The Role of Warm-Up Games in the Process of Education - Assignment Example

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Hoop! Stage: Early Stage 1 Explanation: Teacher or the coach puts different colour hoops on the floor and makes sure that these hoops are scattered in a given place. The children can move or run or skip or crawl till such time that the teacher shouts "hoop". In the meanwhile, the teacher or the coach covers their eyes and counts till 3 and this is the time that the students have to jump into the hoops. Aim: The focus of the game is to make sure that the students are agile and cautions to remain close to their target so that they are able to collect as many hoops as possible or remain in the hoop to be a winner. Development: Moving, deciding and throwing Why is this game important for this stage? 1. For improving the concentration levels of the children. 2. For increasing the awareness levels of the children about their surroundings. 3. To enhance the thinking capabilities of the children. What are the PDHPE skills involved in this game? How? 1. Decision making. Outcome: Identifies some options available when making simple decisions. Indicators: Generate a number of possible solutions to a problem. Choose between safe and unsafe situations. Observe rules and procedures. 2. Moving. Outcomes: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. Indicators: demonstrates balance and high knee lift when sprinting walks, runs, slides at different tempos/speeds. 3. Interacting: Outcomes: Relates well to others in work and play situations. Indictors: observes classroom and playground rules works happily with class peers uses self-control to deal with anger or excitement Equipment and Teaching cues Equipment: 1. Whistle 2. Hoops. Teaching cues: 1. Teacher should use the whistle to maintain discipline among the students from time to time. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Lions and Tigers Stage: Early stage 1 Explanation The game has two groups of kids, one of them are named as “Lion” and other the “Tiger”. Some tennis balls are placed in the middle of the room. These two groups which are of two equal sizes line up facing the coach/teacher. When the teacher shouts tiger, the tiger team attempts to fetch the balls and the other team defends them and vice-versa for shouting lion. Aim: To create awareness and agility in the group as well as improve their listening skills. Development: Deciding, moving and interacting Why is this game important for this stage? 1. Improving the listening skills of the students 2. Enhancing the coordination between students 3. Developing communication skills What are the PDHPE skills involved in this game? How? Communicating: Outcome: Expresses feelings, needs and wants in appropriate ways. Indicators: responds to simple instructions and rules plays simple response games identifies people who can help them Decision making: Outcome: Identifies some options available when making simple decisions. Indicators: chooses between safe and unsafe situations observes rules and procedures that keep them safe Moving Outcome: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. Indicators: walks, runs, slides at different tempos/speeds demonstrates balance and high knee lift when sprinting Equipment and Teaching cues Tennis balls Whistle Teacher should maintain discipline among the teams with the use of whistle Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Dogeball Stage: 1 Year 1 Explanation: Dogeball,a simple game played with the help of a soft ball. The aim of the game is to get the students throw the ball at the other players’ legs. As soon as the ball hits their legs, they are out of the game. The players are however not allowed to move once someone gets the ball and can only aim it below the waist of the other student. If a student catches the throw, he/she would be considered out. Aim: To improve the hands and eye coordination of the students by aiming at the target accurately. Development: Moving, decision making, problem solving. Why is this game important for this stage? 1. Channelling their excess energies in the right direction. 2. Helping to make a correct aim and improving their concentration level. 3. Teaching them to respect rules and regulations. What are the PDHPE skills involved in this game? How? 1. Decision making. Outcome: Recalls past experiences in making decisions. Indicators : Predicts consequences of options in order to make a decision. Sets simple goals. Problem solving: Outcome: Draws on past experiences to solve familiar problems. Indicators: When appropriate, identifies problem situations. Follows basic safety procedures. Suggests solutions to problems. Moving. Outcome: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. Indicators : Balances on different body parts, eg balance on one hand and one knee, individually, with partner, or on apparatus. repeats movements to form a sequence, e.g. jump, hop, Equipment and Teaching cues. Equipment : 1. A soft ball. 2. a whistle Teaching cues: 1. Using hand signs to indicate stop and start 2. Whistling to maintain order Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Sheep Tig Stage: Stage 1, year 2 Explanation: The game talks about choosing the students for chasers, these would be the one to tig others. On the other hand, with choosing some other pupils to be farmers. When someone was tigged, they are made to lie down on their back and legs and arms into the air. Unless a farmer comes and rolls them they can’t be playing. To make it funnier, the students may chose to make 'baa' noise they others are rolling over. Aim: To understand the instructions well and making sure that they are adhered in order to make it a fun activity. Development: Communicating, decision making, moving. Why is this game important for this stage? 1. Helping to interact with each other effectively. 2. Helping them to understand the best possible solution to a problem. 3. Understanding a situation and analysing it by coordinating with peers. What are the PDHPE skills involved in this game? How? 1. Communicating: Outcome: Communicates appropriately in a variety of ways. Indicators: actively listens to others shows understanding about others’ feelings expresses themselves through movement 2. Moving: Outcome: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. Indicators: balances on different body parts, eg balance on one hand and one knee, individually, with partner, or on apparatus repeats movements to form a sequence, eg jump, hop, run. 3. Decision making: Outcome: Recalls past experiences in making decisions Indicators: Predicts consequences of options in order to make a decision, Discusses feelings others may have in response to their own actions Equipment and Teaching cues . Equipment: 1. Whistle Teaching cues: Using hand symbols to indicate start or stop. Maintaining discipline with the use of whistle. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Smugglers Stage 2, year 3 Explanation : The game involves colored hoops and bean bags which are also in colour. The teacher has to scatter the hoops. They have to split the group into two one being smugglers and the other being goodies. The team which is goodies have a head start of 30 second for placing the bean bags to corresponding correct coloured hoop. With the blow of the whistle, group which is the smuggler 'steal' the bean bags from the correct hoops and then place it incorrectly. Aim: To improve problem solving skills of students. Development: problem solving, decision making and Communication. Why is this game important for this stage? Improving problem solving skills of students Helping them enhance their coordination skills Increasing their planning strategies What are the PDHPE skills involved in this game? How? 1. Problem solving. Outcome: Uses a range of problem-solving strategies. Indicator: Analyses problem situations Performs a simple movement sequence given particular limitations, eg restricted use of space Identifies what needs to be done to achieve a goal 2. Communicating. Outcome: Uses a variety of ways to communicate with and within groups. Indicators: Role-plays correct ‘goodies’ and ‘smuggler’ parts. Makes a complaint, states a problem or disagrees in acceptable ways. 3. Decision making. Outcome: Makes decisions as an individual and as a group member. Indicators: discusses advantages and disadvantages of options with friends when making decisions gathers accurate information about the location of the bean bags works towards developing realistic goals to support decisions made Equipment and Teaching cues Equipment: 1. Hoops 2. Whistle Teaching cues: 1. Using whistle to indicate start and stop. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Run Through the Jungle Stage 2, Year 4 Explanation: The game is to allow children to act as if they are in a jungle and running into many animals. They need to get away from them. When the teacher gives them appropriate command, the student carry out actions such as jumping over the logs, to duck under the branches, run from the tiger, talk to the monkey or tiptoeing with the snakes. Several obstacles could be provided in terms of benches, chairs, blocks etc. Aim: To teach students about following instructions. Development: Moving, interacting and problem solving. Why is this game important for this stage? 1. Understanding the importance of various things. 2. Making students more agile and cautious of their surroundings. 3. Understanding risks. What are the PDHPE skills involved in this game? How? 1. Interacting. Outcome: Makes positive contributions in group activities. Indicators: participates in the development of class rules helps others to achieve set tasks works independently or in a group 2. Moving. Outcome: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. Indicators: performs a simple commands combining locomotor and non-locomotor movements performs bunny hops over a low bench 3. Problem solving. Outcome: Uses a range of problem-solving strategies. Indicators: Analyses problem situations. performs a simple movement sequence given particular limitations, eg restricted use of space and varied levels Initiates problem solving on a group or individual basis. Equipment and Teaching cues Equipments: 1. Logs, branches. 2. Whistle. Teaching cues: 1. Developing set of commands for asking students to jump, stop, walk etc. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Messy Rooms Stage 3, Year 5 Explanation: The game requires 20 tennis balls. The playing area should be split into two halves and the class distributed into two groups. The aim being that the least number of balls should be kept at one side to win the game. The students would roll tennis balls to each other into the room; on the other hand, the other team passes them all back. After a time, each side balls are taken into account, the lowest number wins the match. Aim: To improve the concentration levels of the students. Development: Moving, communicating and problem solving . . Why is this game important for this stage? 1. Helping in improving the concentration levels. 2. Enhancing attention to details skills. 3. Improving coordination between students. What are the PDHPE skills involved in this game? How? 1. Moving: Outcome: Refines and applies movement skills creatively to a variety of challenging situations. Indicators: adapts throwing action to cater for different types of equipment for distance, accuracy and speed, demonstrates survival skills 2. Communicating: Outcome: Communicates confidently in a variety of situations. Indicators: Presents an opinion with confidence. Communicates an idea through movement. 3. Problem solving: Outcome: Suggests, considers and selects appropriate alternatives when resolving problems. Indicators: Selects the most appropriate solution to a given problem. Reflects on outcomes of chosen solution. Equipment and Teaching cues Equipment: 1. Whistle. 2. Balls. Teaching cues: 1. Using whistle to maintain discipline. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one) Name of the Game: Memory Cards Stage 3, Year 6 Explanation: The aim is to get the four suits of playing cards. Assign the card to each team, such as Ace, Jack, King, etc. Put cones into rows and the color is then coordinated. The player should lift the card and in case it’s not the chosen face or number, they should keep it back face and allow the next person to reach out. Till such time, they are able to fetch all four, they should keep moving. Aim: To students identify complex problems and enhance their problem-solving skills. Development: Decision making, problem solving and interacting Why is this game important for this stage? 1. Helping in focusing on the current situation and understanding patterns. 2. Enabling them to be swift, agile and recognising items. 3. Coordinating and interacting effectively . What are the PDHPE skills involved in this game? How? 1. Problem solving: Outcome: Suggests, considers and selects appropriate alternatives when resolving problems. Indicators: Selects the most appropriate solution to a given problem. Reflects on outcomes of chosen solution. 2. Decision making: Outcome: Makes informed decisions and accepts responsibility for consequences. Indicators: Applies decision-making processes when choosing the correct cards. Evaluates personal decisions. Accepts responsibility for their decisions. 3. Interacting: Outcome: Acts in ways that enhance the contribution of self and others in a range of cooperative situations. Indicators: Identifies factors that influence selection of cards. Uses strategies to resolve conflict. Equipment and Teaching cues Equipment: 1. Cards 2. whistle Teaching cues: 1. Devising commands to indicate students breaking rules. Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3 Name of the Invasion Game: Star Wars Dodgeball (softball) Stage 2, Year 3 Explanation: The game requires the kids to throw the ball at each other. The first team throws ball at others so that they make the other one sit. In the case where the player has been hit by a ball, they sit down. On each side a Jedi Knight is selected, which is a secret, and is given the power to touch the team members who then sit down. Once the Jedi touches them, they are allowed to rejoin the game. Aim: To help students comprehend a situation. Development: Moving, communicating and decision making. Why is this game important for this stage? 1. Understanding and comprehending the situation well. 2. Enhancing multi-tasking skills. 3. Improving hand-eye coordination. What are the PDHPE skills involved in this game? How? 1. Moving: Outcome: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. Indicators: throws overarm proficiently performs a simple actions combining locomotor and non-locomotor movements 2. Communicating: Outcome: Uses a variety of ways to communicate with and within groups. Indicators: Shares ideas, feelings and opinions with others. Role-plays in a correct manner. 3. Decision making: Outcome: Makes decisions as an individual and as a group member. Indicators: works towards developing realistic goals to support decisions made assists the group to achieve consensus in group goal setting Equipment and Teaching cues. Equipment: 1. Soft balls 2. Whistle Teaching cues: 1. Using whistle to maintain discipline in the team. Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3 Name of the Invasion Game: Bean Bag Scramble Stage 2, Year 4 Explanation: The class is divided into two opposing teams. The tennis balls are then placed two per child and on the centre line; the space is spread out so that collision can be avoided. At the end of each game, the box is placed as a goal for them. When the instructor says “go” the students are suppose to grab the tennis balls one at a time and take it back to the team. Team with maximum balls win. Aim: To help develop the agility and swiftness in students. Development: Decision making, interacting and communicating. Why is this game important for this stage? 1. To inculcate a feeling of group and winning the game. 2. To constantly interact. 3. To motivate others. What are the PDHPE skills involved in this game? How? 1. Decision making: Outcome: Makes decisions as an individual and as a group member. Indicators: Discusses advantages and disadvantages of options with team members when making decisions. Considers individual strengths and limitations when allocating group roles. 2. Interacting: Outcome: Makes positive contributions in group activities. Indicators: Helps others to achieve set tasks. Develops friendships and support networks with a range of people. 3. Communicating: Outcome: Uses a variety of ways to communicate with and within groups. Indicators: Shares ideas, feelings and opinions with others. Equipment and Teaching cues Equipment: 1. Tennis balls 2. Whistle Teaching cues: 1. Use whistle to maintain discipline in the team. Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3 Name of the Invasion Game: Bark Ball Stage 3, Year 5 Explanation : This game needs to be played in the court area, with two teams. One team remains inside the court area, while the other team inside the court fielding. Also, require a tennis ball and a tennis racket. The hitting team in turns hit the ball and then run to the end of the court and return back without being getting caught. If the player is able to return back without being caught, the hitting team gets one home run. Aim: To teach students to become competitive. Development: Decision making, moving and communicating. Why is this game important for this stage? 1. To teach students to become competitive. 2. Enhancing individual skills and confidence. 3. Improving coordination. What are the PDHPE skills involved in this game? How? 1. Decision making: Outcome: Makes informed decisions and accepts responsibility for consequences. Indicators: applies decision-making processes while choosing team members evaluates personal decisions accepts responsibility for their decisions 2. Moving: Outcome: Refines and applies movement skills creatively to a variety of challenging situations. Indicators: adapts throwing action to cater for different types of equipment for distance, accuracy and speed Demonstrates survival skills 3. Communication: Outcome: Communicates confidently in a variety of situations. Indicators: presents an opinion with confidence recognises and articulates feelings Equipment and Teaching cues Equipment: 1. Tennis balls. 2. tennis racket Teaching cues: 1. Using whistle to maintain discipline Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3 Name of the Invasion Game: Benchball Stage: 3, Year: 6 Explanation: Two teams are made, with one given bibs and the other armbands. The first team would be in one half of the court and the second team in the other. Each team would have a goalie who would stand on the bench placed at the half of the court The players would throw ball towards their goalie without being caught by opposing team. With the player scoring a goal, he or she would join the goalie on the bench. Aim: To teach students the importance of coordination Development: Interacting, communicating, moving Why is this game important for this stage? 1. Teaching the importance of team work and coordination. 2. Enhancing competitive skills. 3. Developing strategy skills. What are the PDHPE skills involved in this game? How? 1. Interacting Outcome: Acts in ways that enhance the contribution of self and others in a range of cooperative situations. Indicators: Identifies factors that influence selection of members. Uses strategies to resolve conflict. 2. communicating Outcome: Communicates confidently in a variety of situations. Indicators: presents an opinion with confidence recognises and articulates feelings 3. Moving: Outcome: Refines and applies movement skills creatively to a variety of challenging situations. Indicators: Adapts throwing action to cater for different types of equipment for distance, accuracy and speed. Demonstrates survival skills. Equipment and Teaching cues Equipment: 1. Basket balls. 2. Benches. 3. whistle Teaching cues: 1. Using whistle to maintain discipline. 2. Creating set of commands. K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: Traffic Jam STAGE: 3 Related lesson outcomes (PDHPE & other KLAs): Discusses the concept of traffic rules and regulations with the students. Uses the method of an engaging activity to infuse the importance of following traffic rules and regulations. Contributes towards making the exercise successful as a group work. Use of integrated skills and strategies while undertaking the exercise. Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources Introduction (10 minutes) The purpose of the lesson is for students to learn about traffic rules and regulations and the importance of abiding by them. Teacher discusses the rules and regulations of the games clearly to the students Students are given the following instructions: Green – Students would dribble around area. Red – Students would stop and put foot on the ball. Amber – Students would not move and touch ball between insteps of both feet. Turn – Students are required to steer car (ball) to move in a different direction. Students are also taught about gears and how they need to be used in the game. The following instructions regarding gears are given: 1st gear – Students would jog slowly 2nd gear – Students would run steadily 3rd gear – Students would run in a quicker manner 4th gear – Students would run quickly Basketballs Body (30 minutes) Traffic rules and regulations The players are asked to move around the field and respond to the various instructions given by the teacher. Along with the rudimentary instructions like dribbling around the area, stopping and steering the car, the students are given other instructions as well to make the entire process complex and to teach students about the varied traffic rules. Teacher may help students learn about traffic crash by asking students to fall on the ground and scream in pain the moment a person crashes into a car. In case two cars crash with each other, it is important to introduce the concept of mechanics and how they help in rebuilding the cars. Teachers may also introduce the concept of runaway accidents, wherein two cars may collide with each other, with one car running away from the crime scene. Conclusion (5 minutes) Start thinking about traffic rules and regulations Students would be asked to share their experiences while driving and understand the traffic rules and regulations by elaborating on them. Lesson Evaluation Did all the students in the classroom participate equally? Did all the students receive a ball each for the exercise? Were the students able to cooperate with each other as well as accept the opinions of their peers? Were the students able to understand the various rules and regulations related to traffic? K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: Untying the knot STAGE: 2 Related lesson outcomes (PDHPE & other KLAs): Discusses the concept of peer relationships with the students. Uses the method of an activity that requires coordination within the team and therefore building peer relationships. Contributes towards making the exercise successful as a group work. Use of integrated skills and strategies while undertaking the exercise. Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources Introduction (10 minutes) The purpose of the lesson is for students to learn about peer relationships and how dependence on their peers is important to solve various issues. Teacher discusses the concept of peer relationships and its importance to the students in easier terms by giving examples. For instance, telling them how they are dependent on their friends to play games during the break time. Teacher also discusses the rules and regulations of the game with the students. Body (30 minutes) Importance of peer relationships and dependency Divide the students into different groups of equal number of students. Ask the students to stand together in a tight circle facing inside. Ask all of them to put their left hand in the circle and hold the left hand of someone in the circle. After that, students should be asked to hold the right hand of someone’s with their right hand. Now ask the students to untangle themselves without letting go of each other’s hands. Such a task can be accompanied only when they decide to work as a team. Conclusion Applying the concept of peer relationship in their own lives Ask the students their experience about the exercise and how it helped them understand the concept of peer relationships Lesson Evaluation Did all the students in the classroom participate equally? Were the students able to cooperate with each other as well as accept the opinions of their peers? Were the students able to understand the concept of peer relationship? Was the environment cordial while the students attempted to free each other? K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: Fruit Basket STAGE: 1 Related lesson outcomes (PDHPE & other KLAs): Discusses the concept of nutritional value with the students. Uses the method of an activity that requires students to understand the concept of nutrition in a fun manner. Contributes towards making the exercise successful as a group work. Helps in encouraging individual development as well. Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources Introduction (10 minutes) The purpose of the lesson is for students to learn about the various nutritional values of fruits. Teacher would provide an overall understanding about nutritional values to the students Teacher would explain the nutritional value of various fruits such as Orange containing Vitamin C, etc. Body (30 minutes) Various nutritional values of fruits Students would be divided into a group of 4-5 students and would be assigned a particular fruit Teacher would first call a fruit and the person assigned that particular fruit would come forward from each group. Teacher would ask about the nutritional value of that particular fruit. On the other hand, teacher may also call the nutritional value and the fruit associated to it would come forward. The game would end with the teacher saying fruit basket and all the students coming together. Conclusion (5 mintues) Discussing the favourite fruits of the students and their nutritional values Teacher would ask the students to list their favourite fruits and their associated nutritional value. Lesson Evaluation Did all the students in the classroom participate equally? Were the students able to understand the concept of nutritional value well? Were the able to comprehend the actions associated with each fruit and its nutritional value? Were the students able to undertake the exercise without any distractions? K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: Heads and Shoulders STAGE: Early stage 1 Related lesson outcomes (PDHPE & other KLAs): Discusses the concept of human body with the students. Uses the method of an activity that requires students to understand the concept of human body parts in a fun manner. Helps in encouraging individual development of the students. Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources Introduction (10 minutes) The purpose of the lesson is for students to learn about the personal identity by understanding the various body parts. Give a brief introduction about the various body parts of human beings Chart depicting human body parts Body (30 minutes) Learning about personal identity Let the students stand in a large circle and ask them whether they know about their head or not. Once they identify their heads, move on to other body parts such as shoulders, arms, toes and knees. Once the students get familiar with their body parts, sing the song, Head shoulders knees and toes. Ask the students to identify their body parts as the song is being played. Conclusion (5 mintues) Discussing the function of various body parts Once the students are able to recognise their body parts, discuss with them about the function of the body parts as well. Lesson Evaluation Did all the students in the classroom participate equally? Were the students able to understand their body parts well? Were the able to comprehend the song and associate the wordings with their body parts accurately? Were the students able to undertake the exercise without any distractions? References: Banks, J. & Ayers, C., A. (1993). Thinking skills in physical education. Journal of Physical Education and Dance, 4 (8), 21-28. Board of Studies, NSW. (c2007). Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Board of Studies. Borich, G. D. (1996). Effective Teaching Methods (3rd ed.). New Jersey: Prentice-Hall. Brooker, R., Carlson, T., & Hunter, L. (1999, December). Research in physical and health education: Recent trends and future directions. Paper presented at the Australian Association for Research in Education-New Zealand Association for Research in Education Joint Conference, Melbourne, Australia. Bunker, D. and Thorpe, R. (1982). 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(2006) Teaching Health and Physical Education in Australian Schools. Pearson Education: French's Forest, NSW. Tinning, R., Macdonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical education teacher: Contemporary and enduring issues. Sydney: Prentice Hall. Wiggins, G., & McTighe, J. (1998). Understanding by design. VA: Association for Supervision and Curriculum Development. Read More