Shared Responsibility

Overview

Today students build social responsibility in sport using Hellison’s model. They will practise level 2 and 3 behaviours during a team outdoor challenge, then complete a literacy-supported reflection worksheet using a scenario text.

Learning intentions

Students will:

• practise Hellison level 2 behaviours by showing participation and effort for the team, and taking up new roles without complaining
• practise Hellison level 3 behaviours by self-directing as a Captain/Coach/Manager (independently) and setting a personal goal
• reflect on how their actions matched Hellison indicators using evidence from observation and a scenario

Success criteria

• I can join my team, try hard in challenging moments, and complete my role even if the team is behind (Level 2).
• I can make helpful decisions and manage my role without teacher reminders (Level 3).
• I can give specific evidence from today (what I did) and explain what I will do next time to improve (Level 2/3).

Curriculum links

• Physical Education (Outdoor Education): outdoor challenges build leadership skills in decision making, supporting others, and taking responsibility in team situations.
• Physical Education (Outdoor Education—Practices): taking on leadership roles during outdoor challenges and taking responsibility for shared tasks and outcomes.
• Physical Education (Practices—Reflection and data): using observation and data collection to reflect on strengths and areas for improvement.

Lesson structure (55 minutes)

1. 0–5 min · Welcome & focus. Teacher explains today’s goal: “Hellison level 2 and 3 in action.” Students quick-think: one moment you showed effort for your team; one moment you needed independence—pair then share.

2. 5–12 min · Scenario mini-lesson (literacy). Teacher reads a short scenario (below) aloud twice: Scenario: “Manu is the Statistician in a team challenge. Halfway through, the other team scores quickly. Some teammates complain. Manu notices their coach role isn’t being used—so he invites two teammates to review the plan, counts successful attempts fairly, and writes the team’s next target. The teacher only gives instructions once, then leaves.” Students underline: (a) level 2 behaviours, (b) level 3 behaviours, then share in groups.

3. 12–18 min · Warm-up with roles (Level 2). Students move through a short outdoor warm-up (dynamic movement + light skill). Each group assigns a rotating role: Captain, Coach, Statistician/Manager, and Timekeeper. Teacher gives one instruction, then checks that roles are being used.

4. 18–38 min · Main outdoor challenge (role-based). Teams complete a set outdoor challenge (e.g., relay-to-target or navigation-to-task with passing/decision points). Roles must be used throughout:

• Statistician records agreed team data (e.g., “successful passes/targets hit/turns taken”).
• Coach/Manager supports decisions (plan for the next attempt, encourages effort).
• Captain self-manages (coordinates transitions, ensures everyone has a job). Teacher observes for Hellison level 2 and 3 behaviours, using a quick checklist and scanning for respectful communication, effort, and independent leadership.

5. 38–45 min · Micro reflection (data + action). In pairs, students answer two prompts verbally:

• “Which action today showed Level 2?”
• “Which action today showed Level 3?” They must link their answer to the data recorded (one number or event).

6. 45–55 min · Reflection worksheet (scenario-informed). Students complete the Hellison Level 2–3 reflection worksheet. Teacher explains expectations: specific evidence, goal-setting, and respectful tone.

Hellison Level 2–3 Reflection Worksheet (printable content)

Name: __________ Team/Role: __________ Date: __________ 1) Scenario connection (evidence from the text)

• From the scenario, what are two examples of Level 2 behaviours? (Write 1–2 sentences.) a) ____________________________________________________________ b) ____________________________________________________________
• What is one example of Level 3 self-direction in the scenario?

---

2) My evidence from today (data + actions)

• My role was: ____________________
• One piece of evidence (data/event) I recorded today: ____________________
• Level 2: Describe what you did that showed effort/participation (no trash talk, tried new roles):

---

• Level 3: Describe one decision or action you did independently (as Captain/Coach/Manager) without being prompted:

---

3) Next-step goal (Level 2 or Level 3)

• My personal goal for next time is: ______________________________
• I will achieve it by: __________________________________________
• What support I might use (if needed): ____________________________

Teacher note for marking (optional student self-check):

• Level 2 indicator met? Yes/Not yet
• Level 3 indicator met? Yes/Not yet

Resources

• Hellison Level 2–3 reflection worksheet (print or digital)
• Clipboards or paper for quick observation notes
• Cones/markers, balls/props for the outdoor challenge
• Bibs or role cards (Captain/Coach/Statistician/Timekeeper)
• Stopwatch or phone timer (teacher-approved)

Assessment

• Teacher observation during the challenge: evidence of Hellison Level 2 (effort/participation, taking roles) and Level 3 (self-direction in leadership without reminders).
• Student worksheet: scenario-linked literacy answers + personal evidence + next-step goal.
• Quick data check in micro reflection: students can reference at least one recorded event/number.

Differentiation

• Support: provide sentence starters on the worksheet (e.g., “I showed Level 2 when…”, “One independent decision I made was…”). Offer a role-specific checklist card.
• Support for literacy: allow students to underline instead of writing long sentences first; teacher/peer can scribe briefly if needed.
• Extension (advanced learners): include an extra prompt—“What would you do differently if your team was losing by 3 points?” and link it to Level 3 self-direction (Captain/Coach/Manager) with a specific strategy.
• EAL/SEN: reduce cognitive load by giving a word bank (effort, role, independent, decision, encourage, record, goal) and allow oral rehearsal before writing.

Extension (optional)

Skip (not requested).