Serve and Score Start

Unit: Serve and Score: Tennis & Lacrosse

Year Level: 6

Duration: 60 minutes

Class Size: 25 students

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Lesson 1: Unit Overview & Warm-Up

Lesson Description

In this introductory lesson, students will be introduced to the unit objectives and the outline for "Serve and Score: Tennis & Lacrosse." The focus will be on familiarising students with fundamental skills and knowledge related to tennis and lacrosse. Following this, a dynamic warm-up session will be conducted, targeting agility and coordination to prepare students physically for the unit activities.

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Australian Curriculum Alignment

Learning Area: Health and Physical Education
Year Level: 5 and 6
Content Descriptions:

• AC9HP6M01: Adapt and modify movement skills across a variety of situations.
  Includes applying agility, coordination, and stability for changing movement scenarios relevant to minor and small-sided games .

• AC9HP6M04: Participate in physical activities to investigate the body’s reaction to different levels of intensity, including dynamic warm-ups.
  Understanding body reaction to intensity aids in designing warm-up routines to reduce injury risk .

• AC9HP6M01_E1 & E2: Applying locomotor skills (e.g., dodging, feinting, transitioning between skills) that relate to agility and coordination relevant to tennis and lacrosse contexts .

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Learning Objectives

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

1. Describe the objectives and structure of the "Serve and Score" unit focusing on tennis and lacrosse.
2. Understand the importance of a warm-up and how agility and coordination support physical performance and injury prevention.
3. Demonstrate agility and coordination through a structured dynamic warm-up session targeting movements essential for tennis and lacrosse.

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Resources Required

• Cones or markers for agility drills
• Tennis balls and lacrosse balls/select equipment for demonstration (optional)
• Whistle or timer
• Open play area (sports court or field)

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Lesson Breakdown

Time	Activity	Details	Curriculum Link
0-5 min	Introduction	Welcome students, explain unit goals, and briefly discuss the sports involved (tennis & lacrosse). Explain lesson structure and safety expectations.	AC9HP6M01 Content knowledge building
5-15 min	Unit Outline Briefing	Present clear unit outline: skills to be learned (serving, scoring, movement), games, assessments, and team work focus. Encourage student questions and engagement.	AC9HP6M01 - understanding and applying movement skills
15-20 min	Basic Movement Demo	Demonstrate proper posture and movement essentials (e.g., ready stance in tennis/lacrosse). Highlight importance of coordination and balance.	AC9HP6M01_E3, balance & coordination elaboration
20-55 min	Dynamic Warm-Up Session

• Activity 1: Ladder or cone agility runs (forward, side shuffle, backwards)
• Activity 2: Coordination drill – catching/tossing ball with a partner while moving
• Activity 3: Quick feet drill - high knees, toe taps
• Activity 4: Dynamic stretches linked to tennis/lacrosse movement (leg swings, arm circles)

Students work in pairs or small groups with teacher guiding technique and safety emphasis.
| AC9HP6M04_E2: Designing and modelling warm ups to reduce injury risk
AC9HP6M01_E1 & E2: Agility and coordination skill development |
| 55-60 min | Cool Down & Reflection | Guided calming movements and stretches. Brief discussion: Why is warming-up important? How do agility and coordination help in tennis and lacrosse? Note student reflections for formative assessment. | AC9HP6M04 body’s reaction to activity & importance of warm-up |

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Assessment Opportunities

• Formative: Observation of students’ ability to perform warm-up exercises with correct technique focusing on agility and coordination.
• Reflective: Student verbal responses during cool down discussion regarding the importance of warm-up and movement skills for tennis and lacrosse.
• Engagement: Participation and cooperation during unit outline discussion and warm-up activities.

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Differentiation Strategies

• Provide modified activities or assistance for students with lower fitness or coordination levels (e.g., slower pace agility drills or fewer repetitions).
• Challenge advanced students by increasing drill complexity or adding reaction-based tasks (e.g., responding to a signal to change direction).
• Use peer support through pairing stronger students with others to encourage collaboration and skill sharing.

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Teacher Notes

• Emphasise safety throughout all activities, especially during dynamic warm-ups and agility drills.
• Use positive reinforcement to encourage all students to engage and try new movements.
• Model movements clearly and provide feedback focusing on body control, alignment, and smooth transitions.
• Highlight links between warm-up activities and movement demands of tennis and lacrosse to build relevance and motivation.

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This structured approach introduces students to the unit context and primes their bodies for skill acquisition essential in tennis and lacrosse, fully aligned with the Australian Curriculum (v9) for Health and Physical Education Years 5-6 .