Outdoor Self Management

Year Level

Year 10 Health and Physical Education (PDHPE)

Duration

60 minutes

Class Size

30 students

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Curriculum Links

NSW Curriculum for Health and Physical Education - Year 10

• Outcome H10-1: Investigate and apply self-management and interpersonal skills to enhance health, safety, wellbeing, and participation in outdoor activities.
• Outcome H10-3: Evaluate strategies to manage situations, including decision-making processes related to personal and community health.
• Outcome H10-4: Plan, implement and critique strategies for achieving personal and group goals in physical and outdoor contexts.
• Focus Areas: Self-management skills, interpersonal skills, decision-making, goal setting, perspective-taking in outdoor and physical activity contexts.

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Learning Objectives

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

1. Identify key self-management skills necessary for preparing safely and effectively for outdoor education activities.
2. Explain the decision-making process and distinguish between positive and negative decisions within an outdoor activity context.
3. Set achievable goals specific to outdoor education challenges and reflect on strategies to meet these goals.
4. Demonstrate perspective-taking skills through recognising different viewpoints and roles within outdoor group activities.
5. Apply interpersonal skills to prepare collaboratively for outdoor challenges.
6. Reflect critically via group discussion on how self-management skills impact safety, participation, and success in outdoor settings.

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Resources Needed

• Whiteboard and markers
• Projector or interactive whiteboard for presentation slides
• Student exercise books or note-taking sheets
• Scenario cards for decision-making activity
• Goal-setting worksheets
• Role-play activity instructions handout

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Lesson Breakdown

1. Introduction and Note-taking (10 minutes)

• Begin with a brief presentation defining self-management skills within outdoor contexts: planning, decision-making, goal setting, communication, and perspective taking.
• Present key terms:
• Decision-making process: Identify, Evaluate options, Choose, Reflect.
• Types of decisions: Positive (support safety and success), Negative (may increase risk).
• Goal setting: SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).
• Students take structured notes in their exercise books using a guided outline provided on the board or slide.

2. Activity 1: Think-Pair-Share on Decision-Making Scenarios (15 minutes)

• Present students with various outdoor decision-making scenarios (e.g., continuing a hike in bad weather, planning equipment for a bush day, resolving route disagreements).
• Think: Students individually consider the best decision and reasons.
• Pair: Students pair up to discuss their thoughts and reasoning.
• Share: Pairs share their conclusions with the class, highlighting positive and negative decision elements.
• Facilitate a brief class discussion to reflect on the decision-making process and outcomes.

3. Activity 2: Outdoor Goal-setting Workshop (15 minutes)

• Students individually set personal goals for an upcoming or hypothetical outdoor activity focusing on:
• What they want to achieve (e.g., build endurance, collaborate with team, stay safe).
• Steps they will take to meet the goal.
• Possible obstacles and ways to overcome them.
• Use SMART goal worksheet to structure this.
• Students pair share their goals and provide constructive feedback.
• Teacher circulates to support and prompt deeper reflection.

4. Group Discussion: Perspective Forming and Taking (15 minutes)

• Facilitate a whole-class discussion focusing on how understanding others’ perspectives in outdoor group activities can influence decisions and goal achievement.
• Pose questions:
• Why is it important to consider others’ points of view when making decisions outdoors?
• How can different perspectives lead to better safety outcomes?
• Share examples where team perspectives helped or hindered activity success.
• Encourage students to relate discussion to their earlier activities.
• Record key points on whiteboard visible to the class.

5. Conclusion and Reflection (5 minutes)

• Recap the importance of self-management and interpersonal skills for outdoor education activities.
• Quick round-table: Each student states one self-management strategy they will apply next time outdoors.
• Provide a reflective prompt for students to write in their journals or exercise books for homework:
• "Describe a time when making a positive decision outdoors impacted your experience. What skills did you use?"

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Assessment

• Formative assessment through observation during group activities and discussion.
• Review students’ notes and completed goal-setting worksheets to ensure understanding of concepts.
• Evaluate student reflections for depth of understanding of the decision-making process and perspective-taking elements.

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Differentiation and Inclusion

• Provide written support and prompt questions for students who need assistance with note-taking.
• Allow students to work in mixed-ability groups for peer learning.
• For ESL or diverse learners, use clear visuals and simple language in instructions.
• Encourage all students to contribute their perspectives and respect others’.

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This lesson plan encourages active learning through discussion, collaborative decision-making practice, and personal goal setting, perfectly aligning with the NSW Year 10 Health curriculum requirements regarding self-management and interpersonal skills in outdoor education contexts. The structured mix of note-taking and interactive exercises meets the developmental needs and engagement styles of Year 10 students, fostering key capabilities for safe and successful outdoor participation in PDHPE.