through modified badminton games. It is a 45 minutes lesson which will include an introduction in the form of warm up and outline of objectives for 5 minutes, progressive skills development, shot placement and small time duration matches using TGfU principles for 35 minutes, and finally the closure of 5 minutes which will include reflection and feedback. Adequate safety provisions are considered using appropriate supervision and equipment checks.

Recorded lesson delivery

The development phase will be of 30 minutes which will consist of a teaching session including a task presentation explaining the activities, teacher functions including continuous feedback and adapted tasks for different skill levels, and finally the outcome that demonstrates game awareness and cooperative learning.

Professional reflection

The recorded lesson clearly demonstrates the strengths in communication and student engagement. There is still room for improvement in the areas of verbal cues. The strengths are positive reinforcement, efficient task sequencing and learner motivation whereas the areas for improvement are time management and promoting equal participation. However it is also recommended to consider visual aids and also make proper planning for transition cues to optimise the use of time.

TGfU/NLP based activity

Activity 1: The activity one is a game centred approach whereby the objective has been to improve this in making small sided badminton games. The design would be a 2-2 rally game that focuses on shot placement, and this encourages pedagogical approach of tactical thinking before execution.
Activity 2: Activity 2 is a non linear pedagogy having the main objective of improving adaptability and enhancing problem solving skills. The design includes performing modification to the court size to challenge perception action coupling. It improves the pedagogical focus of exploration and learner autonomy.

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