PE(B3) 2024 Individual Micro-lessons.pdf

Physical education 2024 Individual Micro-lessons.

1. Initials & Surname: I. N Khosa
Student number: 222090500
Assessment Task: Individual micro-lesson



AIM OF LESSON AIM:
To assess student’s ability to change direction quickly and efficiently while maintaining speed
and balance.

2. At the end of the lesson learners should be able to:
• Perform the agility t-test with proper technique within a specified time limit.
• Collaborate effectively with peers during agility drills.
• Demonstrate improved agility by reducing completion time.
• Reflect on personal agility strengths and set goals for improvement.
A. CONTEXT UNIT: 6 LESSON: Physical activities
that promotes fitness
NAME: I. N Khosa STUDENT NUMBER: 222090500 Agility t-test
SCHOOL: Mahuvo high school GRADE: 9 CLASS: 9D
NUMBER OF LEARNERS: 25 BOYS: 11 GIRLS: 14
DURATION OF LESSON: 50 Minutes SPECIFIC NEEDS: There is one learner who has attention deficit hyperactivity disorder.
HOW WILL YOU: DIFFERENTIATE: There are three male athletes in the class and two male and female leaders.
REMEDIATE: During the Agility T-Test, the class leaders will model and explain the test to the students. The
athletes will be given extra attempts to push their limits and enhance their skills. The student with ADHD will be
given additional time and frequent breaks to manage focus and will assist with setting up the test to stay
engaged. To ensure smooth execution, the class leaders will help guide and motivate the other students
throughout the activity.


EQUIPMENT NEEDED: • Cones
• Timer
• Whistle

3. B. INVITATION/INTRODUCTION:
duration:

Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1. Start with a brief discussion to
engage students:
• Why is agility important in
sports?
• Why is it crucial to warm up
before physical activities?

2. Conduct a grid warm-up session
that includes jogging and stretching
exercises suitable for agility training:
• Neck circles
• Standing quadriceps stretch
• Jumping jacks

3. The teacher will:
Introduce the Agility T-test and its
significance in enhancing agility,
coordination, and speed.




Teacher’s Role:

1. Facilitate a brief discussion by
posing engaging questions and
encouraging student participation.

2. Demonstrate proper warm-up
techniques and ensure students
perform exercises correctly to
prevent injury.

3. Introduce the Agility T-test,
explaining its purpose and how it
relates to agility, coordination, and
speed.

Learner’s Role:

1. Actively participate in the
discussion by sharing insights and
experiences related to agility in
sports and the importance of
warming up.

2. Engage in the warm-up session
by following instructions,
performing exercises with proper
technique, and maintaining focus.





1. Cognitive Domain:
Students understand the
importance of agility in
sports and the necessity
of warming up to prevent
injury, demonstrating
knowledge acquisition
through participation in
the discussion.

2. Psychomotor Domain:
Students perform warmup
exercises and the Agility T-
test with proper
technique, showcasing
physical skills and
coordination.

3. Affective Domain:
Students demonstrate
enthusiasm and
engagement in the
activities, showing a
positive attitude towards
physical fitness and agility
training.

4. 3. Pay attention during the
introduction of the Agility T-test, &
ASK questions to clarify any
uncertainties

C. MAIN BODY:
duration:
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1. Form five groups of 6 students each
and assign group roles: leader, timer,
recorder.

2. Apply the TGFU model for agility t-
test presentations by one student from
each group, timed.

3. Explain agility t-test rules and
demonstrate the exercise, emphasizing
purpose and technique.
Teacher’s role:
1. Organize the class into five groups
of 6 students each and assign group
roles such as leader, timer, and
recorder.

2. Facilitate the application of the
TGFU teaching model for agility t-
test presentations by one student
from each group, ensuring
adherence to time limits.

3. Explain the rules of the agility t-
test, including layout, turns, and
distance to be covered, and
demonstrate the exercise to

1. Cognitive: Students
grasp agility t-test rules and
concepts, enhancing
problem-solving abilities.

2. Psychomotor: Students
demonstrate physical
proficiency and agility in
executing the test.

3. Affective: Students
engage collaboratively,
fostering teamwork and a
positive attitude towards
physical education.

5. students, emphasizing purpose and
technique.

Learner’s role:

1. Participate in group formation
and assume assigned roles, such as
leader, timer, or recorder.

2. Engage in the TGFU lesson model
by actively participating in group
discussions, decision-making, and
problem solving.

2. Pay attention to the
explanation of the Agility T-test
rules, layout, and techniques,
asking questions for clarification as
needed.




1. Sprint from purple to blue cone
2. Shuffle left from Blue to red cone
3. Shuffle right from red to yellow cone.
4. Shuffle left from yellow to blue cone.
5. Running back from blue to purple cone

6. D. CLOSURE
duration:
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
COOLING DOWN EXERCISES

1. The teacher will guide students
through these exercises:
• Shoulder rolls
• Neck stretches
• Standing quad stretch
• Deep breathing

2. The teacher will ask students
reflection questions:

• How did you feel during the Agility T-
test? Did you find it challenging or
enjoyable?

• Did you face any challenges or
obstacles during the exercise, and how
did you overcome them?

• What could you do to improve your
performance in future agility
exercises?




Educator's Role:
1. Guide students in cooling down
exercises.

2. Ask reflection questions and
facilitate discussion.

3. Create a supportive learning
environment.




Learner’s role:

1. Actively participate in
cooling down exercises.

2. Share feelings and experiences
during the Agility T-test.

3. Reflect on teamwork, challenges,
and ways to improve.

1. Psychomotor:
Improved flexibility and
relaxation.

2. Cognitive:
Enhanced self-awareness
and critical thinking.

3. Social:
Improved teamwork and
communication.

7. 3. HOMEWORK

The teacher will assign a
homework that aligns with the
SPORTFITT principles:

Collaborate with a classmate to
develop a short video demonstrating
teamwork and communication during
an agility exercise
E. YOUR REFLECTION OF: WHAT WAS GOOD? WHAT WAS A CHALLENGE? HOW WILL YOU CHANGE?
1. LEARNERS



2. YOUR PRESENTATION



STUDENT: I. N Khosa 222090500

DATE: August 27, 2024

LECTURER:

DATE: