PE LESSON PLAN Teachers Name: Shane Pill

Date: 13/3/2018 Topic: Perceptual Motor Workspace

Year Level: 11 Performance Description:

12 students. By the end of this unit students will
understand the concept to perceptual
motor workspace. Through this
understanding, students will
understand the need to coordinate
their actions with their environment in
order to perform skills effectively.

Learning Intentions: SACE Performance Standards

- An increased ability to KU2: Knowledge and Understanding of
problem-solve and create appropriate terminology.
solutions in real competition IC2: Collaboration with others in team
situations individually and as a activities.
team through the
understanding of the concept
of perceptual motor
workspace.
- The intention of this lesson is
to show students the
difference between closed
drills and game-like situations
in order to emphasise the
concept of perceptual motor
workspace.
- Interact collaboratively and
demonstrate initiative and
leadership.
As a result of actively engaging Equipment requirements:
in this lesson students will

• Understand (Concepts): • 12 Volleyballs

• Volleyball net
- Performers need to coordinate • Pen
their actions with their
environment in order to
perform skills effectively.
- Understand the concept of
perceptual motor landscape
and inattentional blindness.

• Know (Facts):

• Do (Be able to): Demonstrate

their ability to coordinate their
actions with their environment
in order to perform skills
effectively. Students will
engage in the tactical lesson
Safety Considerations: Consideration for students with
special needs or abilities

• Students will need to be aware • Hearing impairments: Visual cues and

of their surroundings, ensuring body/hand language will be
that they are aware of the emphasised. A buddy system would
positioning of others on the also prove helpful.
court • Visual impairments: Loud, clear
• No chewing gum, ensure that instructions will always be given and
shoe laces are tied etc. bright, coloured cones and
equipment would be used for those
• Be aware of where the with visual impairments. Again,
volleyball is being hit - not buddy system may be implemented
aiming at other students
• Movement disabilities:
• Students will need to be aware Considerations would be made in
of the volleyball net poles.
relation to rules for those with
• Be respectful to one another. movement issues. For example
wheelchair-bound students would be
given leniency to how they carry, pass
the ball etc.
• Injured students can take on the role
of mapping various students in the
last activity.

Time: Introduction to Task

5 Min Ensure that Volleyballs are set up prior to the lesson.
Begin lesson with learning outcomes: Using the whiteboard
which has these outcomes outlined clearly (Understand,
Know, Do).
Introduction to perceptual motor workspace discussing how it
is important in many complex performance environments,
people typically need to develop a repertoire of movement
attractors to satisfy the constraints of unpredictable
contexts.
Time: Main learning Task/s

New concept: Inattentional Blindness

Activity 1 Closed drill to emphasise the concept
Start off with students getting into pairs and completing 5 of the of inattentional blindness.
5 Min
each passes, such as dig and set. Students will take it turns until Questioning:
they have completed this activity. How did this activity help you with skill
Students will then be brought in for discussion and effective acquisition in relation to the game?
questioning to encourage them to think critically about the drill Was it an effective way to
type activity chosen.

Activity 2:
Introduction of perceptual motor workspace, discovering whether
students are aware of the difference between drill work and the
game situation.
10 mins
3v3 game warm up stimulating where students are required to Constraints led: Limit the amount of
anticipate the play and make decisions about their movements. players on the court in older to
increase the amount of touches each
Volleyball rules apply: however game is player on half the court-
long and skinny. student has. This will also emphasise
effective decision making on the court.
Ensure students are thinking about the when is the best time to
set up defence and attack. Questioning:
- How is this a more effective means
of practicing the skills of volleyball
Activity 3:
than the closed drill?
As you can see these performance constraints are not static, the
landscape is undulating and ever changing: a dynamic and open - What is the importance of
system in comparison to the first activity we completed. communication in this activity?
Students will receive a worksheet and are required to map one - How can we ensure that we are
10 mins another on the court. Students will pair anticipating the play?
Students will then get into a 3v3 game with 6 players off the court - When is the best time to (spacial
analysing the play. awareness).
Students will be required to analyse the player they have paired - Has this game situation increased
up with, mapping their positions on the court and where they
your ability to problem-solve and
make decisions on what type of hit to play (see worksheet at end
create solutions in real competition
of plan).
situations individually and as a
team?
 Time: Conclusion to Tasks (Key ideas to be summarised /Homework/
3-5 Min
Formative/Summative assessment task)
Bring students together and gather results about the mapping of
each player and whether this made it clear of the importance of
motor workspace and an understanding of the players
surroundings in order to make the right decisions on the court.
Mapping will show why certain players made a decision to execute
a particular play at a particular time. This should be dependent on
Athletes need to make decisions to execute their skills at the right
time of the game.
Homework Task:
Students are required to go home and watch this youtube clip,
further investigating the concept of perceptual motor workspace
in order to cement the idea.
https://www.youtube.com/watch?v=WLQZBJiJ_cI

References:

Davids, K., Button, C., & Bennett, S (2008). Dynamics of skill acquisition: A constraints-led approach, IL
Human Kinetics.

South Australian Certificate of Education (SACE) (2008). Physical Education, Stage 1, Subject outline.
Retrieved from: https://www.sace.sa.edu.au/web/physical-education.
 Volleyball Perceptual Motor Landscape
Player Mapping

Students name:

Key:

Dig - d
Set - s
Spike - x
Serve- o