Movement Skills Adaptation

Year level

Year 5

Duration

60 minutes

Class size

25 students

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Australian Curriculum Content Description

AC9HP6M01
Students learn to:
Adapt and modify movement skills across a variety of situations.

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Learning Objectives

By the end of this lesson, students will be able to:

• Apply and adapt stability and locomotor skills such as dodging, feinting, balancing, and transitioning between skills (e.g., dribbling to shooting) in dynamic movement scenarios.
• Modify kicking, striking, and throwing techniques appropriately for different game-like situations.
• Demonstrate improved control and decision-making when combining multiple movement skills in varied contexts.
• Reflect on their performance and consider strategies to further adapt skills based on situational demands.

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Curriculum Alignment

This lesson aligns specifically with the Australian Curriculum content descriptor AC9HP6M01 (Years 5 and 6) under Health and Physical Education which requires students to adapt and modify movement skills across varied situations .

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Resources Required

• Cones for marking boundaries and zones
• Soft balls suitable for throwing and striking (e.g., foam balls)
• Lightweight kicking balls (soccer balls or similar)
• Markers or tape for court/grid markings
• Whistle or signal device
• Stopwatch or timer
• Whiteboard or flip chart for explanations
• Clipboard for teacher notes and observation checklists

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Lesson Outline

Time	Activity Description	Notes & Differentiation
0-10 minutes	Warm-up and Introduction	Dynamic stretching and joint mobilisation focusing on movement prep (e.g., light jogging, high knees, side steps) Brief explanation of today's focus—adapting movement skills in different situations
10-20 minutes	Skill Stations Rotation (3 stations)	1. Dodging & Feinting: students practice dodging around cones and feinting to fake direction changes. 2. Kicking & Striking: students kick and strike balls aiming at different targets adjusted each round. 3. Throwing & Catching: throws at varying distances with partner, focusing on modifying force and accuracy. Rotate groups every 3 minutes allowing repeated practice.
20-25 minutes	Teacher-led Demonstration & Reflection	Teacher demonstrates transitions between skills (e.g., dribbling to shooting). Discuss how and why to adapt skills depending on space, opponents, or equipment changes.
25-45 minutes	Modified Small-sided Game: "Adapt & Respond"	Play a game which requires students to use and modify movement skills in real-time (e.g., small-sided invasion or target game using kicking, throwing, dodging). Include rules encouraging varied skills usage and adaptation (e.g., switching from throwing to kicking when zone changes).
45-55 minutes	Group Reflection and Peer Feedback	In small groups, students discuss situations where they had to change their movement style. Students provide constructive feedback to peers on adaptation strategies used.
55-60 minutes	Cool Down and Lesson Wrap-Up	Gentle stretching while revisiting key concepts about adapting movement skills. Set personal goals for next lesson.

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Assessment Strategies

• Formative assessment through observation of student participation in stations and small-sided games with checklist notes on skill adaptation and decision-making.
• Peer assessment during group reflections where students provide feedback on adaptability and creativity in movement.
• Self-assessment via students stating one personal success and one area to improve in adapting their skills.
• Teacher to use anecdotal records focused on how students modify movement skills under varying conditions.

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Differentiation

• Provide simpler skills or reduced distances for students needing additional support.
• Use visual cues and frequent demonstrations to support diverse learning needs.
• For advanced students, increase complexity by adding opposition, reducing reaction time, or introducing multi-skill combinations.
• Incorporate verbal prompts for students who may benefit from guided task focus.

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Teacher Notes

• Emphasise safety by reinforcing warm-up, cool-down, and spatial awareness during activities.
• Encourage creativity and risk-taking within safe limits to boost confidence in trying new ways of moving and adapting.
• Use questioning during activities such as: "How can you change your movement to avoid being tagged?" or "What happens if you use a softer/harder throw here?"
• Consider cultural perspectives by integrating games or movement ideas that connect with First Nations Australian traditional activities or other culturally relevant games.
• Keep energy and engagement high with encouragement and positive feedback.
• Adjust timing flexibly according to class responsiveness, but ensure all major activities are completed to cover objective comprehensively.

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This comprehensive plan ensures Year 5 students engage in a sequenced, varied, and practical PE lesson that meets the Australian Curriculum standards for AC9HP6M01, focusing fully on adaptability and modification of movement skills in diverse situations .