When does

a Game
become a
Sport?
An inquiry based
unit integrating
Physical
Education and
English.
Stephanie Bertalmio
Shaun Clarke
August 2015

Unit Overview
This unit integrates the discipline based domains of Physical Education
and English in the area of games and sport.
The Health and Physical Education domain provides students with
knowledge, skills and behaviours to enable them to achieve a degree of
autonomy in developing and maintaining their physical, mental, social and
emotional health. This domain focuses on the importance of a healthy
lifestyle and physical activity in the lives of individuals and groups in our
society. This domain is unique in having the potential to impact on the
physical, social, emotional and mental health of students. It promotes the
potential for lifelong participation in physical activity through the
development of motor skills and movement competence, health-related
physical fitness and sport education. Engaging in physical activity, games,
sport and outdoor recreation contributes to a sense of community and
social connectedness. These are vital components of improved wellbeing.
The study of English is central to the learning and development of all
young Australians. It helps create confident communicators, imaginative
thinkers and informed citizens. It is through the study of English that
individuals learn to analyse, understand, communicate with and build
relationships with others and with the world around them. The study of
English helps young people develop the knowledge and skills needed for
education, training and the workplace. It helps them become ethical,
thoughtful, informed and active members of society. In this light it is clear
that AusVELS English plays an important part in developing the
understanding, attitudes and capabilities of those who will take
responsibility for Australias future.

Rationale
Within Australia many physical education class are ran by qualified
teachers who tell students what to do and how to do it. SEPEP which is
Sport Education in Physical Education Program is a student centred
approach which enhances student learning by having students peer teach
a particular sport. This unit has been designed to assist students in
organising and running a sports program with minimal assistance by the
teacher. Furthermore this allows for better retention of information and
progression of progressive thinking.

Learning Objectives

Students will gain the knowledge of how to organise a physical

education class

Students will learn how to advertise

Students will gain the understanding of the process involved in
organising a physical education class

Student Aims
By the end of this unit, students will be able to:

Understand what a SEPEP program is

How to produce a SEPEP program
Learn and teach the rules, skills and field positions
Understand how to run a physical education class

AusVELS Domains
Physical, Personal and Social Learning

Civics and Citizenship

Health and Physical Education
Interpersonal Development
Personal Learning

Discipline-Based Learning

English

Interdisciplinary Learning

Communication
Design, Creativity and Technology
Information and Communications Technology
Thinking Processes

Cross Curriculum Priorities

AusVELS English values Aboriginal and Torres Strait Islander histories and
cultures. It articulates relevant aspects of Aboriginal and Torres Strait
Islander languages, literatures and literacys. All students will develop an
awareness and appreciation of, and respect for the literature of Aboriginal
and Torres Strait Islander Peoples including storytelling traditions which
will be demonstrated through the physical activity of SEPEP the telling of
a sport. The question of When does a game become a sport relates to
the aboriginal background of kicking a ball and through time has
developed into what we call today AFL.

Intercultural Understanding
In the Australian Curriculum, students develop intercultural understanding
as they learn to value their own cultures, languages and beliefs, and those
of others. Intercultural understanding is an essential part of living with
others in the diverse world of the twenty-first century. It assists young
people to become responsible local and global citizens, equipped through
their education for living and working together in an interconnected world.
Intercultural understanding combines personal, interpersonal and social
knowledge and skills. It involves students learning to value and view
critically their own cultural perspectives and practices and those of others
through their interactions with people, texts and contexts across the
curriculum. Intercultural understanding encourages students to make
connections between their own worlds and the worlds of others, to build
on shared interests and commonalities, and to negotiate or mediate
difference. It develops students abilities to communicate and empathise
with others and to analyse intercultural experiences critically. It offers
opportunities for them to consider their own beliefs and attitudes in a new
light, and so gain insight into themselves and others. Intercultural
understanding stimulates students interest in the lives of others.

Integration of ICTs/New Learning Technologies

ICT is a growing phenomenon into today's world. When combining English
and Physical Education into one unit it is important to utilise the current
ICT devices in schools. Students will need to use their ipads or computers
to research and study the way in which a sport is run, played and taught.
By using ICT students are able to research the best information and
maximise their learning. Alternatively the ICT is incorporated into the final
reflection essay as well as the delivery of the lesson plan. Students must
type up their lesson plan so it is clear for others to read and be able to
follow.
ICT applications for this task can include; ipads, computers, youtube,
websites, google and more

Inquiry Unit 1 Planner

Week 1

Lesson
1

Week 2

Lesson
4

When does a Game become a Sport

Objective
- Understand what SEPEP
is
- Research a sport and all
aspects involved in
groups of 6 (ICT)
- Create a professional
layout of information
gathered from previous
lesson / research
continuation (ICT)
- Create and understand
leadership positions and
responsibilities (ICT)

Objective
- Research of the topic
question When does a
game become a sport?
How?
- Practice presenting your
program as a whole and
make sure transitions
flow between members
-

Group 1 presentation

AusVELS
ACPMP102
ACPMP101

Assessment
Write 2
sentences
about SEPEP

Year 9

Term 3

Resources
http://www.rulesofsport.com/
YouTube

Use Keynote
ACPMP102
ACPMP101

ACPMP105

AusVELS

ACPMP103

ACPMP106

Development
of sports
rules, equip
etc folder 5
marks
Assessment

http://ehlt.flinders.edu.au/edu
cation

The ability to
understand
without
prompts
5 marks
Overall

Lesson plan
Rules sheet
Equipment sheet
Section sheet

/DLiT/2008/Sepep/SEPEProles.
html
Resources
English

Peer assessment sheet

ACPMP100

Week 3

Week 4

Lesson
7

Objective
- Group 2 presentation

Group 3 presentation

Group 4 presentation

Lesson
10

Objective
- Group 5 presentation

11

12

Group 6 presentation

AusVELS
ACPMP106
ACPMP100
ACPMP106
ACPMP100
ACPMP106
ACPMP100
AusVELS
ACPMP106
ACPMP100
ACPMP106
ACPMP100

presentation
20 marks
Peer
assessed
Assessment
Peer
assessed
Peer
assessed
Peer
assessed
Assessment
Peer
assessed
Peer
assessed

Resources
Peer assessment sheet
Peer assessment sheet
Peer assessment sheet
Resources
Peer assessment sheet
Peer assessment sheet

Written review of group

English
performance
- How can your sport
relate to the history of
Aboriginals?
Group will be peer assessed to create alternate ways of assessing but teachers will assess the groups as well
as individuals.

Peer assessment sheet 2015

Name:
Activity

Sport:
N
S

V
G

Ex

Comment

Skill Break
down
Use of
equipment
Group
organisation
Rules
Skill drill
Timing of
activities
Modified game
Feedback/coac
hing
Communicatio
n
Totals:
Key:
1 Not shown

Marked by:

2
Satisfactory

3 Good

4 Very Good

Date:

5 Excellent