Periodisation Basics

I would like this lesson plan to focus on the introduction of periodisation for athletic performance. My previous 2 lessons will lead into this lesson nicely as they focus on recapping the types of training/physiological adaptations and introducing the principles of training.

I would like the lesson to follow this sequence:

Hook exercise (7min) about how periodisation and the principles of training interact with each other.
Main body which goes into more depth about Macro, Meso and Micro cycles, as well as the types of periodisation (such as Linear and Undulating)
Group activity - allow students to present their findings on whatever multimedia they would like.
Conclusion - ending remarks, check for understanding etc.

Overview

Students will connect the principles of training to periodisation, then explore how training is structured across macro, meso and micro cycles. They will compare common periodisation models (linear and undulating) and apply the ideas to design and present an example plan for athletic performance.

Learning intentions

Students will be able to explain how periodisation uses training principles over time to improve athletic performance.
Students will be able to describe macro-, meso- and micro-cycles and what typically changes within them.
Students will compare linear and undulating periodisation and justify when each may be used.
Students will communicate a periodisation approach using appropriate health and training language and evidence-based reasoning.

Success criteria

I can explain how overload, specificity, progression, recovery and individualisation relate to periodisation choices.
I can describe what a macro-, meso- and micro-cycle is, including examples of what happens in each.
I can compare linear and undulating periodisation using at least two clear differences and potential benefits/trade-offs.
I can present a periodisation example clearly, with a logical structure and safe training considerations.

Curriculum links

Australian Curriculum Health and Physical Education: applies concepts of training to support performance and wellbeing.
Understanding and applying the principles of training to plan, monitor and adjust training safely.
Communicating health and movement information using appropriate terminology and evidence-based reasoning.

Lesson structure (63 minutes)

0–7 min | Hook: Dynamic warm-up and physical challenge Begin with a quick dynamic warm-up involving movements like jogging, high knees, and lunges to energize students. Then, introduce a fun physical challenge where students perform short bursts of activity (e.g., 20 seconds of jumping jacks) followed by a brief rest, illustrating the concept of training cycles and recovery in periodisation.
7–18 min | Mini-lesson: What periodisation is Teacher models a simple timeline (off-season to key events). Explicitly connect principles of training to time-based planning: overload through planned intensity/volume changes, progression through staged phases, and recovery through planned deload/taper periods. Check understanding with “Think–Pair–Share”: What would “progression” look like if the athlete’s event is 8 weeks away?
18–32 min | Main focus: Macro, meso, micro cycles Teacher explains each cycle with a performance context:

Macro: the big picture (often the full training year or major preparation block).
Meso: a block inside the macro (e.g., base building, build, peak).
Micro: short repeated schedules (weekly or shorter cycles). Students complete a short guided table in their books: “Cycle = purpose; what changes; typical monitoring/recovery actions.” Quick teacher walk-through and prompts: “Where would you place recovery emphasis?” “What changes from base to peak?”

32–41 min | Types: Linear vs undulating Teacher compares models with concrete examples:

Linear: intensity and volume shift more predictably across phases.
Undulating: intensity/volume vary more frequently (e.g., within a week) to manage fatigue and maintain stimulus. Students complete a “compare and justify” prompt: Which model better suits an athlete who needs frequent competitions, and why?

41–55 min | Group activity: Multimedia periodisation pitch Groups of 4–5 design a periodisation overview for an athlete in one selected sport (e.g., sprinting, netball, swimming, middle-distance running, soccer). Students may use any multimedia format (slides, poster + QR audio, short video, infographic). Requirements: include one macro plan, at least two meso phases, and two micro examples; identify where recovery/taper occurs; and state whether they choose linear or undulating (and justify). Teacher circulates with a checklist and coaching questions: “How are the training principles shown in your plan?” “What evidence-based reasoning supports your choices?”
55–61 min | Present + peer check 2–3 groups present a 2–3 minute highlight each, focusing on their most defensible design decision. Peers use a quick rubric-style comment: one strength and one question to improve safety/effectiveness.
61–63 min | Conclusion: check for understanding Exit ticket:

Define macro, meso and micro in one sentence each.
Answer: “In one of your own words, how does periodisation help apply training principles safely over time?”

Resources

Projector/board and markers
Student notebooks or worksheets (macro/meso/micro planning table and compare prompt)
Timer for group pitch segments
Example templates for training cycle timelines (teacher-prepared)
Multimedia access: devices, charging cables, headphones (where available)
Printed “group success checklist” (clarity, accuracy, justification, recovery/safety)
Optional: sport-specific event timeline prompt cards
Teacher observation checklist for formative assessment

Assessment

Formative: observation during mini-lesson and guided cycle table completion (teacher checks for accurate definitions and links to principles).
Formative: group pitch uses the success checklist (accuracy, justification, clear cycle structure, recovery included).
Summative-ish for the lesson: exit ticket demonstrates understanding of cycles and the purpose of periodisation.

Differentiation

Support: provide sentence starters (“A macro-cycle is…”, “In a micro-cycle, intensity may…”, “Recovery is planned by…”) and a partially completed timeline template.
Support: offer a simplified choice of athlete scenarios (8–12 week event) and pre-select one periodisation model for students who need scaffolding.
Extension (advanced learners): require a brief critique—include at least one limitation (e.g., injury risk, adherence, fatigue management) and propose one adjustment based on monitoring.
EAL/SEN: allow multimodal presentation options (audio explanation, visual timelines) and provide a glossary of essential terms (intensity, volume, taper, deload, specificity) with example phrases.

Extension (optional)

Students who finish early can add a simple monitoring plan (what they would track weekly—fatigue, performance markers, or subjective readiness) and explain how it would trigger a change in the next micro-cycle.

Teaching Instructions