EDUC 4729G

PE Lesson Plan Teachers Name: Anthony Vottari

Date: 2/3/2018 Topic: Fatigue and Performance

Year Level: 11 Performance Description:

Students examine the practical application of human
physical skills and analyse the personal, community,
and global issues that surround the role of human
physical activity in society. Students learn mainly
through physical activity in a way that promotes
immediate as well as long-term benefits to
themselves and society. Physical Education is an
experiential subject in which students explore their
physical capacities and investigate the factors that
influence performance. They explore and analyse
associated performance, health, and lifestyle issues.
They develop skills in communication and
investigation and the ability to apply knowledge to
practical situations.

Learning Intentions: SACE Performance Standards

In Physical Education, the emphasis is on the The performance standards describe five levels of
capabilities of personal development, achievement, A to E. Each level of achievement
communication, and learning, which are the describes the knowledge, skills, and understanding
focus of the learning requirements and the that teachers refer to in deciding how well a student
performance standards. These capabilities are has demonstrated his or her learning on the basis of
further developed through the application of the evidence provided. The performance standards
knowledge and skills in the content. The are identified as:
capabilities are identified as:
 Knowledge and Understanding
 Communication
 Practical Skills Application
 Citizenship  Initiative and Collaboration
 Personal Development
 Analysis and Reflection
 Work
 Learning

As a result of actively engaging in this lesson

students will:

Understand (Concepts):
 What it means for performance levels to
differ whilst experiencing fatigue

Know (Facts):
 The experience of fatigue
 How to use RPE to record your pre and post
workout levels

Do (Be able to):

 Identify how their performance decreases
when fatigue increases
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Safety Considerations: Consideration for Equipment requirements:

• Correct footwear (closed shoes) students with special • Volleyball Nets
needs or abilities:
• Correct clothing • Volleyballs
• Bright coloured
• Hat & Sunscreen (if outside) • Whistle
cones (visually
• Identifying any injuries impaired) • Cones
• Establish rules • Clear visual cues
• Spacial awareness (hearing impaired)

Time: Introduction to Task (Routine matters/Statement of learning Outcome/Connection to

5 Min previous learning)
 Outline/structure of the lesson
o 3v3 half court games
o 3 Activities
o Focusing on positions with fatigue: Server, Setter, Hitter
 Essential question/Key concept: How does fatigue affect performance?
 Learning outcomes (K.U.D.)
 What is fatigue?
 Why does fatigue occur?
 Measure Rating of Perceived Exertion (RPE)
o RPE is a way to assess the difficulty of a session for a given athlete,
o It is a representation of how difficult the session was,
o Which is filtered through the perception of the athlete
 Warm-up
o 3v3 half court games
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Time: Main learning Task/s (Task Diagrams/Key questions/Cues)

outline/Progression/Instructions

7 Min Activity 1
Activity 1 – Hitter + Squats
 Hitters on both sides need to complete 5 squats
Setter Setter
before the serve
 Rotate 1 spot clockwise after each serve won Server Hitter Hitter Server

 End activity with guiding questions

 Whilst in the hitter
position, describe your
performance levels?
 How did fatigue affect you
to hit or spike the ball over
the net? Harder, easier?

7 Min
Activity 2 – Server + Push-ups
Activity 2
 Servers on both sides need to complete 5 push-ups
before the serve
 Rotate 1 spot clockwise after each serve won Setter Setter
 End activity with guiding questions
Server Hitter Hitter Server

 How is your ability to serve

being affected?
 What do you feel
happening to your body?
 How can you overcome this
feeling when serving, is
there a different way to
serve? Underarm?

7 Min
Activity 3 – Setter + Running Activity 3
 Setters on both sides need to complete a shuttle run
from the beginning of the court, to the net, and back
Setter Setter
to the beginning before the serve
 End activity with guiding questions Server Hitter Hitter Server

 How does your thinking and

decision-making change
whilst experiencing
fatigue?
 Why was it harder to get
back into position?
 What ways can you avoid
fatiguing before hitting the
ball? Get into space?
21 Min
Total
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Time: Conclusion to Tasks (Key ideas to be summarised /Homework/ Formative/Summative

4 Min assessment task)
 Measure RPE
 What ways did you experience fatigue this lesson?
 How did your performance levels change?
 Using the RPE, did you notice a change of rating from the beginning of the lesson to the
end?
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RPE Student (Before and After)

B A B A B A B A B A B A B A B A B A B A
0

10