Movement Concepts Transfer

Overview

Students practise movement concepts and apply strategies with and without equipment through fun, interactive challenges. They then transfer what they learn to new scenarios by using effort, space, and time to improve outcomes.

Learning intentions

• WALT apply movement concepts (effort, space, and time) to improve movement outcomes in a range of tasks.
• WALT practise and apply movement strategies both with equipment and without equipment.
• WALT transfer successful strategies to a new game scenario and explain why they work.

Success criteria

• I can change how I move by adjusting effort (strong/soft, fast/slow) to perform better.
• I can use space intentionally (open/close, avoid, position) to succeed.
• I can control timing (start when ready, speed up/slow down) to improve my outcome.
• I can describe one strategy I used, and how it helped when I transferred it.

Curriculum links

• ACPMP082: Practise, apply and transfer movement concepts and strategies with and without equipment (movement concepts include effort, space, time, people and objects; strategies include how we move to achieve a goal).

Lesson structure (40 minutes)

1. 0–5 min · Warm-up “Effort & Space Echo.” Teacher demonstrates 3 movement options (e.g. slow/strong, quick/light, balanced/controlled) and how to use space (wide/narrow, near/far lines). Students mirror the teacher, then choose their own effort style when moving between cones.

2. 5–12 min · Skill practise: “Equipment vs No Equipment.” Teacher sets two adjacent stations:

• Station A (with equipment): pass/receive a lightweight ball in pairs using a “space rule” (give a target, move to create a passing lane).
• Station B (without equipment): partner tag where you must “hold space” (stand/shift to block a straight path for 2 seconds, then move away). Students rotate after 3–4 minutes and focus on one concept each round: effort, space, then time.

3. 12–22 min · Game 1: “Time-Target Tag” (with and without). Teacher explains rules: in teams of 4–5, attackers score by tapping a cone “target” before it changes position (time limit). Defenders must manage space by staying between attacker and target.

• Round 1: no equipment (attackers tap hands to cones).
• Round 2: with equipment (attackers carry a ball and must control timing by passing to a teammate before tapping). Students play 4 minutes per round with 30 seconds coach-stop to discuss adjustments.

4. 22–28 min · Discussion pause: “What changed?” Teacher asks: “What movement concept changed your outcome?” Students do think–pair–share and answer prompts using sentence starters on the wall:

• “When I changed my effort, I…”
• “When I used space differently, I…”
• “When I changed timing, we…” Teacher prompts for one specific strategy example (e.g. “I moved to the open lane so my partner could pass.”).

5. 28–36 min · Transfer challenge: “Strategy Swap Circuit.” Teacher sets a 3-task circuit. Teams start at Task 1, practise 2 minutes, then swap strategies at the next station.

• Task 1 (with equipment): short pass-and-move to score into a hoop (must move after passing).
• Task 2 (without equipment): defender–attacker duel to gain a “scoring lane” (move in a way that opens a path).
• Task 3 (mixed): combine both—attackers use a ball to create space, then tap a target using timing. Students must transfer one successful idea from the last task (they write it on a small team card before starting).

6. 36–40 min · Cool down + Exit check: “One concept, one outcome.” Teacher leads slow stretching while students answer a quick exit ticket verbally or on paper:

• “One movement concept I used today was…”
• “One strategy I transferred was…”
• “It improved my outcome because…”

Resources

• Cones and/or floor markers for targets and boundaries
• Lightweight balls (one per team plus extras)
• Hoops or ring markers for scoring areas
• Bibs or pinnies for attackers/defenders
• Strategy swap cards (small paper slips)
• Timer visible to students
• Exit ticket slips or notebook paper
• Whistles optional for transitions

Assessment

• Teacher observation checklist during tasks: effort control, spatial positioning, and timing choices.
• Peer feedback: “Star and next step” after one round (e.g. “Your passing lane opening helped.”).
• Exit ticket: confirms students can explain a strategy transfer linked to a movement concept.

Differentiation

• Support for diverse learners:
• Provide sentence starters and an example strategy card (“I moved into space so I could pass.”).
• Use reduced boundaries in first rounds; increase space challenge after success.
• Offer a “coach role” in each team so students who need more time can still contribute.
• Extension for advanced learners:
• Add a rule: “Use two effort changes” (e.g. slow into space, then quick to act) or “change timing” (must wait 1 count before scoring).
• Require teams to justify strategy choices (“We chose this because it creates…”).
• EAL/SEN considerations:
• Use visual cues (arrow cards for space: open/close; clock icon for timing: fast/slow).
• Keep instructions to 2–3 key points per round and repeat demonstrations.
• Safety and inclusion:
• Clear running lanes; remind students to slow down near opponents and targets.
• Ensure roles rotate so all students practise both with and without equipment.