Coghill_L_16435656 Assignment 2 HPE
Sports Activity Day Reports
Lauren Coghill
16435656
EDPR3008
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Coghill_L_16435656 Assignment 2 HPE
Proposal:
6th September, 2017
Dear Mr. Jones,
I am writing to seek permission to hold a sports activity day on Thursday 19 th November on
the school oval. The day will start at 10am and finish at 2pm and will include all students
from Grade One to Grade Four. There will be no cost to parents.
The proposed activity day has no scoring only encouragement to try their best and have fun
which promotes fair play and inclusiveness (Landy, 2002). There will be modified activities
for students with special needs to encourage inclusion and having a go. To increase student
motivation students will be given leadership opportunities (Australian Sports Commission,
2017) such as student leaders within the group and ‘specialist coaches’ for those students
who can mentor those students who need a little more assistance, as well as buddies for
those students with disabilities.
Active play has a vital role in children’s development (Department of Health and Human
Services, 2015) and students will be given opportunities to practice and further their
fundamental motor skills (FMS). The sports activity day incorporates FMS and provides
opportunities for students to use and practise their skills in a fun and supported way.
This sports activity day will provide students with learning opportunities to learn through play.
Children learn most effectively through play (Department of Education WA, 2013) as play
based learning creates scenarios where students can explore, discover and express their
own individual ideas and create their own learning experiences (Landy & Burridge, 2009).
Students will work collaborate with students and communicate with each other to complete
the activities. This means that students will not only be developing their FMS but also
develop their social, emotional, language and sensory skills throughout the sports day
(Pangrazi, Beighle & Pangrazi, 2009).
I hope you will take into consideration all the positive learning opportunities that this sports
activity day provides when making your decision.
Kind regards
Lauren Coghill
Head of PE Department, Forrest Street Primary School
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Coghill_L_16435656 Assignment 2 HPE
Inclusiveness:All schools are required to embrace inclusiveness across their pedagogy, curriculum and
school community and no student should be excluded based on their disability (McLaren,
2010). The Disability Standard for Education (2005) states that ‘All education providers must
take reasonable steps to ensure that the student is able to participate in the courses or
programs provided by the educational institution, and use the facilities and services provided
by it, on the same basis as a student without a disability, and without experiencing
discrimination (Commonwealth of Australia, 2006 pg. 27)’. The Sport Activity Day at Forrest
Street Primary School will make modifications to many of the activities in order not to
discriminate against any of the students in the following ways:
Tyler Jones (1M) Autism Spectrum Disorder (Group 1)Tyler is very particular about his routine and knowing what is happening. Mrs Martin will give
insight daily in the week leading up to it to try and elevate his stress (Autism Spectrum
Australia, 2014). Tyler will also be given a timetable of the day and pictures of the activities.
These pictures will also be put up as signs on the day for each activity.
Sam Pitson (3/4D) Appendix surgery (Group 7)Sam had his appendix out two weeks ago and is still sore. He has a doctor’s certificate to
return to school but is not allowed to do any physical activity. Sam will be time marshal and
will walk around to all activities and assist with small tasks such as holding a skipping rope,
and offering encouragement for his fellow students.
Dean Gardiner (2M) Wheelchair (Group 2)Dean is permanently wheel chair and has full movement of his arms. Dean will also have his
aide Robyn with him to assist push him on the oval as all students are aware of the rules
with not pushing Dean’s wheelchair unless his asks for assistance as this is inappropriate
(Giangreco, McEwen, Fox & Lisi-Baker, 2002). Dean will be able to be involved in all of
the activities by completing tasks when he cannot participate such as holding the skipping
rope and being the umpire in tug-0-war.
Matthew Butcher (3/4P) Down Syndrome & vision impairment (Group 4)Matthew has down syndrome and has moderate vision impairment. He will be with his aide
Cameron and will be able to participate in all activities with assistance. The ball games all
include balls that have bells and skittles will use sounds from the iPod that will play music to
allow him to hear where they are (Vision Australia, 2016).
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Coghill_L_16435656 Assignment 2 HPE
Seth Dookie (1J) (Group 5) & Amelia Gloury (2M) (Group 6) Moderate-Severe AsthmaticsBoth students are vigilant in their Asthma Management plans. Students will have their
inhalers with them at all times and the supervising teachers must ensure that they do not
overexert (Asthma Australia, 2016).
Caitlyn Waterson (3/4D) Profound hearing loss (Group 3)Caitlyn wears hearing aids but she still has trouble understanding conversational speech
(Aussie Deaf Kids, 2015). Caitlyn will be assigned a buddy for the day who will be with her
for the day and each activity will have a picture sign up to assist Caitlyn.
Maddison Black (3/4P) Severe vision loss (Group 8)Maddison will have her aide Darcy with her for the day. Maddison responds well to
instructions and this will assist her with activities such as skipping (Darcy can say when to
jump). Like with Matthew, Maddison can use the foam balls with bells and ipod placed
behind the pins in the bean bag skittles to provide an auditory target (Willings, 2009) to
encourage participation.
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Coghill_L_16435656 Assignment 2 HPE
Timetable of the day:
Groups
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Coghill_L_16435656 Assignment 2 HPE
Activity Supervisor Helpers Resources required
Notes/ Modifications
Tee Ball Mrs Martin Ben Farmer (Parent)Marita Austin (Parent)Ava Ancrum(House Captain)
Tee ballBatBasesGlovesTeeHelmets
Buddy the students with disabilities up. Either a runner or a hitter
Tug-o-war Mr Jones Adam Baker (SEDA Student)Ben Baxter (Parent)
Large rope with a rag tied in the middleTwo starting linesMiddle line
Dean Gardiner to referee when his group is playing.
Obstacle course
Mrs Brennan Carly White (SEDA student)Michelle Slow (SEDA student)
RopeTable4x hula hoops6x conesRolling matStarting linehurdles
High jump bar and wider cones needed for Dean Gardiner.
Buddy for Matthew Butcher and Maddison Black.
Catch me ball game
Mrs Makepeace
Danielle Cain (Parent)Wes Carthew (Year 6 School Captain)
5 x tennis balls5 x netballs5 x basketballs 5 x frisbee5 x soft dodge balls3 x Lines drawn in chalk2 x Ball mesh bags
Beeping foam balls will be used for vision impaired students.
Bean bag skittles
Mr Dove Bec Stratton (Parent)Logan Wescott (House Captain)
Bean bags1.25 litre bottles ¼ filled with different objects like marbles, rice, pasta, paperPhone/ipod in a plastic cup
Phone/ipod is for students with hearing loss or vision impairment which will be placed behind skittles.
Skipping Mr Beckett Amy Hayes (Student Teacher)Sienna Manson (School Captain)
Skipping ropes ranging in sizes, including two large group ones, 20 individual ones
Dean Gardiner and Sam Pitson to hold rope.
Beach ball hit
Mrs Lowther Mr TurnbullTy Farmer (House Captain)
3 x beach balls, 1 x filled with rice and pasta
Use rice filled balls for Matthew Butcher and Maddison Black
3-legged race
Mrs Pitt Megan Cross (Student teacher)Charlotte Watson (House Captain)
Old stockingsWitches hats
Dean Gardiner to be tied together at arm.
First Aide Mrs Parsons First aid kit including list of students (photos included) with asthma, anaphylaxis, allergies, vision impairments and
Mrs Parsons has cert II in first aide, anaphylaxis trained and has asthma management certificate
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hearing lossRisk management book Mobile PhoneSunscreenWaterFirst aide officer vest
Time Keeper
Mr Vernon Sam Pitson (injured student)
Stop watchHorn
Marshall Mrs Coghill Xavier Stewart (SEDA student)
PaperPen
Toilet marshals
Mrs BeggMr Evans
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Activity Description Modifications Fundamental movement skills
Curriculum link
3-legged race through zig zags
1. In pairs, students tie one left leg to the other’s
right leg.
2. Students should practice walking together until
they get a rhythm going.
3. Then try hopping and running.
4. When all teams are confident they can have a
race (Kidspot, 2017).
Most Year 1/2 students may require
assistance with tying the stockings, some 3/4
students may as well.
Year 1/2:
Shorter race, spend longer practicing, spread
witch’s hats wider apart.
Year 3/4:
Longer race (whole side of oval), less time
practicing and witches hats closer together
for greater difficulty when dodging
Running,
jogging,
dodging
Use strategies to
cooperatively with a partner
when practising new skills
(ACPMP030)
Persisting with new activities
can have positive outcomes
(ACPPS033)
Beanbag toss with skittles
1. Setup 6 ‘Skittles’ in a V shape
2. Game Rules: Divide students into four teams of 8
players. Each team has 6 bean bags to throw.
3. Standing on a mat, each student throws all 6 bean
bags consecutively at the skittles to knock them
down.
4. Students after their turn will collect bean bags and
stand back up the ‘skittles’ for the next student.
Year 1/2:
Start with throwing mat 2 metres away from
the skittles, move back if necessary
Year 3/4:
Start with throwing mat 3 metres away from
the skittles, move back if necessary
iPod in a cup for vision impaired students
Throwing
balancing
Identify rules and demonstrate
turn-taking and sharing
equipment when participating
in minor games (ACPMP032)
Apply innovative and creative
thinking in solving movement
challenges (ACPMP049)
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Coghill_L_16435656 Assignment 2 HPE
Tee Ball 1. Divide students in to two teams, one team fields,
the other bats.
2. When Fielding: The fielding team need a catcher
(player who puts the ball on the tee), a player on
each of the three bases, a pitcher to filed within
the diamond area and all other players are fielder
standing other fielders are placed around the
playing area and are tasked with fielding the ball,
catching and trying to run players out.
3. When batting: the ball will be placed on a tee
from which the batter shall hit it. The batter can
have as many swings as they need at the ball
until they hit it.
4. The batter is out when:
The ball is caught without hitting the ground.
A fielder with the ball stands on a base before
the runner makes it to that base.
A fielder with the ball tags a runner between
the bases.
An innings is complete when all players on
the batting team has had a turn.
5. Swap sides (Rules of Sport, 2016)
Some students may require runners/ batters/
buddies
Throwing,
catching,
striking,
balancing,
running,
jogging,
sliding,
dodging
Participate in games that use
a number of different
fundamental movement skills,
(ACPMP027)
Demonstrating acceleration
and deceleration of movement
in physical activities
(ACPMP047)
Beach 1. In one large group, give students one beach ball Year 1/2: Throwing, Demonstrating how to include
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Coghill_L_16435656 Assignment 2 HPE
ball in air with rice
and ask them to work together in a team to keep
that ball in the air. Students can hit, pat, head but
the ball as long as it stays in the air.
2. When the students have practiced with one ball,
add another ball, trying to keep two balls in the
air.
3. If two balls are easy add a third ball
Three balls may be challenging, but give
students the opportunity to experiment.
Year 3/4:Add a fourth ball if needed
Ball filled with rice can be used for vision
impaired students
catching
jumping,
jogging,
leaping
others and make the team feel
like they belong (ACPPS019)
Working cooperatively with team
members to maintain
possession in a game
(ACPMP048)
Obstacle course
The obstacle course will be set up with the six
stations
Year 3/4:Add more hurdles, hula hoops and witches
hats.
Spread out hurdles, hula hoops and witches
hats.
Rolling,
jogging,
running,
leaping,
jumping,
balancing,
dodging
Performing movements under,
over, through and between
objects, people and equipment
(ACPMP029)
Adopt inclusive practices by
modifying physical activities to
ensure that everyone is
included (ACPMP048)
Catch me if
1. Draw a large circle with chalk with a line in the Year 1/2: Jogging, Selecting and implementing
different movement skills to be
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Coghill_L_16435656 Assignment 2 HPE
you can ball game
middle.
2. Balls/frisbee will be set up on the middle line.
3. Students are divided into two teams and stand at
their end of the chalk circle.
4. On the whistle, students are to race to the middle
line and pick up one ball/frisbee and throw it into
the other team’s half.
5. If the ball/frisbee is caught by a player then that
ball/frisbee is put in to the mesh ball bag.
6. If the ball/frisbee is dropped, then it is thrown
back to the other side.
7. Continue playing until all balls/frisbees are caught
(Coach Finch, 2017).
Start off with 3 of each type ball/ frisbee
Year 3/4:Start off with 4 of each type ball/ frisbee
Students with vision impairment can use the
balls with bells or be the player that puts the
balls in the bag.
running
throwing
catching
successful in a game
(ACPMP025)
Apply basic rules when
participating in physical
activities (ACPMP050)
Skipping 1. Students will be given a range of skipping ropes
to practice with; long skipping ropes, individual
skipping ropes.
2. Students can skip individually, with a partner, in a
group or even lie the skipping rope on the ground
and jump over it.
Attempt ‘Double Dutch’ where two skipping
ropes are crossed over each other
Jumping,
leaping,
skipping
Performing fundamental
movement skills involving
controlling objects (ACPMP025)
Explore how success,
challenge and failure
strengthen identities
(ACPPS033)
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Tug of war
1. Divide students in two teams with an end of a
rope each.
2. Students are to pull backwards on the rope to
try and get the flag to cross a chalk line.
3. Change teams around and go again
Year 1/2:
Students may not fully understand how
changing body positioning and weight can
assist with pulling.
Pulling,
balance
Demonstrating how to transfer
weight from one part of the body
to another (ACPMP025)
Practise and apply movement
concepts and strategies with
and without equipment
(ACPMP045)
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Coghill_L_16435656 Assignment 2 HPE
Safety/ duty of careA letter will be sent home to parents outlining what is involved in the activity day, along with
a permission form that must be completed prior to the day. There will be a ‘Risk
Management’ booklet completed prior to the day as well. This booklet will have student’s
medical details and contact details, as well as a copy of the permission form. The risk
management booklet will also include numbers for the office, the principle, Mrs. Coghill and
an emergency evacuation plan. A mobile phone will be at the first aide station in the middle
of the oval. All staff will wear their high viz vests which includes the photo booklet of students
with medial alerts.
An attendance roll will be taken at the start of the day and at the end of day when the
students return to class. There are also two toilet marshals who will walk students to the
toilet blocks and back. All volunteers for the day whether they be a parent or a student
teacher must hold a valid and current Working with Children’s Check.
The teacher-in-charge, Mrs Coghill, will also inspect the oval in the morning to look for any
hazardous objects that may hurt or injure a student. It is Mrs. Coghill’s responsibly to ensure
that the students can participate in a safe environment (Department of Education Western
Australia, 2008). The required equipment will be checked prior to being used and balls
pumped up, rolling mats checked for holes and safety gear checked.
Behaviour ManagementStudents will all be strongly encouraged to participate during the day. To try and get all
students actively involved teachers must notice small success and celebrate these
(Gabbard, LeBlanc & Lowry, 1994), and offer praise and encouragement to all students.
Students should feel proud of their personal achievements throughout the day.
Inappropriate behaviour needs to be corrected by the teacher. Teachers need to be able to
stop the behaviour before it grows into a larger problem using the yellow card, orange card,
red card warning system. Students will be made aware of the rules of the day in the first ten
minutes. They will know what is expected of them and that the same school rules still apply,
with the same consequences for inappropriate behaviours applying.
Word count: 2757
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