Name and student number: Brodie Borg 2106844

Curriculum area of lesson/focus area: Games and sport (GS) in Health and Physical Education
Specific topic of lesson: Creating space in attack through the transference of invasion game
knowledge, using lacrosse.
Year level: Year 9
Context
School context:
This lesson is for a year 9 physical education class, made up of 16 male students and 8 female
students. Within this class, there are two EALD students and one vision impaired student who
wears glasses. The class have varying readiness levels, prior knowledge and body size, which are
all key factors that need to be addressed in this Physical Education lesson. The school is a
foundation to year 12, medium to high socioeconomic, Independent school. Physical education
within this school at year 9 involves 1 double and 1 single a week that are primarily practical
focused, with each lesson lasting 45 minutes.
Lesson context:
This specific lesson belongs to a unit covering the different aspects within invasion games, and
more specifically, lacrosse. In previous lessons, students have engaged in a number of tactical
problems and lesson focuses, including: maintaining possession - supporting the ball carrier,
defending space - pressuring the ball carrier and marking an opponent off the ball, and winning
the ball - regaining possession of a loose ball and gaining possession in transitions. This lesson
forms the start of the next tactical problem, creating space in attack, which is nearing the end of
the tactical problems for this unit.
This lesson is designed to build on the previous knowledge and skills that students have
established through engaging in the previous lessons, and engagement with the covered tactical
problems within lacrosse. The ongoing use of exit cards specific to the tactical problems that are
presented each week are used to help guide the teacher to make informed decisions about the
progression of tactical problems.
Learning objectives

As a result of engaging with the lesson, students will:

Understand (big ideas and concepts):
Specialised and complex skills can be transferred and implemented across a variety of
different environments.
Creating space in attack leads to greater offensive success.
Know (facts, information):
Different roles associated with invasion games/lacrosse.
On-the-ball and off-the-ball tactics and movements.
How to penetrate a defence using a V-cut tactic.
Invasion games have the similar objectives and tactics.
Be able to (do) (skills, processes):
Create and utilise space in order to set up an attack.
Apply feedback to increase the success of movement skills in a variety of movement
situations.
Analyse the impact of space when attacking a defence.
Transfer and apply knowledge and skills from other invasion games.
Demonstrate effective decision making on and off the ball.
Essential questions for lesson
1-3 and these should engage with the big ideas and understanding.
Are movement concepts and strategies consistent across invasion games?

How can teams effectively work together to be successful?

Relevant content descriptors

Movement and Physical Activity

- Provide and apply feedback to develop and refine specialised movement skills in a range of
challenging movement situations (ACPMP099).

Understanding movement
- Analyse the impact of effort, space, time, objects and people when composing and performing
movement sequences (ACPMP103).
Achievement standards
This lesson will be providing opportunities for students to:
- Apply and transfer movement concepts and strategies to new and challenging movement
situations.
- Apply criteria to make judgements about and refine their own and others specialised movement
skills and movement performances.
- Work collaboratively to design and apply solutions to movement challenges.
Links to general capabilities
Links to cross-curriculum priorities
Personal and social capability.
Critical and creative thinking.
Pre-assessment of individual readiness
A pre-assessment quiz was used at the start of the invasion/lacrosse unit of which this lesson
belongs to. The quiz was used to gain students goals, interests, prior knowledge, experience of
invasion games, and tactics associated with these games. The quiz proved to be very helpful, as it
established that none of the students play lacrosse at a club level, however 6 students completed
a 4-week unit on lacrosse at their primary school in year 6. Other than the 6 students who have
had lacrosse experience, 10 regularly participate in invasion games like basketball, football, soccer
and netball. Of the remaining 8 students, 2 of them are EALD students from China with very
limited sporting experience and language barriers, with the remaining 6 currently relying on
school physical education lessons for physical activity.

Exit cards will be used after every lesson within this unit in order to provide students with prompts
that encourage them to reflect on their learning after each lesson. It also helps confirm what
students learnt from each lesson and to discover areas that need to be revisited. These exit cards
will vary according to the content that will be covered in that lesson, with the specific exit card to
be used after this lesson attached as an appendix.
Although some more formal pre-assessment methods will be used throughout this lesson and the
broader unit, the teacher will be responsible for making sure that every student remains in their
zone of proximal development. This particular on-going assessment will be mainly practical based,
with notes to be taken throughout each lesson, in order to ensure that each student is
appropriately challenged throughout the entirety of this unit.

Lesson plan Double Monday

Time
alloca
tion
5 mins

Content/ Outline of lesson

Students get changed:

- Students are to get changed into their physical
education clothes.
- Students who get changed quicker than others
can start throwing a ball with each other, using
the lacrosse sticks to continue to familiarise
themselves with the stick/warm up upper body
ready for passing.

5 mins

Warm up activity:

3v1 square activity.

- Students form groups of four and set up a
square with the corners marked with cones and
5m apart (see diagram below).
- Students then decide which three people will
start as attackers, with the remaining person
being the defender this will change every 3045 seconds.
- The attacking students are required to run from
cone to cone passing a tennis ball to their team
mate. However, the ball cannot be passed
diagonally the ball must be thrown along the
lines of the square and to a cone (it is the
attackers job to move to a cone that can be
passed to).
- The defender tries to intercept the ball if the
defender is successful, they can swap with an
attacker.

Explanatory notes
Do not penalise students who are
ready quicker and want to start being
physically active.
Equipment list:
- Cones
- 8 tennis balls
- 3 x dodge ball sized balls
- 2 lacrosse balls
- 24 lacrosse sticks
- 6 shorter lacrosse sticks if
available
- Whistle
- 24 bibs of four different colours (6
red, 6 blue,6 green, 6 yellow)
- Focus is on warming up the students
whilst also providing an engaging and
relevant activity.
- Students will be a defender for a
maximum of 30-45 seconds, which
allows every student to try defending
and attacking, whilst also avoiding one
student being stuck defending in the
middle all the time as a result of them
not having quite developed their
defensive skills and tactics yet.
- If there are uneven numbers, an
additional person can be used as a
substitute player.
- Make the readiness groups
throughout the warmup give
students a particular coloured bib to
represent different readiness groups.

20
mins

Game 1:

3v3 keep-away.
- In readiness groups of roughly 6, students are
to complete a 3v3 game in a designated area of
15mx15m, without goals.
- Students are to pass the ball within their team
of three, whilst the other team of three tries to
defend them and intercept the ball.

Adjust readiness group restrictions as

needed.
Readiness grouping:
- Students will be grouped according
to their readiness and progression as

- If the defensive team is successful in

intercepting the ball, they become attackers and
receive a free pass to start.
- If 5 successful passes occur within the one
team, 1 point is awarded and the possession is
changed.
Tiering:
Readiness group 1:
- Change of possession occurs if there is an
unsuccessful pass/ball hits the ground.
- Lacrosse equipment will be used eg. sticks, ball
and helmet depends on availability of
equipment.
- The playing area is reduced to 10x10m after 5
minutes/adjust as needed.
Readiness group 2:
- Start using a tennis ball, instead of the lacrosse
ball.
- Use sticks and other lacrosse equipment.
- General rules apply.
5 mins

determined by the teacher this can

be completed because this is 4 weeks
into the lacrosse unit.
-Students with lacrosse experience
have shown that they will be
appropriately challenged in readiness
group 1 two students with invasion
game experience have also shown
that they will be appropriately
challenged in readiness group 1 and
will be moved up total is 8 students.
- The remaining students with invasion
game experience have shown that
they will be challenged enough in
readiness group 2 and will remain in
this group for this lesson total is 8
students.
- The students with no invasion game
experience have shown that they will
still be appropriately challenged
through the tasks completed in
readiness group 3 and will remain in
this group for this lesson.

Readiness group 3:
- No lacrosse equipment is required.
- Throwing a bigger ball will be the initial passing
method progress to tennis ball.
- Playing area can be increased to 20x20m.
- Numbers can be adjusted as needed for
example increase the number of attackers so
that it is 4v3, in order to minimise the effect and
pressure of defenders.

Group questioning: group tactical question

20
mins

session.
- After completing game 1, students are to
participate in a tactical question session as a
whole group.
Questions should include but are not limited to:
- How did you lose the defender to get free?
- Where and when did you move when your
teammate had possession?

Practice task:

V-cut.
- Students are to complete the V-cut practice
activity which is one strategy for creating space
in attack.
- Students are to form groups of 4, with 1
attacker, 2 defenders (1 active at a time) and 1
feeder. Positions rotate after 6 V-cuts.
- Explain and demonstrate the task so that all
students are clear about what they will be doing
and how they can implement the V-cut.

- It is important that this questioning

session occurs immediately after task
completion in order to keep the task
fresh in the minds of the students.
- It is important to ensure that each
group answers a question asks
specific groups a question.
- Completing this question session as a
whole group as it allows all students to
hear different responses, thus creating
a situation where students are
teaching students through the
facilitation of the teacher.
Keep readiness groups with this
practice activity.
Cues
The receiver should:
- Make the move sudden and
discretely signal with the stick to the
feeder their intentions.
- Cut fast and call for the ball.
- Try different directions for the V-cut.
- Always receive the ball when moving
away from the defender.

20
mins

10
mins

V-cut movement patterns:

Game 2:

game with two goals.

- Set up 2 games.
- The games are to be played like a normal game
of lacrosse, only changing the number of players
to allow students to have a greater playing area
to be able to create and use space.

5 mins

Wrap up and exit card completion:

The feeder should:

- Pass only when the attacker has
opened a clear space and makes a
convincing signal/call for the ball.
= Feeder
= Attacker
= Defender

- One game is to have the students in

readiness groups 1 and some of 2,
whilst the other game is to have
students from readiness group 3 and
some of 2 teachers judgement is
used to make these decisions based
on the numbers.
- It is important to make sure that
within each game, students are
separated in terms of their readiness
do not have all of the students in
readiness group 1 in one team,
against the readiness group 2
students.

- Finish both games.

- Students are to engage in some basic
questioning to gather the experiences that
students had whilst playing.
- Students are to complete their exit card
activity.
- Once students have finished their exit card
activity, they are to hand it to the teacher and
start packing up the equipment.

Students get changed:

- Allow some time for students to get changed at
the end of the lesson so that they are ready for
their next class.
(Mitchell, Oslin, & Griffin, 2013).
Check for understanding
How will you know whether students have achieved your lesson objectives?
Note which students have contributed to answering the tactical questions the teacher is to
actively move around and ask students a series of questions as a form of feedback,
throughout the lesson.
Note student participation and tactical awareness during modified games and activities.
Exit card findings.
Explanation
This lesson has been differentiated by student readiness, in order to promote an environment
where students learning is increased as a result of participating in tasks that are matched to each
individuals skills, knowledge and understanding of a topic (Thomlinson, 2001). Differentiation in
physical education is extremely important as students arrive with very different readiness levels,
body size, prior knowledge and experience. Ignoring differentiation in a physical education setting
is completely detrimental to students perception of physical activity, with low readiness students
often being neglected and feeling like a burden (Whipp, Taggart, & Jackson, 2014).
Exit cards have been used as on-going formative assessment in this unit and this lesson, which

helps assess student readiness, and guide appropriate tasks that extend each student (Jarvis,
2016a; Thomlinson, 2001). An introduction survey was completed before the first lesson, which
provides the teacher with a more general background of each student, including the students
past experiences, and personal strengths and weakness (Sousa & Thomlinson, 2011). Although
exit cards and other formative assessment can be used to identify who is struggling with concepts,
who has some understanding on the concept and who gets the concept, in physical education, the
teachers judgement on students practical performance is the key formative assessment which
can more accurately decide readiness grouping (Jarvis, 2016a). This is because readiness changes
throughout different topics and skills, and physical education teachers constantly need to make
judgements throughout each lesson (Sousa & Thomlinson, 2011). Note taking about which
students respond to tactical questioning correctly and which students execute and apply the
tactical problems , and how well they do this in both practice and game situations, will be the
main on-going formative assessment method used throughout this unit and lesson.
Tiering is the differentiating method used for this lesson, with this occurring through the
manipulation of constraints: task, performer and environment (Newell & McDonald, 1994). When
students participate in physical activities that meet their readiness levels, through the successful
manipulation of constraints, states of coordination and tactical awareness become optimised
(Davids, Button, & Bennett, 2008). This coincides with the idea that students greatly benefit by
learning in their zone of proximal development (Vygotsky, 1978). Three version or tiers of the first
game have been created in order to cater for different readiness levels and ensure that each
student remains in their zone of proximal development (Jarvis, 2016b). These tiers have been
made appropriate for three different readiness groups; readiness group 1 have stricter rules which
are designed to be harsher than the real game, in order to emphasise skill execution and decision
making under greater pressure, whilst still implementing the tactics that are being worked on.
Readiness group 2 have limited modifications to the rules of lacrosse, as the focus within this
group is to simulate slightly below game like pressure on skill execution and decision making. The
focus in this group is on the implementation of tactics rather than the execution of skills.
Readiness group 3 have simplified rules which allow the students to focus primarily on the
implementation of the desired tactic, through no penalisation of poor skill execution and the
modification of equipment (Jarvis, 2016b). The activities which exist within the three different
tiers, have been created to still focus on every student working towards achieving the same
learning objectives and achievement standards, in a respectful and engaging environment
(Doubet, & Hockett, 2015).

Resources
Teaching sport concept and skills: a tactical games approach for ages 7 to 18 book
pp.332-334 (Mitchell, Oslin, & Griffin, 2013).
Exit cards appendix.
Equipment list see teacher notes in lesson sequence.
References

Davids, K. W., Button, C., & Bennett, S. J. (2008). Dynamics of skill acquisition: A constraints-led
approach. Human Kinetics, Champaign, Illinois.
Doubet, K. J., & Hockett, J. A. (2015). Differentiating according to student readiness. In
Differentiation in middle and high school: Strategies to engage all learners (pp. 173-206)
Alexandria, Virginia: ASCD.
Jarvis, J. (2016a, February 29). Module 3: Using assessment to guide differentiated planning and
teaching [PowerPoint slides]. Unpublished manuscript, EDUC 4720, Flinders University, Adelaide,
SA.
Jarvis, J. (2016b, March 6). Module 4: Differentiating in response to student readiness [PowerPoint
slides]. Unpublished manuscript, EDUC 4720, Flinders University, Adelaide, SA.
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and skills: A tactical
games approach for ages 7 to 18. Champaign, IL: Human Kinetics.

Newell, K. M. & McDonald, P. V. (1994). Learning to coordinate redundant biomechanical degrees of

freedom. In Winne, S., Heuer, H., Massion, J., Casaer, P. (Eds.). Interlimb coordination: neural,
dynamical, and cognitive constraints (pp. 515-536). New York: Academic Press.
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiating in response to student readiness. In
Differentiation and the
brain: How neuroscience supports the learner-friendly classroom (pp. 85-108). Bloomington, IN:
Solution Tree Press Inc.
Tomlinson, C. A. (2001). The How Tos of planning lessons differentiated by readiness. In C. A.
Tomlinson, How to differentiate instruction in mixed ability classrooms (2nd ed., pp. 45-51). Upper
Saddle River, NJ: Pearson.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development
of children, 23(3), 34-41.
Whipp, P., Taggart, A., & Jackson, B. (2014). Differentiation in outcome-focused physical education:
pedagogical rhetoric and reality. Physical Education and Sport Pedagogy, 19(4), 370-382.

Exit cards
Name: Date:
1. What is the main objective of lacrosse?
2. Is this objective similar to other invasion games? Why?

3. Draw a diagram highlighting how you can lose a defender in order to receive a clear pass from your team

4. What makes lacrosse challenging for you?

Name: Date:
1. What is the main objective of lacrosse?
2. Is this objective similar to other invasion games? Why?

3. Draw a diagram highlighting how you can lose a defender in order to receive a clear pass from your team

4. What makes lacrosse challenging for you?