Designing Movement Plans

Overview

Lesson 3 of 3 focuses on students designing and presenting movement improvement plans. They apply ideas from earlier lessons to choose strategies, predict outcomes, test their plan through demonstration, and use feedback to refine their approach.

Learning intentions

• WALT we are learning to design and present movement improvement plans using strategic approaches.
• WALT we are learning to select strategies that improve movement outcomes for a chosen skill.
• WALT we are learning to explain why our strategies should work and how we will measure improvement.
• WALT we are learning to collaborate and give respectful, specific feedback to others.

Success criteria

• I can present a movement improvement plan for one skill that includes at least three clear strategies.
• I can explain how each strategy targets specific movement outcomes (e.g., effort, space, time, object/people).
• I can describe a simple way to test and monitor improvement during the plan.
• I can provide feedback to a peer that suggests one improvement and one “keep doing” point.

Curriculum links

• AC9HP8M02: design and demonstrate how movement strategies can be manipulated to improve movement outcomes.
• AC9HP8M07: propose and evaluate movement strategies and skills most effective in different movement situations.
• AC9HP8M03: demonstrate and explain how movement concepts (effort, space, time, objects and people) can be manipulated to improve movement outcomes.
• AC9HP8M01: analyse, refine and transfer movement skills in a variety of movement situations.

Lesson structure (45 minutes)

1. 0–5 min · Hook (video + prompt). Teacher shows a short clip of a team challenge where movement strategies matter, then asks: “What planning decisions helped the team score or succeed?” Students share quick answers in pairs.

2. 5–12 min · Model: what a strong plan includes. Teacher displays a simple plan template and models a 60-second example: chosen skill, baseline idea, three strategies, and how to test. Students annotate the template with “Where is the ‘why’?” and “Where is the ‘how we’ll test’?”

3. 12–24 min · Build: create your movement improvement plan (digital collaboration). Teacher places students into groups of 3–4 and sets roles (speaker, strategy-writer, feedback coach, tech helper). Students create their plan using a digital slide/doc and must include: (1) skill, (2) at least three strategies, (3) predicted effect, (4) a testing method (time, repetitions, accuracy, or checklist).

4. 24–33 min · Practise and refine (mini demonstrations). Teacher provides a short activity zone setup (e.g., passing accuracy station, dribble control lane, jumping/landing marker line, net/court skill setup—adapt to what your class already has). Students run a 20–30 second trial using their first strategy, then update the plan with one refinement based on what they observed.

5. 33–41 min · Presentations + feedback. Teacher runs round-robin presentations: each student has about 2 minutes to present, then receives 2 pieces of feedback using sentence starters (e.g., “Your strategy targeting space is clear because…”, “Try adjusting effort/time by…”). The rest of the group completes a quick feedback checklist on their device/paper.

6. 41–45 min · Exit ticket: justify one strategy. Teacher collects an exit ticket with one prompt: “Choose your best strategy—predict how it will improve your chosen skill and what evidence you will look for.” Students submit before leaving.

Resources

• Digital collaboration tool (e.g., shared slides/doc) or printed plan template if tech is limited
• Devices for each group (or shared device per group)
• Timer
• Station materials for quick trials (cones, markers, balls, hoops, targets—choose based on available equipment)
• Feedback checklist (printed or digital)
• Teacher example slide/poster
• Exit ticket slips or digital form

Assessment

• Teacher observes group planning for inclusion of at least three strategies and clear “why/how test” components.
• Peer feedback checklist identifies whether strategies link to movement outcomes and whether suggestions are specific.
• Exit ticket checks justification of one strategy and a measurable evidence plan.

Differentiation

• Support: provide sentence starters for the “why” (e.g., “This strategy helps because it changes effort/space/time…”), plus a checklist of required plan elements.
• Support: allow students to choose from pre-made strategy options (e.g., “wider base of support,” “change release angle,” “reduce time pressure,” “create space using movement to a better position”).
• Extension support: for students needing challenge, require a comparison sentence (e.g., “Strategy A targets accuracy; Strategy B targets control under pressure—here’s why.”).
• Diverse learners: allow different formats for presenting plans (slides, poster-style digital image, short verbal pitch with a diagram, or voice note).
• EAL/SEN: reduce cognitive load by offering a 4-step template and allowing visuals/labelled diagrams; permit extra processing time during presentations.

Extension

• Advanced learners incorporate video/data from earlier lessons: they reference one observable trend (e.g., “In my previous attempt, I consistently over/under-rotated,” “My success rate dropped when time pressure increased”) to justify which strategy changes are most likely to improve outcomes.
• Students predict a “most likely result” and a “surprising result” (if it differs), explaining possible reasons for each.