Team members names: Stefani Korova and Giordan Tori

FMS addressing and target The fundamental motor skill which we are addressing is the two-hand strike. The skill is
age (early, middle or initially introduced in year 2 and is expected to be mastered during year 5. This lesson plan
upper primary) will be created to target students in year 6, who are expected to have begun mastering the
skill.
Microteaching activity Skittle softball.
title:
Description of microteaching activity. Basically, describe: WHAT are you going to do and HOW exactly
will you be going about this? You are advised to use dot points and diagrams here.
Introduction:
The lesson will begin with a demonstration of the skill by my partner and myself, assisting the visual learners to acknowledge
the correct method of performing a two- hand strike. This demonstration will include:
Stance: Stand side on to the direction of the hit. Feet should be lined up comfortably over shoulder length apart,
having knees bent, in a solid stance. The foot closest to the direction of the swing should be placed one foot distance
in front of the back foot.
Posture: Back should be straight, whilst both arms are raised at ear height above the back shoulder. Forearms
should be forming the letter A, relaxing just under the chin.
Grip: Students must grip the lower end of the bat with two hands, having their more dominant hand an inch above
their less dominant hand. The grip itself must be tight, yet comfortable enough that the student is confident to swing it
in a controlled manner. The grip should be 2-3 finger widths above the bottom of the bat. The barrel of the bat is to be
lined up parallel to the ground.
Eye contact: In the process of performing the two-hand strike, your eyes must always stay on the ball.
Swing: The swing should begin from the beginning position above the shoulder and then follow through, once hitting
the ball, to the alternate side of the body. In the process of the swing the front foot moves forward, whilst the heel of
the back foot comes off the ground and both the hips and shoulders shift, to follow through with the swing of the arms.

(iSportdotcom,2012)

This demonstration will act as a model and reflection to which students can begin to construct their own knowledge of the two-
hand strike.

Once both myself and my partner have provided the class with a visual demonstration, they will be required to repeat our
demonstration themselves. The students will be asked to use their imaginations to visualise a ball being thrown at them, whilst
they swing to hit it with their imaginary bats.

The stance of each student will then be tested. This will be achieved by asking the students to perform a strong swing and
jump with both feet, after the follow through of the swing. The students who are performing the swing correctly, will land firmly
back into their original stance. Whilst the students who have not performed the two-hand strike accurately, will land
unbalanced, landing into a new position, avoiding a fall in most instances.

Common mistakes are; lifting the back elbow high and wrapping the bat behind the individual's head (iSportdotcom, 2012).

After a few repetitions, the students will begin the next activity.

Practical teaching activity

(Walkley, Armstrong and Clohesy,

1998)
Set in the gym. Students will then be put into groups of two or four depending on numbers, and practise striking a ball. The ball
will be either moving or stationary, and whilst using either a pitcher or a tee ball stand the students will hit the dodge ball. They
will be set up in a line to prevent any injuries. The objective for this isnt distance or accuracy, but to see if any mistakes are in
their form and analyse their capability of hitting the ball. This activity will run for about 5 minutes or until we can see that their
skill is acceptable for the next activity. (YEARS 1TO 10 SOURCEBOOK MODULE - Health and Physical Education, 2000)
 Learning activity

For this activity, we will split the class into 2 groups. We will then set up a softball/baseball field for a game of skittle softball.
Which is quite like softball, considering the game rules, however, instead of the sticker being able to wait on a base they
students must run the whole field. To get the sticker out, the pitcher team must knock down all 4 skittles that are on the bases
before the striker gets home, to stop the other team from obtaining a point. If the striker manages to knock down a skittle,
either by hitting the ball into them or running into one, this will also count as an out. We will play two innings, so that the whole
class has an opportunity to get a hit.

(Walkley, Armstrong and Clohesy,

1998)
List at least THREE key learning intentions (what learning and outcomes are you aiming for):

1. Students are to be taught how to safely handle sports equipment both, in the process of the activity and packing up.
2. Students should have become familiar and confident at the very least, with the striking technique.
3. The students will be educated on how to use the equipment in an effective manner, endorsing the striking technique.
4. The students will be able to demonstrate the technique in an activity without instruction which focuses on the FMS
skill of striking

Professional explanation brief explanation about any curriculum or teaching approaches that your
microteaching activity is based on (e.g. guided inquiry/discovery, social learning, etc.). Basically,
explain: WHY did you choose this activity to teach your particular FMS? WHY did you choose to do the
activity in this way?
 Our activities and approaches are based on the direct teaching method by, Joyce, Weil and Calhouns models of teaching,
consisting of five general components. These components are; orientation phase, presentation phase, structured practise,
guided practise and independent practise (Godinho 2016, pp.266) .

In our lesson, we cover the orientation phase by presenting our three learning outcomes to the class at the beginning of the
lesson, as well as explicitly establish that the ideal goal is to learn the two-hand strike by the end of the lesson.

The presentation phase, includes an introduction of the new skill, a demonstration and confirmation of understanding. We
provide the class with a step-by-step visual demonstration of the two-hand strike, whilst allowing the class to ask any
questions, to help better their understanding.

By leading the students in repeating the demonstration themselves, with our guidance and assistance, structured practice is
a achieved. Structured practice requires gradual instruction and correction, to ensure that all students perform the motor skill
a correctly.

Our practical teaching activity, endorses guided practice, as students will attempt the two-hand strike semi-independently.
Taking into consideration, the constant monitoring and feedback from both my partner and myself.

Lastly, independent practice requires a 85-90 per cent accuracy with guided practice (Godinho 2016, pp.266). Once this
accuracy is achieved in our practical teaching activity, students will be introduced to a game of skittle softball. The students
will manage the flow of the activity, whilst my partner and I will continue to ensure, the rules are abided, equipment is used
correctly, responsible behaviour is conducted, and the technique is performed accurately. At the completion of the activity,
feedback will be provided to the students, to guide them with any possible skill improvements.

We chose to base our lesson on this direct instruction model, as it provided a step by step process to guiding the students in
achieving their goal. Our lesson plan overall is gradual and explicit, ensuring students build up their confidence and strength
in mastering the two-hand strike. This contrasts with students being rushed and becoming frustrated, as this seems to be the
instance where many students, such as myself, begin to lose interest and refuse to participate with any effort.

The overall learning theory that our lesson plan is established upon is constructivism. As this lesson plan targets year 6
students, whom are assumed to have been introduced to the two-hand strike in year 2, they will be expected to bring prior
knowledge to the class. Alongside cognitive constructivism, social constructivism is also evident in our lesson plan, as
students are required to work together throughout activities, whilst being introduced to the skill by more skilled members
(Nagel 2016, pp.91).

Post teaching analysis - self reflection/evaluation and responses to peer and lecture feedback (see
also Microteaching feedback form) :

At the beginning of our lesson plan we were faced with two obstacles. Firstly, our setting was to be altered as the gym was
unavailable for use at the time of our lesson. Secondly, the class was to be split into half as another pair was required to present
their lesson too. We resolved the issue of the setting as prior to our lesson we had prepared an alternative setting, which was to
take the lesson outdoors to the open field, if the gym was unavailable. My partner and myself then decided to consolidate the
other pair about their activity and if there was a possibility to combine our lesson into one. Once they mentioned that their FMS
was catching, it immediately occurred to my partner and myself that their lesson would fit perfectly with our skittle softball activity,
as the fielders are required to learn how to catch.

Once we arrived on the field, the class was distributed into two groups, and our separate introductory activities began. The
visual demonstration and the practical teaching activity was understood well, and questions were clarified. Having a small
group of six this was easier to manage than a whole class, and individual assistance was given easily. Incorporate Banduras
social learning theory, by calling upon another student who had mastered the two-hand strike, to aid another student who
seemed to be struggling.
To conclude our lesson, we played a game of skittle softball. The activity was explained whilst my partner set up the equipment
for the activity. The first runner, ran anti-clockwise, however the activity required students to run clockwise. It came to my
attention that instruction that I believed to be common sense, would need to be clarified in addition to the basic game rules. If I
was to repeat this lesson, I would emphasise specifications, such as; students who are batting are required to run clockwise
and bats are to be dropped on the floor next to them, rather than thrown randomly.

Another adjustment would be for the students to collect the balls themselves, during the practical activity, rather than having
someone stand out in the field to collect them. Although this may be more time efficient, it maximises the risk of possible
injuries.
References:

iSportdotcom. (2012). How to Hit a Softball: The Stance & Grip. [Online Video]. 20 March 2012.
Available from: https://www.youtube.com/watch?v=e4C2kLbkzZg. [Accessed: 25 April 2017].

Walkley, J., Armstrong, D. and Clohesy, P. (1998). An activities resource for classroom teachers. 1st
ed. [ebook] Melbourne: Physical and Sport Education Section, Department of Education, pp.2,108-
109, 115. Available at: http://fusecontent.education.vic.gov.au/6f9265d9-afef-4a9a-9228-
05a039225985/fmsactivityresource.pdf [Accessed 25 Apr. 2017].

YEARS 1TO 10 SOURCEBOOK MODULE - Health and Physical Education. (2000). 1st ed. [ebook]
Brisbane, p.8. Available at: https://www.qcaa.qld.edu.au/downloads/p_10/kla_hpe_sbm_311.pdf
[Accessed 25 Apr. 2017].

Godinho, S. (2016). Pedagogy: the agency that connects teaching with learning. In: R. Churchill, S.
Godinho, N. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. C. Nagel, K.
Shaw, P. Ferguson, P. Nicholson and M. Vick, (ed), Teaching: making a difference, 3rd ed. Milton, Qld:
John Wiley & Sons Australia, Ltd, pp.265-267.

Nagel, M.C (2016). Student Learning. In: R. Churchill, S. Godinho, N. Johnson, A. Keddie, W. Letts, K.
Lowe, J. Mackay, M. McGill, J. Moss, M. C. Nagel, K. Shaw, P. Ferguson, P. Nicholson and M. Vick,
(ed), Teaching: making a difference, 3rd ed. Milton, Qld: John Wiley & Sons Australia, Ltd, pp.90-91.