Skip to content

Integrated Sport

Sport is integrated into the curriculum at Kariong Mountains High School. Students partake in a programmed sequence of units designed to improve their overall fitness, agility and teamwork skills. These lessons are taught under the guidance of trained PDHPE teachers.

 

Year 7

Structure

Integrated into the timetable @ 3 periods / cycle. Students participate in modified games following “games sense” principles to assist their understanding of how and why specific skills are taught in the context of Invasion, Net / Court, Striking and Fielding and Target games. Units of work relate directly to the PDHPE syllabus and last for 5 weeks in duration so that each context is explored twice throughout the year.

Rationale

Games Sense and Teaching Games for Understanding are approaches to teaching about sport that break down stereotypes associated with particular games. Instead, they force students to recognise the similarities of concepts across a range of sports that fit within the same category. Through the use of appropriate questioning, students gain a greater appreciation of the use of space, anticipation and timing, object manipulation and control and technique as it relates to each sport studied. In addition, the use of modified games leads to greater engagement, making more students more active more often and thereby can reduce the cost of lifestyle diseases to the community.

Staffing

Trained PDHPE teachers where possible.

Year 8

Structure

Integrated into the timetable @ 3 periods / cycle. Students participate in modified games following “games sense” principles to assist their understanding of how and why specific skills are taught in the context of Invasion, Net / Court, Striking and Fielding and Target games. Units of work relate directly to the PDHPE syllabus and last for 5 weeks in duration so that each context is explored twice throughout the year.

Rationale

Carrying on from year 7. Most students have developed an understanding of game play across a number of sports. Year 8 seeks to enhance this through other “Big Game Concepts” to cover sports not yet explored. Our interschool and CHS knockout U15 teams should benefit from the intensive program based on student understanding, and the number of naturally skilled performers that may complement our program.

Year 9

Structure

Conducted for approximately half of the cohort at the same time for 3 hours per fortnight at school. Utilises the SEPEP model to expose students to the variety of support roles necessary to run successful sporting events. This also follows the “Big Game Concepts” in that students participate in eight separate round robin competitions per year. Sports include: Oztag and Soccer for Invasion Games; Badminton and Volleyball for Net / Court Games; Softball / Teeball and Cricket for Striking and Fielding Games and Bowls and Croquet for Target Games.

Rationale

Sport plays a major role in Australian culture, however, there is a big problem attracting volunteers to support the conduct of regular competitions due to lack of confidence in performing these roles. By exposing our students to these challenging situations and supporting them to succeed, KMHS can assist in raising the number of volunteers in the local community. This program is based on Sport Education in Physical Education Programs (SEPEP) model and seeks to enhance student leadership within the sporting context and will also provide us with a pool of much needed students to assist in volunteer roles at sport gala days, further promoting KMHS in the community.

Staffing

Trained PDHPE teachers where possible.

Year 10

Structure

Conducted for the entire cohort at the same time for 1½ hours per week. Students have the choice of 2-3 options per term based on one concept, at least one of which will be school based. Eg: Term one – Target Games; a) Ten Pin, b) Golf, c) Laser Tag, d) Archery. Term 2 – Net / Court; a) Squash, b) Tennis, c) Volleyball. Term 3 – Invasion; a) Oztag, b) Lacrosse, c) Indoor Soccer. Term 4 – Striking and Fielding; a) Softball, b) Indoor Cricket, c) Rounders

Rationale

Students have had 3 years grounding in holistic concepts of game play and management of tournaments. They are developing specific interests and should be given choice in what sports they would like to pursue specific skills in. They are also considered “seniors” and given the opportunity to leave school for sport on a regular basis.

Staffing

Trained PDHPE teachers where possible or appropriately qualified staff members.

Year 11

Structure

Conducted for the entire cohort at the same time for 2 hours per week. Students have the choice of 2-3 options per term. These can explore the wide variety of lifelong physical activities available to students when they leave school and enter the community. Eg, Traditional sports at the indoor sport centre, Indoor rock climbing, Aerobics, Pilates, Yoga classes, Attending the Gym, Ice skating, Swimming etc.

Rationale

As students near the end of the sport program, they may wish to explore other options that do not rely on team mates for success. They should be provided with opportunities to experience physical activity in a range of environments in either the competitive or recreational context. Students will be encouraged to see movement as an opportunity, not an inconvenience throughout this stage of the sport program.

Staffing

Appropriately qualified staff members.