Student Name: Yasmin Atwani
[Insert school
logo.]
Griffith University State High School
Student name:
Student number:
Teacher name:
Date handed out:
Date due:
Subject
Year 11 Physical Education
Technique
Project-folio
Unit
Unit 1: Motor learning, functional anatomy, biomechanics and physical activity
Topic
Topic 2: Functional anatomy and biomechanics integrated with tennis
Conditions
Duration
5 hours
Mode
Multimodal (ICT integrated-visual
tool and written or spoken)
Length
Folio: 9-11 minutes
Supporting evidence: 2-3 mins
Individual/
group
Individual
Other
Examples of ICT integrated multimodal
presentations include
o A pre-recorded
presentation submitted
electronically
o A presentation
conducted in front of an
audience (class or
teacher)
with an ICT integrated
visual aide
o A digital portfolio of
video, images and
diagrams with
annotations or
commentary
o A multimedia movie or
slideshow that may
combine images, video,
sound, text and a
narrative voice.
Resources
available
Computers (including Dartfish software), tennis courts, tennis equipment, cameras on
request
Context
In this unit, you have engaged in integrated learning experiences about functional anatomy,
biomechanical and body and movement concepts and principles. Also, you have explored the application
of body and movement concepts, specialised movement sequences and movement strategies in authentic
tennis environments. To optimise your personal performance in tennis, you have explored various
functional anatomy and biomechanical requirements and their relationship with tennis performance.
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
1
Student Name: Yasmin Atwani
Task
Devise one biomechanical strategy to optimise performance when attacking opposition court and scoring
in either a backhand or forehand position. Evaluate and justify:

The effectiveness of the devised biomechanical strategy.

Your performance in the selected tennis position.
To complete this task, you must:

Recognise and explain the
o Biomechanical and functional anatomy concepts when attacking opposition court and
scoring in the backhand or forehand position.
o Body and movement concepts about the specialised movement sequences and
movement strategies

Analyse primary data and secondary (both quantitative and qualitative) to ascertain the most
significant relationships between the
o Demands of specialised movement sequences for attacking opposition court and scoring
in the backhand or forehand position.
o Biomechanical and functional anatomy concepts and principles that limit or enable
personal performance of the specialised movement sequence for attacking opposition
court and scoring.

Synthesis information about the most significant relationships to devise one personal
biomechanical strategy to optimise performance when attacking opposition court and scoring in a
base line or net position.

Evaluate the effectiveness of
o The personal biomechanical strategy by appraising the outcome, implications and
limitations of the specialised movement sequence with relation to the biomechanical and
functional anatomy principles.
o Personal performance of the specialised movement sequences and movement strategies
for attacking opposition court and scoring by applying two body and movement concepts:
quality of movement and one other, to appraise the outcomes, implications and
limitations.

Justify the development, modification and maintenance of
o The personal biomechanical strategy for one movement strategy in the backhand or
forehand position to optimise performance, using evidence from primary and secondary
data
o personal performance of the specialised movement sequences and two movement
strategies to optimise performance using evidence from primary data and/or secondary
data

Make decisions about and use language, conventions and mode-appropriate features for
particular purposes and contexts including the use of ICT’s

Perform in the physical activity context of tennis, in an authentic performance environment, to
o Demonstrate specialised movement sequences for net or base line positions
 When setting up an attack
 When defending against an attack
o apply body and movement concepts, quality of movement and one other, to
 specialised movement sequences for a backhand or forehand position
 a movement strategy when setting up an attack
 a movement strategy when defending against an attack
Checkpoints
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
2
Student Name: Yasmin Atwani
☐ Term 1 Week 7: draft/individualised conferencing/monitoring submission
☐ Term 1 week 9: Assessment submitted along with declaration of authenticity
Assessment objective/s
1. Recognise and explain functional anatomy and biomechanical concepts and principles about
specialised movement sequences and movement strategies.
2. Demonstrate specialised movement sequences and movement strategies in authentic performance
environments.
3. Apply concepts to specialised movement sequences and movement strategies in authentic
performance environments.
4. Analyse and synthesise data to devise a biomechanical strategy for optimising performance of one
movement strategy.
5. Evaluate a biomechanical strategy and movement strategies relevant to the selected physical activity.
6. Justify a biomechanical strategy and movement strategies relevant to the selected physical activity.
7. Make decisions about and use language, conventions and mode-appropriate features to communicate
information about strategies to a technical audience
Feedback
Authentication strategies






The teacher will provide class time for task completion.
Students will each produce a unique response by using unique data about personal performance.
Students will provide one draft at the checkpoint and teacher feedback will be provided as annotations
Students will use plagiarism-detection software at submission of the response.
Students must acknowledge all sources
Students must submit a declaration of authenticity.
Scaffolding
The response is a multimodal presentation and will include:

genre conventions for an analytical response including sustained analysis, synthesis and evaluation

language features appropriate to visual and written or spoken modes
 Referencing conventions that reflect ethical scholarship through the use of in-text citations and a reference
list using a recognised system of referencing.
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
3
Student Name: Yasmin Atwani
Instrument-specific marking guide
Criterion: Explaining
Assessment Objective:
1. Recognise and explain motor learning, functional anatomy and biomechanical concepts and
principles about specialised movement sequences and movement strategies.
The student work has the following characteristics:

Marks
Accurate recognition and discerning explanation of
 Motor learning, functional anatomy and biomechanical
concepts and principles about one movement strategy
2-3


Two body and movement concepts, including quality of
movement and one other, about the specialised movement
sequences and movement strategies
Recognition and appropriate explanation of aspects of
 Motor learning, functional anatomy and biomechanical
concepts and principles about one movement strategy
1


Quality of movement or one other body and movement
concept, about specialised movement sequences and
movement strategies
Does not satisfy not of the descriptors above.
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
0
4
Student Name: Yasmin Atwani
Criterion: Demonstrating and applying
Assessment Objectives:
2. Demonstrate specialised movement sequences and movement strategies in authentic
performance environments.
3. Apply concepts to specialised movement sequences and movement strategies in authentic
performance environments.
The student work has the following characteristics:

Accomplished and proficient demonstration of the specialised movement
sequences and two movement strategies from two different principles of play in
authentic performance environments

Accomplished and proficient application of the body and movement concepts,
including quality of movement and one other, to the specialised movement
sequences and two movement strategies from two different principles of play in
authentic performance environments.
Effective demonstration of the specialised movement sequences and two
movement strategies from two different principles of play in authentic
performance environments





Effective application of the body and movement concepts, including quality of
movement and one other, to the specialised movement sequences and two
movement strategies from two different principles of play in authentic
performance environments
Competent demonstration of isolated specialised movement sequences and a
movement strategy in authentic performance environments
Competent application of the body and movement concepts, including quality
of movement and one other, to some specialised movement sequences and a
movement strategy in authentic performance environments.
Variable or inaccurate demonstration of isolated movement sequences and a
movement strategy in authentic performance environments

Variable or inaccurate application of a body and movement concept to
movement sequences and a movement strategy in authentic performance
environments.

Does not satisfy not of the descriptors above.
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
Marks
7-8
5-6
3-4
1-2
0
5
Student Name: Yasmin Atwani
Criterion: Analysing
Assessment Objective:
4. Analyse and synthesise data to devise a biomechanical strategy for optimising performance of
one movement strategy.
The student work has the following characteristics:



Marks
Insightful analysis and discerning synthesis of primary data and secondary
data, relevant to a biomechanical strategy, to ascertain the most significant
relationships between the
 Demands of the specialised movement sequences and one
movement strategy
 Biomechanical and functional anatomy concepts and
principles that limit or enable personal performance of the
specialised movement sequence.
3-4
Appropriate analysis and synthesis of primary data or secondary data, relevant
to a biochemical strategy, to ascertain the relationships between the
 Demands of the specialised movement sequences and one
movement strategy
 Some biomechanical and functional anatomy concepts and
principles that limit or enable personal performance of the
specialised movement sequence.
1-2
Does not satisfy not of the descriptors above.
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
0
6
Student Name: Yasmin Atwani
Criterion: Evaluating and justifying
Assessment Objective:
5. Evaluate a biomechanical strategy and movement strategies relevant to the selected physical
activity
6. Justify a biomechanical strategy and movement strategies relevant to the selected physical
activity.
The student work has the following characteristics:









Critical evaluation of the effectiveness of
o Personal performance of the specialised movement sequences and
two movement strategies from two different principles of play by
applying two body and movement concepts, including quality of
movement and one other, to appraise the outcome, implications and
limitations
o The biomechanical strategy by appraising the outcome, implications
and limitations of the biomechanical and functional anatomy concepts
and principles
Discerning justification of the development, modification and maintenance of
the biomechanical strategy and movement strategies to optimise performance,
using evidence from primary data and secondary data
Considered evaluation of the effectiveness of
o Personal performance of the specialised movement sequences and
two movement strategies from two different principles of play by
applying two body and movement concepts, including quality of
movement and one other, to appraise the outcome, implications or
limitations
o The biomechanical strategy by appraising the outcome, implications
and limitations of the biomechanical and functional anatomy concepts
and principles
Considered justification of the development, modification and maintenance of
the biomechanical strategy and movement strategies to optimise performance,
using evidence from primary data and secondary data
Feasible evaluation of the effectiveness of
o Personal performance of the specialised movement sequences and
two movement strategies by applying a body and movement concept
to appraise the outcome, implications or limitations
o The biomechanical strategy by appraising the outcome, implications or
limitations of the biomechanical and functional anatomy concepts and
principles
Feasible justification of the development, modification or maintenance of the
biomechanical strategy and movement strategies to optimise performance,
using evidence from primary data or secondary data
Superficial evaluation of the effectiveness of aspects of the biomechanical
strategy or a movement strategy by describing the outcome or an implication
or limitation
Superficial justification of aspects of the development of the biomechanical
strategy or a movement strategy
Does not satisfy not of the descriptors above.
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
Marks
6-7
4-5
2-3
1
0
7
Student Name: Yasmin Atwani
Criterion: Communicating
Assessment Objective:
7.
Make decisions about and use language, conventions and mode-appropriate features to
communicate information about strategies to a technical audience
The student work has the following characteristics:




Discerning decision-making about and accurate use of
o Written or spoken and visual features to achieve a particular purpose
o Language suitable for a technical audience
o Referencing and folio genre conventions
Appropriate decision-making about and use of
o Written or spoken and visual features to achieve a particular purpose
o Language suitable for a technical audience
o Referencing and folio genre conventions
Variable and/or inappropriate use of
o Written, spoken or visual features
o Language
o Referencing or folio genre conventions
Does not satisfy not of the descriptors above.
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
Marks
3
2
1
0
8
Student Name: Yasmin Atwani
Unit: 1
Topic: Functional anatomy and biomechanics integrated with
tennis
Lesson Number: 2
Duration: 70
Class size:
24
Stage: 1 & 2
Lesson Topic: Analysing the impact of summation of forces on force production when performing a tennis serve (part 1)
Subject matter:


Gather primary data about the influence of biomechanical and functional anatomy concepts and principles on personal performance of specialised
movement sequences and movement strategies
Analyse and synthesise primary data about the influence of biomechanical and functional anatomy concepts and principles on specialised movement
sequences and movement strategies in the selected physical activity
Underpinning factors:



Literacy
o Students are required to make literal and inferred meaning of primary data (Phase 3)
Numeracy
o In collecting primary data, students use calculation, estimation and measurement (Phase 2)
o In analysing collected data, students use spatial reasoning to make inferences about biomechanical concepts such speed, velocity, acceleration
and height (Phase 2)
o Students must analyse and interpret information to recognise relationships in the primary data collected and make links to biomechanical
concepts and principles (Phase 3)
o Students use numeracy conventions such as appropriate units of measurement and mode-appropriate graphs and tables to present primary data
(Phase 2 and 3)
21st century skills
o Critical thinking:

Reasoning, by analysing and synthesising information and data (Phase 3)
o Communication:
 Manipulating specialised language, data and movement to communicate through speaking, writing and performing transforming
information and data to convey meaning for different purposes and contexts (All lesson phases)
o Creative thinking
 Synthesising information and data to create new knowledge and ascertain relationships (Phases 2 and 3)
o Collaboration and teamwork

Relating and interacting with others to devise and apply strategies about, through and in physical activities using an inquiry approach
(Phase 2)
o ICT skills
 Capturing performance data using digital technologies (Phase 2)
4080EDN: Health and Physical Education Curriculum – Senior Secondary
9
Student Name: Yasmin Atwani
Learning Goals:
We are learning to:


Gather primary data about the influence of summation of forces concepts on personal performance of a tennis serve
Synthesis primary data in order to analyse how summation of forces concepts can influence personal performance
Success Criteria:
You will have achieved the learning goal if you:



Gathered appropriate measurements and camera footage of tennis serves
Tubulated and graphed measurements as well as made qualitative observations from camera footage
Examined measurements and observations in order to explain and examine the influence of summation of forces on personal performance of the tennis
serve
Assessment Strategies:
Formative assessment strategies:


Phase 1 of the lesson acts as an assessment for learning. Through this activity the teacher can observe and identify the depth of student understand of
the previously explored concept of summation of forces. Furthermore, through student’s finger indication with regards to their confidence with concepts,
the teacher can gauge an understanding of student progress. Should the need for further revision be identified, teacher could alter the lesson and act to
meet such student needs.
Phase 2 of the lesson allows the teacher to gain an understanding of student progress in the psychomotor domain through observing their capacity to
perform specialised movement sequences with relation to body and movement concepts. The teacher can write down observations with relation to
student’s body awareness, space awareness, quality of movement and relationships.

Phase 3 of the lesson will provide the teacher with an insight into student’s capacities with relation to Stage 2 of the inquiry model. Through the act of
observing, monitoring and interacting with students as they respond to the key questions, the teacher can gauge student’s progress. This again can act as
assessment for learning as teachers can mould their cueing and prompting during the remainder of the based on the observations they make.

Phase 4 of the lesson uses exit slips to allow students to self-assess and reflect. Very importantly, on collection of these slips, teachers can establish
trends and patterns in responses to establish an appropriate trajectory for the next lesson.
Resources, Materials and Equipment:
Tennis racquets, tennis balls, tape measure, personal mobile devices, student’s notebooks, data collection and question sheet, post-it notes
4080EDN: Health and Physical Education Curriculum – Senior Secondary
10
Student Name: Yasmin Atwani
Time
Student Task
7 mins
Phase 1- Knowledge refresh activity:
Differentiated Learning
Considerations

Students arrive at the school tennis courts and have a seat on the
available picnic tables to commence lesson:
In small groups of 3 or 4, students discuss a number of revision
questions. As a class, groups will share their responses. One member of
the group is to be the spokesperson and the other members; the brains
trust.


4080EDN: Health and Physical Education Curriculum – Senior Secondary
Students are able to
select how they would
like to contribute to
the activity:
o Students may
select to
speak to the
group or to
just speak to
their small
group
Students are
encouraged to use
their own words and
to consider their own
prior knowledge and
experiences
o This allows
for students
with varying
levels of
understanding
(or confidence
with jargon) to
be able to
contribute and
engage with
the activity.
As a group task,
students of all levels
are able to hear the
responses of others
and collaboratively
build their
understanding of key
principles and
concepts. This
supports the learning
Teacher Actions
Number students, asking students to sit in a
group with students with the same number.
Provide each group with a slip of paper with
the following revision discussion prompts:
1) Using your own words, explain the
biomechanical concepts of ‘force’
and ‘summation of forces’
Suggested answer:
In simple terms, a force is a push or pull that
happens when two objects interact. A more
complex definition is that force is an
interaction that causes a change in motion
of an object.
Summation of forces is a term used to
describe the sequential combination of
forces produced by different parts of the
human body acting together to maximise
force production (Hede, Russell, Weatherby
& Williams, 2019).
2) Select one specialised movement
sequence in any physical activity
you are familiar with and identify the
body parts used to produce the
level of force required to achieve
desired outcomes.
Suggested answer:
Students can draw on their personal
experiences to provide physical activity
examples of summation of forces. Examples
could include:
11
Student Name: Yasmin Atwani
of students of all
levels.


The summation of forces
generated by all parts of the body
allows long jumpers to propel
themselves further into the air
A discuss throwers generation of
force through their legs, torso and
arms to maximise the force they
can apply to propel the discuss
Ask students to appoint a group
spokesperson. Invite each group to share
their ideas and what their group discussed.
Reinforce the key ideas around force and
summation of forces.
Ask students to raise a hand and indicate
how confident they are with the concept of
summation of forces using a finger
indication.
25mins
Phase 2-Body of lesson:

Students are able to
select a soft and
slower moving ball or
a standard tennis ball

Students can select to
serve using a racquet
or just using an
overarm throwing
action

Team environment
will allow students to
assist one another
and to learn
collaboratively in all
elements of the task.
Students form groups of 3. One student will be the server, one will be
the cameraperson/observer and the other will be the measurer.
The server, performs (to the best of their ability) a tennis serve under the
following conditions:
1. Serving while limiting movement to just the elbow and wrist (no
torso, shoulder or leg involvement)
2. Serving while only using the elbow, wrist and shoulder (no torso
or leg involvement)
3. Serving while limiting movement to elbow, wrist, shoulder and
torso involvement (no legs)
4. Serving with all elbow, wrist, shoulder, torso and legs
involvement
While server is performing the serves, the measurer measures the
distance the ball travels from the baseline to when it first touches the
ground.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
The playing space will be set up as follows:
Rearrange groups: Ask 1 person from each
group in the opening activity to raise their
hand and for these students to rotate across
clockwise to the next group.
Explain task to students, linking the activity
to the first success criterion. Provide a
demonstration with no equipment of each of
the serve variations to scaffold the task.
12
Student Name: Yasmin Atwani
The cameraperson is to film the server with a mobile device as they
perform each of the serve variations. They are also to make
observations and inferences on the movement and velocity of the ball.
Students are to switch positions, so every student has a chance to try
each role.
Before students begin the activity, pose the
following inquiry prompt:
1) “While you’re taking part in this
activity, I want you to be thinking
about how each of the serve
restrictions is having an impact on
the serve speed, height and
distance.”
Allow students to determine which student
will take on the following roles; server,
cameraperson/observer or the measurer.
Ask each of the servers to collect one ball,
one racquet and one tape measurer for their
group. Allow students to select a mini-court
to perform the activity in.
Provide brief reinforcement of safety rules:
students must stand well clear of the server.
Server is only to serve after checking
surroundings.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
13
Student Name: Yasmin Atwani
25mins
Phase 3-Collating and analysing collected primary data:

Students are to fill out the following table using the primary data they
gathered:
Questions will be
discussed in a
gradual manner (i.e.
address one question
after a few minutes,
before allowing more
time for the rest of the
questions to be
attempted). This will
help guide students
who require more
scaffolding to achieve
the learning
objectives.
Ask students to sit down on the outdoor
picnic tables.
Prompt students that this part of this lesson
will be addressing the second success
criterion.
Allow students to tabulate the primary data
they collected using provided table template
on provided worksheet.
Ask students to attempt the questions at the
bottom of the provided worksheet
independently or in small groups.
Questions:

Students then attempt a set of questions/activities aimed at helping
students analyse the primary data collected.
Students will participate in a teacher-led discussion on their findings.
Students are provided
with a choice of either
working individually or
in a group based on
their learning
preference. This also
provides students with
an opportunity to
learn collaboratively
1) Convert your findings into a line
graph with the x axis being number
from 2 to 5 (to represent the
number of muscle groups used) and
the y axis, the distance travelled.
Anticipated response:
The graphs should display an increasing
relationship between distance travelled by
the ball and body segments used.
2) What relationships do you notice
between the number of body parts
used and the distance travelled,
and inferred force produced? How
can this relationship be explained
using your understanding of
biomechanics and functional
anatomy?
Anticipated response:
The more body parts used the greater the
distance and force production. Also, the
4080EDN: Health and Physical Education Curriculum – Senior Secondary
14
Student Name: Yasmin Atwani
greatest force production results from
movements that originate at larger, slower
body parts and finish with the smaller, faster
body parts. This can be explained using the
principals of functional anatomy, that links
more power muscular contractions and
hence force production to larger muscle
groups such as those of the lower body.
3) Based on your observations, which
of the serving strategies is likely to
have produced the most force?
Anticipated response: The instance where
all body segments were used whilst serving.
4) Thinking back to what you know
about summation of force, how can
your observations be explained?
Suggested response:
The concept of summation of forces
explains these relationships. Maximal
summation of forces occurs when each
body part transfers its force to the next body
part, conserving momentum. When body
parts with larger muscles are utilised,
greater force is generated.
Citation for suggested answers: (Hede et
al., 2019).
Gradually discuss student responses (i.e.
address one question after a few minutes,
before allowing more time for the rest of the
questions to be attempted) reinforcing the
significance of the principles of summation
of forces.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
15
Student Name: Yasmin Atwani
Walk around the room and observe
student’s discussions and student work.
Prompt students if needed providing timely
and descriptive feedback.
3 mins
Phase 4-Exit ticket:
Before leaving for lunch, students are to write down on a post-it note,
one thing they learnt today and one thing they need help understanding.
Students are to hand this to the teacher on their way out.
Hand all students a post-it note and ask
them to write down one thing they learnt
today and one thing they need help
understanding.
Collect exit tickets from students as they
head out for lunch.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
16
Student Name: Yasmin Atwani
Unit: 1
Topic: Functional anatomy
and biomechanics integrated
with tennis
Lesson Number: 1
Duration: 60
Class size: 24
Stage: Physical activityTennis subject matter
Lesson Topic: Demonstrating specialised movement sequences- The tennis serve as an attacking strategy
Subject matter:



demonstrate specialised movement sequences in the following positions: baseline — serve
apply body and movement concepts in specialised movement sequences and movement strategies
o quality of movement: force
demonstrate movement strategies from the principles of play;
o setting up attack
 Force the opponent to the baseline or to the corners of the court,
Underpinning factors:



21st century skills:
o collaboration and team work
 relating and interacting with others within group tasks (phases 1,2,4 and 5) to demonstrate and apply strategies about, through and in
physical activities using an inquiry approach
o Personal and social skills:
 Students develop self-awareness of capacities and limitations about, through and in the study of performance.
o Communication
 manipulating specialised language, data and movement to communicate through speaking
o ICT skills:
 capturing performance data using digital technologies
Numeracy:
o Use spatial reasoning to apply concepts and principles in physical activities
Literacy:
o engaging with objectives about and in movement through a range of physical activities to devise and apply strategies .
o making decisions about the outcome, purpose and context of the inquiry to devise and apply strategies
Learning Goals:
We are learning to:



Demonstrate the specialised movement sequence of a tennis serve
Demonstrate a tennis serve as an attacking strategy by forcing the opponent to the corners of the court or baseline
Apply body and movement concept of force (quality of movement) to a tennis serve
4080EDN: Health and Physical Education Curriculum – Senior Secondary
17
Student Name: Yasmin Atwani
Success Criteria:
You will have achieved the learning goal if you:


Demonstrate an overarm tennis serve by applying the 4 key cues
Demonstrate a tennis serve as an attacking strategy through the generation of appropriate force to force player to the back of the court or corners of the
court
Assessment Strategies: Specialised movement skill checklist, exit tickets
Resources, Materials and Equipment: mini tennis nets, mobile line marks, tennis balls (both soft/ slow balls and standard tennis balls), tennis racquets, post-it
notes
Time
7 mins
Student Task
Differentiated Learning Considerations
Phase 1: Warm-up activity+ refresh of prior
learning

Students form pairs and face opposite each
other approximately one metre apart with two
tennis balls.

Students can catch the ball using their
dominant or non-dominant hand or
both
Students can choose to incorporate a
second ball
Students cooperatively underarm throw one
ball into the air while moving around the court
attempting to catch the ball after one bounce.
Students score a point for each catch.
The playing area will be set as displayed
below:
Teacher Actions
Arrange groups by asking students to connect right
elbow to left elbow with someone near them.
Ask one person from each pair to raise their hand
while the other stands on one leg. Ask the student
with raised hand to go and collect two balls and come
back and re-join the group.
When prompted to do so verbally, students are to
take their positions and begin play
Use whistle to indicate students need to freeze and
pause play.
Pose the following question to the group. Wait for
student input:
1) Why is an underarm throwing technique a
limiting factor for force?
Possible response:
The underarm throw limits force production and
velocity because it limits the number of muscle
groups involved in the movement. This includes
limiting shoulder and torso rotation, as well as leg
4080EDN: Health and Physical Education Curriculum – Senior Secondary
18
Student Name: Yasmin Atwani
and elbow extension that all contribute to weight
transfer, force generation and summation of forces
Hede et al, 2019).
Ask students to continue play but now use only an
overarm throwing technique.
Use whistle to indicate students need to pause play.
ASK students:
2) How are these limitations overcome when
using an overarm movement?
Possible response:
Overarm movements allow for the engagement of
more muscle groups and the generation and
summation of forces significantly more force. (Stop
activity and ask students to return their balls to the
designated area.
On teacher instruction, students are to stop
throwing the balls and wait for further teacher
instruction.
10 mins
Phase 2: Modified game- fast 4 tennis
In pairs students play a game of tennis in a
miniaturised court using the fast 4 format.
This modification eliminates the “let”,
advantage/deuce scoring system and reduces
a set to first to 4 games.
The playing space for each pair will consist of
a 10m x 5m space set up using mini nets and
mobile baseline markings Align the grids in a
manner that allows for easier filtration of the
teacher, in order to supervise and provide
feedback:





Students may choose to play the
game using racquets or just using
throwing and catching.
Students may choose to use a
standard tennis ball or a softer and
slower variation
Students may select to play
competitively and revert to the
standard tennis format
Students can select to increase or
decrease the size of the playing
space.
Students may select to trap the ball
before continuing play.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
Ask students to shake hand with someone in the
group they haven’t already partnered with. They are
to remain with this person to form a pairing.
Explain the basic rules of fast 4 tennis and inform
students of possible alternatives they may apply
based on their own self-assessment.
After an arbitrary period, blow the whistle and asks
students to freeze.
Pose the following inquiry question:
1) How can the first shot or the serve be used to
attack opposition court and score points?
19
Student Name: Yasmin Atwani
Students select when they would like to
alternate between the variations of the game
(e.g. when they would like to transition to the
faster ball)
(McDonald, Hewitt & Baldock, 2018)
The first shot or the serve can be used as an
attacking strategy. By producing a lot of force and/or
changing the positioning of the ball in the service
box, the serve can be used to make return of serve
difficult.
“If we focus on force as our movement concept, I
want you during the next few minutes of play to try
and serve both over and underarm and consider
which of these serving styles are allowing you to
generate the most force. I also want you to observe
how this affects your opponent’s ability to return the
ball.”
At the end of every game, students are to
shake hands with their opponent.
Allow students to resume play.
At the conclusion of play, pose the following
question:
2) Which serve, an overarm or an underarm serve,
produced the most force? How does this impact
its effectiveness as an attacking strategy?
The overarm serve produced most powerful serves.
The force and speed of the ball made returning the
ball significantly more difficult as it forced my
opponent back to the baselines, making mishitting
the ball more likely. This also made returning to the
ready position for the next shot more difficult.
At the end of the activity, ask students to place their
equipment at their feet and to join you in the middle
of the space.
10 mins
Phase 3: Skill acquisition
Students stand in the centre of the space and
watch a demonstration of a correct tennis
serve technique number of times.

The use of cues caters for students in
the cognitive stage of skill acquisition.
It breaks down the movement
sequence into clear and manageable
sections, placing the focus on skill
execution. This also makes error
diagnosis simpler, as the source of
4080EDN: Health and Physical Education Curriculum – Senior Secondary
Begin by demonstrating the tennis serve with a
racquet at full speed in its entirety from the beginning
to end of the motion.
Repeat a number of times, ensuring to slow down the
motion to allow students to observe the steps
involved in performing a serve. Deduce the key
20
Student Name: Yasmin Atwani
The teacher repeats the demonstration
freezing at essential points of the serve.
Students are asked to point out the important
features of that position.
Students are introduced to the 5 key tennis
serve verbal cues that are coined as follows:
1)
2)
3)
4)
5)
Handshake grip
Stand side on
Straight arm toss
Scratch your back
Jack in the box

error can be linked to a single cue
(Konukman & Petrakis, 2001).
More advanced students who come to
the lesson with more tennis
experience, potentially being in the
associative or cognitive stages can
seek challenge in coming up and
helping to demonstrate the skill in
front of an audience of peers.
Students then see the tennis serve
demonstrated again but now with the
incorporation of the key cues.
components of each element of a tennis serve by
taking student suggestions.
Introduce the 4 key tennis serve verbal cues.
Redemonstrate the tennis serve with the use of cues.
If possible, call on a student with experience in tennis
to also demonstrate the tennis serve.
Ask students to have a go at replicating the motion
using the cues, just in the spot their standing in just
using no equipment.
ASK students:
1) How do you think each of these cues
contribute to force generation?
Handshake grip- allows the ball to be hit on its
outside surface. This allows for the racquet head to
move more linearly towards the ground, increasing
potential for force production
Stand side on- allows for torso rotation
Straight arm toss- preps the ball to be hit at its peak,
again creating a linear trajectory towards the ground.
Scratch the back- allows for external shoulder
rotation and elbow extension through a greater range
of motion
Jack in the box- allows for the legs to be involved in
the movement. Also leads to the ball and the racquet
coming into contact when the ball is higher in the air.
Which 3 of these cues, do you think would be the
most important for force production? Why?
Stand side on, scratch back, jack in the box- allow for
the engagement of large muscle groups in force
production.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
21
Student Name: Yasmin Atwani
20 mins
Phase 4: Skill practice

In pairs students practice their serving
technique using the provided cues.
Student 1 stands on one side of the court and
serve 5 balls.
While student 1 is serving, student 2’s job is
to observe and take video footage, using
mobile device, of student 1 to provide
feedback using the cue checklist and vice
versa.



Students can choose to serve with no
racquet using a throwing action. They
can choose when they would like to
begin incorporating equipment
Students may choose to use a
standard tennis ball or a softer and
slower variation
Students can decide to move closer to
the net to perform the serve, moving
back to the baseline when they feel
ready.
The size of the service box can be
increased
Ask students to select a partner and to stand on
either baseline facing their partner:
Students swap roles, and continue providing
one another feedback on their demonstration
of the key cues.
As a safety consideration, ask the serving student to
check their surroundings before serving and for the
other students to be at least 5 metres clear of the
server. Students can also be asked to demonstrate
their serving technique without equipment prior to
incorporating equipment.
Student 1 is to serve 5 times. Meanwhile student 2 is
to use the tennis serve cue checklist to assess the
student’s application of the cues as well as their force
production (see appendix 1 for checklist). This
feedback will be provided to student 1 by student 2.
Students than continue swapping roles
During this section of the lesson the focus is on
providing timely and effective student feedback with a
focus on applying body and movement concepts of
force. Consequently, the teacher’s role will be to
circulate and provide feedback to students.
Additionally, the teacher will collect formative data on
students progress of every student through the
utilisation of a specialised movement skill checklist
that correlates with the cues.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
22
Student Name: Yasmin Atwani
During the activity, pause practice using a whistle
and direct students’ attention to one pairing that is
applying movement concepts and fidelity to the cues.
Pose the following questions:
1) This pairing is really making sure they are
scratching their back when they serve. Why
is scratching your back so important?
Suggested response:
The back scratch plays an important role in
generating force through allowing a greater range of
motion for fast shoulder rotation and elbow
extension.
2) What about standing side on? Why is
standing side on so important to force
production?
Standing side on allows for torso rotation which
generates momentum and force.
To vary group dynamics, when teachers sees fit, ask
one member from each group to raise their hand,
before joining the next group in a clockwise nature.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
23
Student Name: Yasmin Atwani
13 mins
Phase 5: Modified game- fast 4 tennis
In pairs students play a game of tennis in a
miniaturised court using the fast 4 format.
This modification eliminates the “let”,
advantage/deuce scoring system and reduces
a set to first to 4 games.





Students may choose to play the
game using racquets or just using
throwing and catching.
Students may choose to use a
standard tennis ball or a softer and
slower variation
Students may select to play
competitively and revert to the
standard tennis format
Students can select to increase or
decrease the size of the playing
space.
Students may select to trap the ball
before continuing play.
Students select when they would like to
alternate between the variations of the game
(e.g. when they would like to transition to the
faster ball)
Ask 1 student in each pair to raise their hand. This
student is to switch positions with another student
with a raised hand so that new pairs are formed.
Before students begin playing, ask some questions:
1) Today we looked at the serve. What were the
4 key cues?
 Side on
 Straight arm toss
 Scratch your back
 Jack in the box
2) How does having a forceful and accurate
serve advantage you in a game of tennis?
An accurate and forceful serve makes the return of
serve more difficult for your opponent. This opens up
the opportunity to play offensively on the back of the
serve or to score an ace (win the shot with the
serve).
Circulate and provide students feedback using cues
particularly focusing on the serve force production.
Stop play with a whistle.
Give every student a post-it note and ask them to
note down:
1) Identify an aspect of the serve you feel
confident with?
2) Identify an aspect of the serve you would like
to improve?
Collect post it notes as student exit.
4080EDN: Health and Physical Education Curriculum – Senior Secondary
24
Student Name: Yasmin Atwani
Appendices
Appendix A- tennis serve peer assessment checklist
4080EDN: Health and Physical Education Curriculum – Senior Secondary
25
Student Name: Yasmin Atwani
References
ACARA. (2014). General capabilities: Numeracy. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/generalcapabilities/numeracy/
AITSL. (2011). Australian Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf
Arnold, P. (1988). Education, Movement and the Curriculum: A philosophic inquiry,
Falmer Press, London.
Ballantyne, R., Hughes, K. and Mylonas, A.2002. Developing procedures for
implementing peer assessment in large classes using an action research
process. Assessment & Evaluation in Higher Education, 27(5): 427–
41.DOI: 10.1080/0260293022000009302
Bodsworth, H., & Goodyear, V. (2017). Barriers and facilitators to using digital
technologies in the Cooperative Learning model in physical education.
Physical Education and Sport Pedagogy, 22(6),563-579. Retrieved from
https://doiorg.libraryproxy.griffith.edu.au/10.1080/17408989.2017.1294672
Chng, L & Lund, J. (2018). The Impact of Formative Assessment on the Success and
Response Rate in a 6th Grade Physical Education Badminton Unit.
International Journal of Kinesiology in Higher Education, 3(1), 12-22.
Retrieved from https://doiorg.libraryproxy.griffith.edu.au/10.1080/24711616.2018.1509680
Cizek, G. (2003). Detecting and Preventing Classroom Cheating: Promoting Integrity
in Assessment. Chapel Hill, NC: Corwin Press
Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of
behavior. Journal of Personality and Social Psychology, 53(6), 1024–
1037. doi: 10.1037/0022-3514.53.6.1024
Domino, L. (2016). Inquiry-Based Learning Approach in Physical Education:
Stimulating and Engaging Students in Physical and Cognitive Learning.
Journal of Physical Education, Recreation and Dance, 87(2), 7-14.
Retrieved from
http://search.proquest.com.libraryproxy.griffith.edu.au/docview/17956229
54?accountid=14543
Gray, S., Treacy, J & Hall, E. (2017). Re-engaging disengaged pupils in physical
education: an appreciative inquiry perspective. Sport, Education and
Society, 24(3), 241-255. Retrieved from https://doiorg.libraryproxy.griffith.edu.au/10.1080/13573322.2017.1374942
Hattie, J. (2013). Visible learning for teachers: maximising impact on learning.
Retrieved from
https://pdfs.semanticscholar.org/a30c/3ea4a7ed7dc85b9f3b4850e2821b
d79a9ac4.pdf
Hede, C., Russel, K., Weatherby, R & Williams, B. (2019). Physical Education for
Queensland. Melbourne, Australia, Oxford University Press
Hogan, K & Michael, P. (1997). Scaffolding Student Learning: Instructional
Approaches and Issues. Michigan, US, Brookline Books
Konukman, F & Petrakis, E. (2001). Verbal and visual teaching cues for tennis. Journal
of Physical Education, Recreation and Dance, 72(3).38-43. Retrieved
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
26
Student Name: Yasmin Atwani
from
http://search.proquest.com.libraryproxy.griffith.edu.au/docview/21576954
5?accountid=14543
Laughlin, M., Hodges, M. & Iraggi, T. (2019). Deploying Video Analysis to Boost
Instruction and Assessment in Physical Education. Journal of Physical
Education, Recreation and Dance, 90(5), 23-29. Retrieved from
https://doiorg.libraryproxy.griffith.edu.au/10.1080/07303084.2019.1580637
McDonald, R., Hewitt, M & Baldock, R. (2018). Tennis for Secondary Schools:
curriculum resource. Melbourne, Australia, Tennis Australia
Marzano, R & Kendall, J. (2007). The New Taxonomy of Educational Objectives, 2nd
edition, Corwin Press, USA
Michael, D. (2018). Physical Education 2019: Physical performance assessment.
Retrieved from http://www.achperqld.org.au/__files/d/303117/Physical
National Council of Teachers of English. (2013). Assessment: The Bridge between
Teaching and Learning. Retrieved from
https://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0212dec2013/VM0212Assessment.pdf
Paleo, J., Hastie, P., Cruz, P & Ortega, E. (2012). The impact of video technology on
student performance in physical education. Technology, Pedagogy and
Education, 24(1), 51-63. Retrieved from https://doiorg.libraryproxy.griffith.edu.au/10.1080/1475939X.2013.813404
Queensland Curriculum and Assessment Authority. (2018). Glossary of Cognitive
verbs. Retrieved from https://www.qcaa.qld.edu.au/downloads/seniorqce/common/snr_glossary_cognitive_verbs.pdf
Queensland Curriculum and Assessment Authority. (2019). QCE and QCIA policy and
procedures handbook. Retrieved from
https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qceqcia-handbook-2019
Queensland Curriculum and Assessment Authority. (2019) Physical Education 2019
v1.1: General Senior Syllabus. Retrieved from
https://www.qcaa.qld.edu.au/downloads/seniorqce/syllabuses/snr_pe_19_syll.pdf
Thorburn, M. & Collins, D. (2003). Integrated Curriculum Models and their Effects on
Teachers' Pedagogy Practices. European Physical Education Review,
9(2), 185-209. Retrieved from
https://doi.org/10.1177/1356336X03009002004
Ussher, B. (1999). Student self-assessment and physical education. Journal of
Physical Education New Zealand, 32(1), 11-14. Retrieved from
http://search.proquest.com.libraryproxy.griffith.edu.au/docview/21121354
8?accountid=14543
Victorian Department of Education and Training. (2017). High Impact teaching
strategies. Retrieved from
https://www.education.vic.gov.au/Documents/school/teachers/support/hig
himpactteachstrat.docx
4080EDN: Health and Physical Education Curriculum – Senior
Secondary
27