Physical Education for Queensland Units 1 & 2 Sample Lesson Plan 2.4
Lesson plans: Module 2 Motor learning
Pages 2–74
Lessons in Module 2 Motor learning
• 2.1 Introduction to motor learning
• Recognise and explain that motor learning is a discipline concerned with the learning of skilled movements through biophysical knowledge about neural muscular and sensory systems, practice and feedback
• Recognise and explain motor learning concepts, including: o motor programs – a movement plan that contains all the commands for the muscles to execute motor skills
• 2.2 Motor skills
• 2.3 The cognitive systems approach to motor learning
• Recognise and explain motor learning concepts, including:
o motor skills – activities that involve voluntary muscular movement to complete a predetermined task
• Recognise and explain classifications of motor skills to include:
o fine and gross motor skills – as determined by the size of the muscles involved in the movement
o open and closed motor skills – as determined by the stability of the environment
o discrete, continuous and serial skills – as determined by whether the movement has a specific beginning and ending
• Recognise and explain characteristics of motor skill learning to include improvement, consistency, stability, persistence and adaptability
• Recognise and explain that two major approaches to investigate motor learning have developed over time, including:
o the cognitive systems approach, also referred to as the cognitive model, which is considered the more traditional approach, involves a hierarchical model of control where higher control centres pass commands to lower control centres resulting in linear changes in movement; it requires an understanding of the process that occurs in making decisions, planning and executing movement
• Identify and explore cognitive models of learning including:
o the information processing model, which assumes that the central nervous system controls the movements of the body. This model describes separate cognitive stages involving perception, decisionmaking and response execution to enable a performer’s decisionmaking to occur prior to any action
SAMPLE
o Fitts and Posner’s (1967) stage model of motor learning, based on learning as a continuous process of information processing and gradual change as learning progresses; the stage model includes the: » cognitive stage, e.g. identifying the goal, rapid performance gains, error ridden and inefficient movement sequences
• 2.4 The dynamic systems approach to motor learning
» associative stage, e.g. associating environmental cues with actions, achieving consistency, refinement, fewer errors, errors can be detected and corrected
» autonomous stage, e.g. almost automatic, habitual, sub-conscious control, multitask, minimal performance variability and few errors
• Recognise and explain that two major approaches to investigate motor learning have developed over time, including:
o the dynamic systems approach, also referred to as the ecological approach, where movements emerge or self-organise through the dynamic interaction of the environment, the task being performed and the individual; movements are not organised hierarchically, involve non-linear and unpredictable changes, and emerge as part of a complex system
• Recognise and explain that rate limiters are factors that have an effect on the learning processes of an individual and may restrict performance; rate limiters can include technical, perceptual, tactical, psychological, physical and physiological factors
• Investigate rate limiters in relation to personal motor learning and performance in the selected physical activity
• 2.5 Skill drill: Assess the impact of rate limiters on performance
• Analyse and synthesise primary data and secondary data about the influence of motor learning concepts and principles on specialised movement sequences and movement strategies to ascertain the most significant relationships between the motor learning strategy and movement strategies, concepts and principles, and personal performance
• Devise a personal motor learning strategy to optimise performance in physical activity that considers:
SAMPLE
o rate limiters
o relevant body and movement concepts, specialised movement sequences and movement strategies
• Justify the development of the motor learning strategy and movement strategies using evidence from primary data and secondary data
• 2.6 Types of practice
• Implement the motor learning strategy and movement strategies to gather primary data about the outcomes and limitations of the strategy
• Reflect on primary data and secondary data to evaluate the effectiveness of the motor learning strategy and movement strategies to achieve a determined outcome, including:
o meeting the learning requirements of the individual using suitable types of practice and feedback for the selected physical activity
o optimising performance of specialised movement sequences and movement strategies
• Make decisions to maintain or modify the motor learning strategy and movement strategies
• Justify maintenance or modification of the motor learning strategy and movement strategies using evidence from primary data and secondary data
• Recognise and explain that repetitive practice of skills is necessary for optimal performance and can be classified into different types, including:
o massed practice and distributed practice
o whole practice and part practice
o blocked practice and random practice
o constant practice and varied practice
o drills and problem-solving
o specificity and variability of practice
• Investigate the use of different types of practice and feedback in relation to personal motor learning and performance in physical activity
SAMPLE
• 2.7 Skill drill: Investigate the impact of types of practice on performance
• Analyse and synthesise primary data and secondary data about the influence of motor learning concepts and principles on specialised movement sequences and movement strategies to ascertain the most significant relationships between the motor learning strategy and movement strategies, concepts and principles, and personal performance
• 2.8 Types of feedback
• Devise a personal motor learning strategy to optimise performance in physical activity that considers:
o types of practice suitable to the requirement of the physical activity and the individual
o relevant body and movement concepts, specialised movement sequences and movement strategies
• Justify the development of the motor learning strategy and movement strategies using evidence from primary data and secondary data
• Implement the motor learning strategy and movement strategies to gather primary data about the outcomes and limitations of the strategy
• Reflect on primary data and secondary data to evaluate the effectiveness
o tthe motor learning strategy and movement strategies to achieve a determined outcome, including:
o meeting the learning requirements of the individual using suitable types of practice and feedback for the selected physical activity
o optimising performance of specialised movement sequences and movement strategies
• Make decisions to maintain or modify the motor learning strategy and movement strategies
• Justify maintenance or modification of the motor learning strategy and movement strategies using evidence from primary data and secondary data
• Recognise and explain that feedback is all the information an individual receives about the performance of a skill and is organised into two categories:
o intrinsic feedback – the sensory information that occurs during and after a movement
o extrinsic feedback – the augmented feedback that is received at the completion of a movement, including knowledge of results and performance
• Gather primary data about the influence of motor learning concepts and principles, including rate limiters, practice and feedback, on personal
• 2.9 Skill drill: Investigate the impact of different types of feedback on performance
performance of specialised movement sequences and movement strategies in authentic performance environments
• Analyse and synthesise primary data and secondary data about the influence of motor learning concepts and principles on specialised movement sequences and movement strategies to ascertain the most significant relationships between the motor learning strategy and movement strategies, concepts and principles, and personal performance
• Devise a personal motor learning strategy to optimise performance in physical activity that considers:
o feedback suitable to the requirements of the physical activity and the individual
o relevant body and movement concepts, specialised movement sequences and movement strategies
• Justify the development of the motor learning strategy and movement strategies using evidence from primary data and secondary data
• Implement the motor learning strategy and movement strategies to gather primary data about the outcomes and limitations of the strategy
• Reflect on primary data and secondary data to evaluate the effectiveness
o tthe motor learning strategy and movement strategies to achieve a determined outcome, including:
o meeting the learning requirements of the individual using suitable types of practice and feedback for the selected physical activity
o optimising performance of specialised movement sequences and movement strategies
• Make decisions to maintain or modify the motor learning strategy and movement strategies
• Justify maintenance or modification of the motor learning strategy and movement strategies using evidence from primary data and secondary data
• 2.10 Body and movement concepts
• 2.11 Skill drill: Investigate how body and movement concepts can be used to assess and improve performance
• Identify and explore how body and movement concepts interact to develop specialised movement sequences and movement strategies for the selected physical activity. Body and movement concepts are:
o body awareness – what movements the body can perform: balance, weight bearing, stability, transfer of weight and flight
o space awareness – where the body can move: using general or personal space, direction, pathways of movement, and levels and planes of movement
o quality of movement – how the body moves: time and speed, accuracy, force development, effort, efficiency, effect, flow, sequence, continuity and outcome of movement
o relationships – connection with implements, interaction with opponents and other players
• Analyse and synthesise primary data and secondary data about the influence of motor learning concepts and principles on specialised movement sequences and movement strategies to ascertain the most significant relationships between the motor learning strategy and movement strategies, concepts and principles, and personal performance
• Devise a personal motor learning strategy to optimise performance in physical activity that considers:
o relevant body and movement concepts, specialised movement sequences and movement strategies
• Justify the development of the motor learning strategy and movement strategies using evidence from primary data and secondary data
• Implement the motor learning strategy and movement strategies to gather primary data about the outcomes and limitations of the strategy
SAMPLE
• Reflect on primary data and secondary data to evaluate the effectiveness
o tthe motor learning strategy and movement strategies to achieve a determined outcome, including:
o meeting the learning requirements of the individual using suitable types of practice and feedback for the selected physical activity
• 2.12 Assessment support
o optimising performance of specialised movement sequences and movement strategies
• Make decisions to maintain or modify the motor learning strategy and movement strategies
• Justify maintenance or modification of the motor learning strategy and movement strategies using evidence from primary data and secondary data
(Assessment support)
Education 2025 v1.0 General senior syllabus links
1: Motor learning, functional anatomy and biomechanics in physical activity Topic 1: Motor learning Unit objectives
1. Recognise and explain motor learning, functional anatomy and biomechanical concepts and principles about selected physical activities.
2. Demonstrate specialised movement sequences and movement strategies in selected physical activities.
3. Apply concepts to specialised movement sequences and movement strategies in selected physical activities.
4. Analyse and synthesise data to devise strategies about motor learning, functional anatomy and biomechanics.
5. Evaluate motor learning, functional anatomy, biomechanical concepts and principles and movement strategies.
6. Justify motor learning, functional anatomy, biomechanical concepts and principles and movement strategies.
7. Make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts.
Supporting resources (available via Oxford Digital)
• Module 2 Quizlet
• Student Book answers
• Student worksheets and answers
• Printable Skill Drill worksheets and answers
• Printable Practice assessment tasks and answers
• Printable ISMGs
• Data analysis worksheets and answers
Things to know before teaching Module 2 Motor learning
General teaching tips
• Videos
• Weblinks
• Chapter summaries
• Revision notes
• Miscellaneous printable documents, including templates and tools to support activities in the lesson plans
The concepts covered in Unit 1 – Topic 1 Motor learning underpin the entire senior PE course, both physically and theoretically. 22 notional hours have been allocated to Unit 1– Topic 1 Motor learning. This smaller allocation of time, in comparison to other topics, is because physical performance is not assessed (unless you are running a whole-unit assessment piece. i.e. assessing Motor learning and Functional anatomy and biomechanics together). Although physical performance does not require assessment, it is suggested that you integrate your learning experiences as much as possible. Ideas for integration have been provided throughout these lesson plans.
Ensure students know how to access the answers to Check your learning questions, and why these are only available at the teacher’s discretion.
SAMPLE
The modules in the student book are ‘chunked’ into small, understandable increments (Lessons 2.1, 2.2 and so on). These help the teacher see natural breaks in the content. It also enables students to reflect on the ideas presented by way of the Check your learning questions. This halt to new content at strategic points permits students to have time to think about what they have just experienced.
Lesson 2.4: The dynamic systems approach to motor learning
Pages 30–35
Learning intentions and success criteria
By the end of this lesson, students will be able to do the following:
LEARNING INTENTION
Recognise that the dynamic systems approach is a framework used to explain how we learn and remember motor skills.
Understand that in the dynamic systems approach, motor skills are learnt and carried out in response to variables, known as constraints.
Recognise that constraints can impact in both positive and negative ways on an athlete’s performance.
SUCCESS CRITERIA
• I can explain features of the dynamic system approach to motor learning.
• I can identify examples of the three types of constraints: task, environmental and individual.
• I can explain the way constraints may have a positive impact on an athlete’s performance.
• I can explain the role of rate limiters as a type of constraint in restricting performance.
• This lesson focuses on the dynamic systems approach to motor learning – the second of the two major approaches to motor learning that have developed over time. The cognitive systems approach was covered in Lesson 2.3.
Classroom activities
ACTIVITY
Lesson overview:
Teacher considerations
• Choose the activities that would best appeal to your cohort within your allocated time.
• It is recommended to allocate an additional 55 minutes to this topic to complete Skill drill 2.5.
Differentiation strategies
Support and Extension activities are provided below, but if your students need more, try this:
SAMPLE
• Support: Provide students with scaffolding. Give them a list of key words and ask them to find and record information from the text that uses each term (one sentence per term).
• Extension: Give students a list of key terms from Lesson 2.4 and ask them to write a discussion on the dynamic systems approach to learning. Every term must be used once in their discussion, and they are not allowed to look at the Student Book
Starter activity: 10 minutes
text. If that is too difficult, you could negotiate a set number of terms for which they are allowed to check the text. For example, if you give them 15 words, they can use their ‘check the text’ help option for five of them.
Teacher considerations
2.4A Classroom activity: What is the dynamic systems approach and how does it work? 20 minutes
• Walk through the learning intentions and success criteria for the lesson. You may like to display a printed version on the board or write them on the board for students to refer to as they complete the lesson.
• As a class, watch the video tutorial ‘Constraints and rate limiters’.
Teacher considerations
• Prepare for differentiation activities:
o Make enough copies of pages 30–31 for each student who will complete the differentiation activities: Feeling unsure? (Support) and Dig deeper! (Extension).
o For students who complete the Support activity, follow-up with a one-on-one conversation about areas they identified as hard to understand.
Instructions for students
SAMPLE
• Read through ‘Introduction to the dynamic systems approach’ and ‘How the dynamic systems approach works on pages 30–31 of the Student Book.
• Answer the two multiple-choice questions that come after this section of text.
Feeling unsure?
• Highlight the key words and phrases from the text.
• Highlight any words or sections you find hard to understand.
Oxford Digital
• Learning intentions and success criteria
• Video tutorial: Constraints and rate limiters
2.4B Classroom activity: The dynamic systems approach in sport 10 minutes
Dig deeper!
• Annotate the text to provide more examples of task, environmental and individual constraints.
2.4C Classroom activity: Constraints 25 minutes
Teacher consideration
• Ensure each student has access to either a printed or digital version of the KWHL template on Oxford Digital.
Instructions for students
• Think about what you know about dynamic systems in sport, what you want to know and how you will find out.
• Fill out the ‘K’, ‘W’ and ‘H’ of the KWHL template.
• Share some of your ‘What I know’ and ‘What I want to learn’ responses with the class.
Teacher considerations
• Print out and cut up enough copies of the Constraints cards (provided on Oxford Digital) so that there are enough sets for five or so groups (aiming for three or four students in each one).
• Organise the class into groups.
• Jumble up the cards and place a set on each group’s desk.
Instructions for students
• Read the section headed ‘Constraints’ on pages 33–35.
• In your group:
o Discuss how each one might be a constraint.
o Provide a sporting example for each.
Oxford Digital
• KWHL template
Oxford Digital
• Constraints cards
2.4D Classroom activity: Rate limiters
o Sort the cards into the three types of constraints: task, environmental and individual.
20 minutes Teacher considerations
• Queue up the video of LeBron James performing a ‘no look, one-hand assist (pass)’ during an NBA game (a link is provided on Oxford Digital).
• Before showing the footage, make sure students have read the sections on ‘Rate limiters’ and ‘Working with rate limiters’ on pages 34–35.
Integration opportunity
• Play basketball for 15–20 minutes (after a suitable warm-up). Ask students to attempt different ‘tricks’ with the ball, like the one hand no-look assist that LeBron James does in the video. Then have students answer the question: What type of rate limiters might prevent you (or others) from being able to perform the same skill as LeBron James, in that same moment?
Instructions for students
• What type of rate limiters might prevent you (or others) from being able to perform the same skill as LeBron James, in that same moment?
Feeling unsure?
Answer the following questions.
SAMPLE
a. Is your hand the same size as that of LeBron James? Would you have the strength to hold the ball in one hand, on that angle? Would you have the strength to generate power from the lower arm and wrist only?
b. Would you have the confidence to pull off such a skill under the pressure of a big game?
c. Would your senses (sight, hearing etc.) have guided you in the same way?
d. Do you know about this strategic option? Do you know how and why you would use a no-look assist?
Oxford Digital
• Video: LeBron James performing a ‘no look, one-hand assist (pass)
• Video weblink: Constraints based coaching
2.4E Classroom activity: Rate limiter bingo
20 minutes
e. Is your passing technique proficient enough to let you do this?
f. What rate limiter categories are each of the above examples referring to? Dig deeper!
• Find two other secondary sources (videos), from different sports, showing a sports person performing a skill that they believe their own rate limiters prevent them from executing.
Teacher considerations
Review and consolidate 5 minutes
• Create cards that list as many rate limiters as possible (one per card).
• Once students have listed their three personal rate limiters, player ‘Rate limiter bingo”.
o Shuffle the cards and then hold up one at a time.
o If students have that rate limiter on their list, they can cross it off.
o Once they have crossed it off, they must write down how they could overcome or work with the rate limiter in the future.
o The winner is the first person to cross off all three and have a strategy devised for each rate limiter, and to call out BINGO!
Instructions for students
• Read the blog post about rate limiters (a link is provided on Oxford Digital)
• Write down three personal rate limiters for a physical activity you will be performing later in the PE course.
Teacher considerations
SAMPLE
• Assign homework.
• Run through the key ideas with students:
o The dynamic systems approach is a framework used to explain how we learn and remember motor skills.
Oxford Digital
• Weblink: Rate limiters
Homework 40 minutes
o According to this approach, the intelligence that coordinates and controls body movements is the result of complex interactions between the individual, the environment and the task.
o The dynamic systems approach suggests that motor skills are produced and learnt in response to constraints.
o There are three types of constraints: task constraints, environmental constraints and individual constraints).
o Rate limiters are a type of constraint that have a negative impact on learning and restrict performance.
• Students complete the Check your learning questions for Lesson 2.4 either online or in their notebooks.
• Add glossary terms to glossary lists.
• In preparation for the next lesson, students review Skill drill 2.5: Assess the impact of rate limiters on performance on pages 37–38
