Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON 1 ORGANISATION
Year Level: 7 Time: 9:10 Date: Students’ Prior Knowledge:

Learning Area: Health and Physical Education - General understanding of navigating an iPad
- Fundamental movement skills and how large
movements can be broken up into smaller key
points.
Strand/Topic from the Australian Curriculum
Moving our body: Use feedback to improve body control
and coordination when performing specialised movement
skills in a variety of situations (ACPMP080)

Understanding movement: Participate in physical activities

that develop health-related and skill-related
fitness components, and create and monitor personal
fitness plans (ACPMP083)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:
Lesson Objectives
As a result of this lesson, students will be able to:
 Navigate an operate coach’s eye app
 Demonstrate comparisons between a good and bad technique using coach’s eye
 Video footage of their football kick

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- iPad’s
- camera Students with injuries or reasons not to take part in the
- cones physical drills can still take part in filming.
- skipping rope
- balance board
- balance beam
- small ball
- football

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
1. Was the instructional objective met?
2. Did students archive the attended tasks?
3. Were the lesson objectives clearly defined?
4. Were the students productively engaged? How do I know?

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Teacher self-reflection and self-evaluation:

1. Were the students productively engaged? How do I know?
2. Did I change my plan as I taught the lesson? Why?
3. What additional assistance, support, and/or resources would have further enhanced this lesson?
4. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What?
Why?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
What are we doing? AFL through ICT
How are we going to use ICT to help with the lesson and learning of AFL? coach’s
eye

9:10 Todays lesson we will be introducing you to coach’s eye. We will be using this app
throughout the semester to help us improve our technique and personal skills in
AFL.

At the end of this semester we will be using coach’s eye to help us with our final
practice assessment.

9:15 Lesson Steps

Let’s have a look at the app. The teacher brings up the app onto the projector and
Open coach’s eye app
describes it. The teacher will also ask the students:
on projector
- has anyone used an app lie this before?
- how could this be used to help us in sport?

‘Coach's Eye is the most effective way to provide meaningful feedback to your
athletes, so they can make rapid improvements.’

‘Coach’s Eye helps me quickly improve overall athletic performance by providing

instant video feedback on the court.’

9:20 Bridging organisation: students will be asked to get into two straight lines, then
partner up with opposing person from other line. If there is an odd number groups
of 3 will work. Students will then be handed out the iPad’s and be allocated their
stage in the rotation.

Activity
9:25

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In our activity today we will be getting use to using the coach’s eye by using a
balancing circuit. There will be around 5 minute allocated to each rotation. Students
must read each sheet allocated to each part of the rotation. The sheets will include
a description of what to do on the rotation and some key teaching points.

Create a rotation students can work in pairs / (or groups of 3 if the class has an odd
number.

Create a rotation
- The others are a balancing rotation circuit (the purpose is to understand
the use of the app coaches eye)

(5 min) 1. Balance on one leg

 On this rotation you must balance on one leg.
Your front leg must be lifted in front of you, but you
cannot hold your leg with your hands.
 In your pair/ group you must film with coach’s eye
a good and bad example of the drill. Look at the key
teaching points and break one of them to get a bad
example. The person filming must use coach’s eye
to compare and discover what was the key
teaching point that was broken. Then switch.
 Have extra time left? Try see how long you can
balance for with your eyes closed.

(5 min) 2. Walking over a skipping rope (forwards and backwards)

 On this rotation you must balance firstly walking forwards then
backwards on the skipping rope. Like a tightrope.
 In your pair/ group you must film with coach’s eye a
good and bad example of the drill. Look at the key
teaching points and break one of them to get a bad
example. The person filming must use coach’s eye
to compare and discover what was the key teaching
point that was broken. Then switch.
 Have you got extra time? Can you balance over the
rope if it is not strait; try it forwards and backwards.

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3. Touching cones (feet and hands)

 On this rotation you must balance on 1 foot and try touch each of the
cones with your hands, then your foot.
(5 min)
 In your pair/ group you must film with coach’s eye a good and bad
example of the drill. Look at the key
teaching points and break one of them to get a
bad example. The person filming must use
coach’s eye to compare and discover what
was the key teaching point that was
broken. Then switch.
 Have you finished this? Try seeing how far you
can reach with either your hands or feet.

4. Balance board
 In this drill you must stand upright on the
board for as long as they can.
(5 min)  In your pair/ group you must film with
coach’s eye a good and bad example of the
drill. Look at the key teaching points and
break one of them to get a bad example. The
person filming must use coach’s eye to
compare and discover what was the key
teaching point that was broken. Then
switch.
 Have extra time left? Try and squat on the
balancing board.

5.
1.Legs are still 2.knees slightly bent
5.

5. Balance and catch

 In this rotation you must walk forwards on the balancing beam while
throwing and catching a ball.
 In your pair/ group you must film with
coach’s eye a good and bad
(5 min)
example of the drill. Look at the key
teaching points and break one of them
to get a bad example. The person filming
must use coach’s eye to compare and
discover what was the key teaching point
that was broken. Then switch.
 Have extra time? Try it backwards (make
sur e partner is spotting you).

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6. Film kick
 For future classes you need to film a football kick.
 Use the cameras provided to film this kick (filmed from 2 camera
angles back view and side view).
 Have you got extra time? Try make up a handball drill or game.

Other extension
- If students finish drills too quick the teacher can ask them to try and create
their own balancing drill/game using the object of that rotation.
- Navigate through the app to see what else they can find.

Bridging organisation: students will then all bring in the equipment to a delegated
(5 min)
point and sit in front of the teacher.

Lesson Closure:
Ask individuals the following questions:
1. What was the app called that we used to day?
2. How can it be used in sport?
3. How did the app make it easier to identify faults?
4. Any questions?
10:00 Transition:

Select a few students to give a hand putting the equipment away and dismiss the
class.
10:05
Assessment:
At the end of the lesson students give formative feedback showing their
understanding of the app.

After the lesson the teacher needs to check if the films and upload them into a file.
10:10