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WS03 - Rolling rally

Health and Physical Education, Foundation Year

By the end of Foundation, students describe similarities and differences between themselves and others, and different emotions people experience. They demonstrate personal and social skills to interact respectfully with others.  They identify and demonstrate protective behaviours and help-seeking strategies to keep themselves safe. Students identify how health information can be used in their lives. Students apply fundamental movement skills to manipulate objects and space in a range of movement situations. Students identify the benefits of being physically active and how rules make play fair and inclusive

Personal, social and community health | Interacting with others

AC9HPFP02

practise personal and social skills to interact respectfully with others

Personal, social and community health | Interacting with others

AC9HPFP03

express and describe emotions they experience

Movement and physical activity | Moving our bodies

AC9HPFM01

practise fundamental movement skills in minor game and play situations

Movement and physical activity | Moving our bodies

AC9HPFM02

experiment with different ways of moving their body safely and manipulating objects and space

Movement and physical activity | Learning through movement

AC9HPFM04

follow rules to promote fair play in a range of physical activities

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Selects and marks boundaries of the playing area.

 6 15 1 90
2

Identifies that the markers form the boundary of the game.

 16 33 1 90
3

Performs a two-handed strike by standing side-on with eyes focused on the ball.

 36 46 1 90
4

Applies the concept of spatial awareness to move towards the ball and trap it, before returning to a position to defend the goal.

 50 78 1 90
5

Demonstrates respect to their opponent and describes why they shake hands after the game.

 90 94 1 90
6

Identifies emotions that people experience after shaking hands.

 100 105 1 90
Transcript

[Teacher] At the start, we skipped around the cones. Why did [Teacher’ name] ask you to skip around the cones?

 

[Student] So we know the boundaries.

 

[Teacher] Yep. Why do you think we shake hands and say good game?

 

[Student] Because it's polite. 

 

[Teacher] It's being polite.

 

[Student] And it's a good sport.

 

[Teacher] Being a good sport? How does it make the other person feel do you think? 

 

[Student 1] Happy.

 

[Student 2] Happy.

 

[Teacher] Does that make them happy? How does it make you feel?

 

[Student] Excited.

 

[Teacher] Excited?