This sub-organizer contains the following sections:

It is expected that students will:

• evaluate, adapt, and apply the elements of movement to selected activities
• improve their personal functional level of competence in a selection of activity-specific motor skills
• design and evaluate activities in a variety of environments and movement categories
• evaluate and modify their performance and that of others, applying the principles of body mechanics (balance, motion, force, levers, buoyancy)
• analyse and apply problem-solving strategies when planning and leading others in specific activities

By participating safely in physical activities and by analysing the movement skills of others, students gain an appreciation and awareness of how the body moves. Students perform, analyse, and evaluate a variety of activity-specific motor skills in a selection of activities.

• Have students develop plans and lead others in warmups for a specific activity. Ask them to consider:
  • purpose and progression of the warmup
  • appropriateness of the warmup to the activity
• To facilitate and expand students' knowledge of and performance in a variety of activities, have them develop lists of activity-specific skills needed to perform activities at a functional level of competence. For example:
  
  

  Movement Category	Activity	Activity-Specific Motor Skills
  Games	Volleyball	top-spin serve, short set
  Alternative Environment	Canoeing	j-stroke, draw, pry
  Individual and Dual	Weight Training	spotting, lifting techniques

  
  
  
• Have students select familiar activities and then adapt them to other environments (e.g., six-a-side indoor volleyball to three-a-side outdoor volleyball).
• In small groups, have students perform a progression of skill-building drills focussing on activity-specific motor skills (e.g., dribbling, front crawl, juggling). Then ask students to work in groups to create their own drills. Students evaluate the body mechanics (e.g., balance, motion, force, levers, buoyancy) involved in the activity and modify existing drills to enhance their own performance and the performance of others.

• Work with students to develop criteria for warmup activities, such as:
  • progression is appropriate
  • raises heart rate
  • creates movement in the joints
  • stretches large-muscle groups
  • is tailored for the demands of the specific activity
  • is within the skill level of the class (includes options where needed)
  • demonstration is easy to follow
• While students demonstrate their optimal level of competence in activity-specific skills, provide or have them create checklists they can use to evaluate and modify their performance and that of their peers. Ask students to set individual goals for improvement and use the checklists and feedback from peers to describe their progress.
• When students design and evaluate activity programs for other environments, assess the extent to which:
  • the activity shows adaptation that considers the geography, climate, and environment
  • equipment changes are appropriate for the environments selected
• When students work toward improving specific skills, ask them to record and evaluate their progress, focussing on the principles of body mechanics. Check to ensure that they:
  • accurately identify current skill levels, using appropriate measures of speed, duration, weight, distance, or accuracy
  • select areas to improve
  • create appropriate modifications
  • obtain and use feedback from peers, video, or other available technologies
  • evaluate the effects of the drills

Print Materials

• Active Living
• The Fitness Knowledge Course
• Physical Education: VCE Units 1, 2, 3, 4
• Power Training for Sport
• Quality Lesson Plans for Secondary Physical Education
• Skip To Health
• Small Craft Safety
• Sports Injury Handbook

Video

• Archery: On Target for Fun
• Training For Excellence

Multimedia

• Moving to Inclusion
• Steps to Success

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