Learning area: Health and Physical Education
Level: Years 5 and 6
Game modifications
1 Nature of the assessment task
Students will participate in modified games sessions and, using the provided worksheet, reflect on the games from two aspects: positive health implications and safety issues. Their assessment task will be to create a Sport Health and Safety brochure, outlining health and safety guidelines for selected games.
The completed assessment task is expected to demonstrate the following qualities:
- a knowledge of general health benefits achievable from participation in specific games
- ability to identify modifications to enhance the level of participation in physical activity
- ability to identify appropriate strategies to improve game safety
- appropriate use of language features
- ability to use presentation skills to produce an effective informative brochure.
2 Links with State and Territory curriculum
3 Prior teaching and learning
For this task, students should have an understanding of:
- how physical activity can benefit overall health (including the physical, social, emotional and mental health categories)
- game rules in general
- how modifications to a game can increase the level of participation and/or improve game safety
- how to use the conventions of written language – sentence structure, vocabulary, spelling and punctuation – to make meaning.
In addition, students should have experience of:
- working collaboratively in groups
- developing modifications to games
- participating in modified games, preferably the games to be played within the assessment task
- demonstrating the required motor skills
- umpiring a game, depending on the teacher's preferred class organisation.
4 Teacher preparation
Download, read and photocopy the following resource material:
Student resources
Teacher resources:
Teachers might find it helpful to examine an annotated worksample for the task. Further information about worksamples and how to use them can be found at this link.
5 Scaffolding: Preparing students for the task
Students need to be informed that:
- in sessions 1 to 3, they will participate in three different games
- the initial game rules will be decided as a class
- they will be put into teams to play each game
- they will participate in the game and then be involved in a group discussion on how to modify the game to improve physical activity and safety for all
- as a group they will recommence the game, implementing one of the modifications
- they will complete their own student worksheet at the end of each session, detailing both their group and own ideas
- in sessions 4 and 5, they will use their student worksheet to begin developing a Sport Health and Safety brochure.
Provide students with an opportunity to view the Student rubric for game modifications task so that they are aware of the criteria against which they will be assessed.
Introduce students to health and safety in sport. Discuss how participation in sport benefits overall health, which also includes the concept of safe participation.
Allocate the games to be played and draw up a list of rules for each game in consultation with the class.
After each game is played, allow the groups time for discussion. Encourage students to consider how changes to rules, equipment and the environment may enhance the game from an increased activity and safety perspective.
After the groups have decided on a modification to their game, ask them to play another round in order to implement it.
Repeat this procedure until all students have had an opportunity to play each of the games.
Allow students the opportunity to add information to their worksheet after they have participated in and discussed each of the games.
6 The task
Distribute the How to develop your Sport Health and Safety brochure to students. Remind students that they need to draw on the information that they have recorded on their worksheets in order to complete their brochures.
If necessary, show students examples of brochures and discuss how they could organise their information to make use of the brochure format. The brochure could be designed and completed on computer if facilities are available.
Remind students of the need to present information accurately, using suitable vocabulary and correct sentence structure, spelling and punctuation. Encourage students to write a rough copy of their proposed text and to check for errors.
7 Professional advice
The following diagnostic grid could be used by teachers to record students' performance on each of the expected qualities to obtain a snapshot of those areas in which students will need further instruction. The teaching and learning activities that follow the grid are also related to each of the expected qualities and suggest some ways in which teachers could consolidate or extend student performance. Click here to view how the grid might be completed.
Teaching and learning activities linked to the expected qualities listed in the rubrics, and in the diagnostic grid, can be found at the following links:
Teaching and learning activities
Knowledge of general health benefits achievable from participation in specific sports
- If students performed at a low level on this aspect of the task, provide them with magazines and newspapers to cut out pictures of people participating in physical activities and ask them to paste these onto a large piece of paper. Have students write underneath each picture how this activity may benefit people's overall health and wellbeing. Encourage students to consider if the activity influences people to be active and interact with others.
Make a class list of the activities that students have identified in the pictures. Have students discuss how these activities may benefit the different categories of health. Have students write the headings Physical, Emotional, Social and Mental Health and then list any benefits that may have derived from participation in each activity.
- If students performed at a high level on this aspect of the task, have them select a sport in which they have had little or no involvement. Give them the opportunity to research the sport or activity and design a pamphlet advising others of the potential health benefits of participation. Health benefits should relate to all categories of health, including the following categories:
- physical (fitness and components)
- social
- emotional.
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Teaching and learning activities
Identification of appropriate modifications to promote physical activity
- If students performed at a low level on this aspect of the task, reinforce the importance of regular moderate physical activity to promote health-related fitness. Have students consider their favourite physical activity and whether it provides them with an opportunity to move regularly at a moderate level. If not, what changes could be made to promote physical activity while maintaining safety? Ask students to brainstorm a number of modifications to promote physical activity in the game of kick ball. Remind them that any changes to the game must be safe.
- If students performed well on this aspect of the task, ask them to list all the changes that could be made to the rules, equipment and environment of a specific game (eg lawn bowls) in order to increase regular moderate physical activity and maintain safety. Have students create a table and/or draw diagrams to show these changes.
Teaching and learning activities
Identification of appropriate strategies to improve game safety
- If students performed at a low level on this aspect of the task, provide opportunities for them to research and outline a safety rule essential to the game of cricket and describe how this rule promotes game safety. Students can then develop their own rule that will improve overall game safety.
Students could then consider the game of hockey and identify the essential safety equipment before suggesting how they might change any of the other equipment, such as the ball or the sticks, in order to improve game safety.
- If students have performed at a high level on this aspect of the task, have them consider the importance of the physical environment (ie their surroundings) and equipment required when participating in rollerblading. Have students list what they would check for and the equipment that they would use to promote their safety if participating in rollerblading. Ask students to design and draw their own piece of safety equipment that might make rollerblading a safer activity.
Teaching and learning activities
Appropriate use of language features and presentation skills
Pair lower-performing students with students who have performed at a high level on this task. Tell the higher performing students that they are the editors who are working with the designers to develop their product to a publishable standard. The editor's task is to proofread the brochure and discuss necessary amendments with the designer and to plan an alternative and more efficient way of presenting information. Ask the designers to explain orally what they learnt as a result of their consultation with the editors.
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