Dynamic Movement Intro

Lesson Overview

In this 30-minute PE session, Year 3 students will engage their bodies with a fun, energetic warm-up game followed by an introduction to the key dynamic skill of two-handed striking. The lesson focuses on foundational movement skills such as posture, grip, and basic stance while embedding inclusive cultural perspectives reflecting Australian Indigenous contexts and diversity.

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Learning Objectives

By the end of the lesson, students will:

• Participate actively in warm-up activities that raise heart rate and prepare muscles for exercise.
• Understand and demonstrate the basic stance and grip for two-handed striking.
• Recognise the importance of safe practices when engaging in striking activities.
• Appreciate how movement skills connect to games played across cultures, including Indigenous Australian traditional games.

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Australian Curriculum Links

Content Descriptions

• ACPMP025: Participate in and describe fundamental movement skills (running, jumping, throwing, catching) in a variety of activities.
• ACPMP027: Apply movement skills combined with others to perform the specialised movement skills of striking and fielding in modified games.
• ACPMP028: Devise and participate in games and challenges that involve applying movement concepts and strategies.

General Capabilities

• Personal and Social Capability: Demonstrating teamwork, cooperation and following instructions safely.
• Intercultural Understanding: Recognising and appreciating cultural diversity and Aboriginal and Torres Strait Islander cultures through movement and play.

NSW Syllabus Outcomes

• PD3-4: Applies fundamental movement skills with coordination and control.
• PD3-7: Demonstrates understanding of movement concepts, rules, and safety in physical activities.
• PD3-8: Participates cooperatively and is aware of safety and fair play.

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Lesson Breakdown (30 minutes total)

1. Introduction and Briefing (3 minutes)

• Welcome students warmly and briefly introduce today’s lesson focus: "Dynamic Skills in Motion," starting with warm-up and two-handed striking.
• Connect to prior knowledge by asking: "Can anyone show me how you hit a ball with two hands?"
• Emphasise safe practices and respect for personal space and equipment.

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2. Warm-Up Game: “Koori Tag” (10 minutes)

Purpose: Energise bodies, develop spatial awareness and agility.

Setup:

• Play in the school oval or gym space.
• Students spread out in a marked safe area.
• Use cones or markers to define boundaries.

Instructions:

• The “tagger” is ‘It’. When tagged, students perform a quick movement skill (e.g., 5 star jumps or 3 hops on one foot) before rejoining the game.
• Introduce movements inspired by Indigenous dance and movement stories — e.g., mimicking an emu running or kangaroo hopping — to connect physical activity to Indigenous cultural stories and ways of moving.
• Rotate the tagger every 2 minutes to keep engagement high.

Safety: Constant teacher supervision to ensure safe tagging and respect for personal boundaries.

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3. Introduction to Two-Handed Striking (15 minutes)

A. Explanation & Demonstration (5 minutes)

• Show the basic stance: feet shoulder-width apart, knees slightly bent for balance and readiness.
• Demonstrate grip: two hands on the implement (bat or paddle), thumbs and fingers wrapped securely but comfortably.
• Explain the purpose: two-handed striking helps us share power and control in hitting balls or objects.
• Briefly mention traditional Indigenous games that involve striking or hitting objects, e.g., the game of Marn Grook played with a ball and kicking or striking techniques, highlighting cultural diversity and respect for connections to Country.

B. Skill Practice Stations (10 minutes)

Divide the class into small groups (5 groups of 5 to maintain engagement and safety).

Station Activities:

• Station 1: Practise grip and stance using foam bats or lightweight paddles.
• Station 2: Shadow striking (no ball) – practice swinging with control and balance.
• Station 3: Striking stationary soft balls off a tee or cone.
• Station 4: Pair practice – gently tapping a ball back and forth using two-handed striking.
• Station 5: Reflection and feedback spot – students share what helped them feel balanced and controlled, teacher reinforces safe and correct technique.

Rotate groups through stations every 2 minutes.

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4. Cool Down and Reflection (2 minutes)

• Gather students for light stretching, focusing on arms, legs, and torso.
• Ask students to share one skill they enjoyed learning today and why dynamic movement is important in games.
• Highlight the importance of ongoing practice and how these skills build up to more complex games.

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Inclusive and Cultural Reflections

• Use Indigenous ways of movement and storytelling in warm-up to deepen students’ connection to Country and culture through physical activity.
• Celebrate the cultural origins of striking games worldwide and respectfully acknowledge First Nations peoples’ contribution to physical culture in Australia.
• Encourage students to share their own cultural experiences of games and movements, supporting intercultural understanding.

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Equipment and Resources

• Soft foam bats/paddles or lightweight plastic bats
• Soft balls or foam balls, stationary balls for tee striking
• Cones or markers to define space
• Safe, open playing field or indoor gymnasium

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Assessment and Feedback

• Informal observation of students’ ability to demonstrate stance, grip and striking technique.
• Encourage peer feedback in a supportive environment during stations.
• Teacher provides immediate feedback to reinforce safe and correct skills, celebrating successes.

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Teacher Tips

• Keep the tone positive and encouraging—celebrate effort as much as accuracy.
• Use vivid language linking movement to Indigenous and multicultural stories to engage imaginations.
• Adjust activities promptly if a student struggles—offer simpler tasks or one-on-one support.
• Ensure inclusivity by mixing groups to encourage friendships and collaborative learning.

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This detailed plan offers a balance of kinaesthetic activity, skill development, and cultural inclusivity to inspire Year 3 students to be confident and safe movers in the Dynamic Skills in Motion unit.