Page 105 - John Fawkner College SIPP Booklet V1

HPE/Science Year 10

Session 1: Session 2: Session 3: Session 4:

Movement skills Appraising movement proficiency Appraising movement proficiency Skill acquisition

Learning intentions: Learning intentions: Learning intentions: Learning intentions:
To identify the different types of movement skills and To identify & analyse ways in which to appraise movement prof- To identify & analyse ways in which to practically appraise To identify & understand the stages of skill learning &
understand the meaning of ‘profciency of movement’ ciency. movement profciency. types of skills.

Key Vocabulary: Key Vocabulary: Key Vocabulary: Key Vocabulary:
Fundamental, Locomotor, Non-locomotor, specialised, Appraisal, subjective, objective, process, outcome, performance Process, outcome, performance measure, criteria, quali- Stage, cognitive, associative, autonomous, open, closed,
manipulative, profciency, judgement, subjective, objec- measures tative discrete, serial, continuous
tive, evaluate
Focus Question: Focus Question: Focus Question: Focus Question:
Identify the 3 components of movement profciency. Explain which performance measure you would use to appraise N/A Explain the three stages of learning and identify
Give an example of each movement skill a gymnastics routine? characteristics for each.
Starter:
Starter: Starter: Review previous lesson – process/outcome measures of Starter:
GKR – what are movement skills? Review previous lesson sports & activities • GKR – How do we learn skills?
• What types of skills have you learnt?
Main activity Main activity Main activity
• Movement skills defnitions & examples • Subjective & objective judgements notes & videos • Performance criteria Main activity
• 3 Components of movement profciency • Appraising movement profciency • Qualitative analysis of movement • Three stages of learning – characteristics
• Performance measures • Practical activity – Throw, catch, punt kick (criteria • Classifcation of skills
Example worksheet) • Skill classifcation table
N/A Example • Open closed continuum
N/A Strategies to teach ‘below level’ students • Questions
Strategies to teach ‘above level’ students: N/A
N/A Strategies to teach ‘below level’ students Example
N/A Strategies to teach ‘above level’ students Worksheet – skill classifcation
Resources: N/A
N/A Strategies to teach ‘above level’ students Strategies to teach ‘below level’ students
N/A Resources N/A
Success Criteria: N/A
N/A Resources Strategies to teach ‘above level’ students
N/A Success Criteria N/A
N/A
Success Criteria Resources
N/A N/A

Success Criteria
N/A

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